id
stringlengths 54
56
| text
stringlengths 0
1.34M
| source
stringclasses 1
value | added
stringdate 2025-03-18 00:34:10
2025-03-18 00:39:48
| created
stringlengths 3
51
⌀ | metadata
dict |
|---|---|---|---|---|---|
https://oercommons.org/courseware/lesson/21305/overview
|
Creating an E-Portfolio Remix
Overview
You would have to simulate a scenario where they have graduated and are preparing themselves for the workforce.They will be reflecting among themselves to identify the experiences, character traits, goals and objectives that are closest to them. They will use these items that they have identified and look towards creating an interactive medium. They will look for you on feedback to improve the interactive medium that they have created, to see if it's relevant to the learners or not. You will have to be familiar with the rapid growth of educational technology, these include platforms that will showcase the portfolios
- Pathbrite - An easy way of creating an E-Portfolio and placing your reflections and experiences into.
- About.me - This is an easy portfolio builder that acts as a start up page to link you to your videos or images. It even provides a free email signature as well
- Weebly - Weebly is a drag and drop no frills web page builder. It is really easy and intuitive to use. A presentation of how to navigate and download Weebly for the smartphone is included.
- Wix - Wix is similar to Weebly, it is also a page builder for building up your own web page.
- Wordpress - Create a wordpress site that stores all the relevant information available on the site.
It will also include interactive media that will be used to create different forms of videos, animations and images.
Preparation
Instructors will have to go through the idea of understanding the following area.
- 5 words to describe yourself - How to narrow down strong traits that the learners possess. You will have to break down the character traits from a list of 50 different ones created. Refer to the task below for more information.
- The power of reflection - How you should be reflecting on your experiences that you have gained in your educational life. Reflecting on experiences to allow the learners to understand the journey they been through in life, and what is ahead of them are equally important.
- What are your goals? - This will be uncovering your goals and objectives that you have in life that you will place in your E-Portfolio site.
- Exposure to educational technology tools such as Powtoons and Canva.
- Access the students at your own discretion. Creativity is judgemental and should not be fixed.
Understanding your personal character traits.
Ask the students to watch this video to understand what kinds of traits are successful traits.
Ask them to grab a chair and form a circle around, show the slide as shown below, inform the learners to begin with 10 character traits that they possess. Ask them to list down and write on a piece of paper. From there, tell them to name 5 character traits from the list that they created.
List down 10 character traits associated with you and write on a piece of paper. Share with your instructor what are the 10 character traits that are most meaningful to you.
Create a video using Powtoons to describe themselves
Using the 5 character traits that they have identified, create a video using Powtoons.com. An account is free to create, provide the learners 1 hour to complete this exercise. Tell them to use any form of resources if they needed to, but please inform them to attribute or credit any other person's work.
An example as follows:
Suggestions
Provide the learners some time to think and reflect on their most memorable experience. It can be related to an experience that was years ago, or a childhood experience that they treasure a lot. Encourage them and hand hold them in this session, to allow them time to be reflective in this session.
Here is an example of how you can create a video to describe yourself further. You can also think of interactive or engaging ways that you can do for the video. Reflect on the 5 character traits that you have chosen earlier, now take this opportunity to create a video out of it.
The requirements for the videos is as follows:
- 1 minute video introducing yourself and your hobbies. NOTE: maximum timelength of 1 minute 30 seconds.
- Pictures that represent your character traits must be placed in the video.
- Use a whacky music, but it must not be offensive as you are showing it to your future employer.
- Register an account with Powtoons.com to begin the process. Please use your desired email to register for one.
Define your goals and objectives using SMART
The objective is to explain to them how does SMART Goals actually help them. Explain to them each of the term SMART. Refer to the following diagram for more information.
Use examples such as these to understand SMART Goals better.
“I want to know 15 more operational expenses in a retail industry within the next three months by interviewing 5 existing retail managers and researching 10 case studies on retail operations .”
“I bought a new management accounting software for my personal expenses and I want to understand 75% of the features within the next three months.”
“Within a month, I am going to get set up to sell personalised card designs on Etsy, which will allow me to benefit financially from my favorite hobby. Within six weeks, I will have an inventory of 30 seasonal card designs to sell and aim to sell a minimum of five cards per week, building customer relationships through Facebook,instagram referrals and other local networking. “
Suggestions
Provide the learners some time to think about what they want in life, their goals can be extrinsic or intrinsic depending on their different needs that they have. Motivate them to have a goal and purpose in life. From there, guide them to believe that they have a goal and purpose in life.
In this section, you will be concentrating on building your goals and dorections you have in life. This will fit in closely to your main page as your profile, it will help define not only who you are, but also what you want to achieve in life. To help you achieve a better understanding, the use of SMART goals will be used. Use this picture to obtain a foundation of what SMART goals are, and put them to use in your profile, stating what you hope to achieve in your E -portfolio page. Also, you may want to use this video to find out more about SMART goals.
Allow your learners to digest the information on SMART Goals. Give them additional references in case they get lost in the concepts. Refer to this link to find out even more on SMART Goals
Your task is to consider the following aspects in SMART Goals:
- What will be the questions you need to ask yourself when you consider a SMART Goal?
- What is defined as SMART goal?
From these reflective questions, construct 3 SMART goals sentences and share with your team mate to see if they are relevant and SMART.
Writing a reflection, creating the belief and values
Introduce the learners on various reflections and provide examples on how reflections can be written. Ask the learners to write 5 critical statements that are meaningful to them based on the experience that they had. Refer to the student content for the questions. Reflections can vary as shown:
- 50 words essay to describe the experience: Describe and experience that is meaningful to you.
- The theme of the experience, what was the experience that the learner had. The experience may refer to a field trip that they recently went to,a research project that they have done recently or a hobby that they possess. These form the artefacts of the E-portfolio that should be documented into the E-Portfolio
- How relevant is it, why is it important to them?
Refer to some of these examples as shown:
- http://classroom.synonym.com/keys-writing-reflection-paper-2614.html - Writing a reflection: body, introduction, summary.
- http://www.bellarmine.edu/faculty/lsusan/EDUC116/sample_reflection.asp - An example of reflection paper.
- http://people.stu.ca/~oregan/samplerp.html - Critical reflection sample.
Suggestions
Let your learners take it slow from this particular aspect. If they are struggling, take a slow approach towards asking them to create a reflection. Break down the reflections in critical words that are relevant to their experience, and build the reflections from critical words to reflection statements to a complete 50 word essay. Use the interactive media as a form of expressing their thoughts and feelings towards a subject or an experience.
To begin a reflection paper, follow these steps to create a “Belief and values” system in your page.
- look out for the main theme and what are you addressing. (E.g. is it about a person? Was it about a particular experience?) Consider a reflection that is critical, where theories and knowledge are carefully analysed and written down.
- Jot down 5 main points in your reflection paper that you want to address. (E.g. You had 5 valuable lessons that you want to share with everyone. ) Consider that the points are contextualised to the scenario and the setting that you are in, remember the points that you are trying to address as well.
- Find out some key learning points through examples (E.g. You learnt a lot about leadership from being a leader of your team in a field trip, you learnt about compromising and coming to a common consensus as a leader.)
- Write an introduction and provide a proper closure. Closure is to summarise your key learning points, introduction is to provide the context for everyone. Write your desired outcome in its intial stage, and what you have obtained at the end result. Did they match or where there gaps that provided you learning opportunities?
The next step would be to structure the content accordingly. Based on a video by Dr. Barbara Jacoby(Senior Scholar for the Adele H. Stamp Student Union), she shares her methods of critical reflections.
- What informed the writing of your description?
- How did you draw on other courses, readings, or discussions? (i.e. What comes to your mind immediately?)
- Did you think only within or outside the context?
- What attitudes, values, & assumptions are evident in your description?
- Where did these attitudes & values come from?
Based on a video by Dr. Barbara Jacoby(Senior Scholar for the Adele H. Stamp Student Union), she shares her methods of critical reflections.
- What informed the writing of your description?
- How did you draw on other courses, readings, or discussions? (i.e. What comes to your mind immediately?)
- Did you think only within or outside the context?
- What attitudes, values, & assumptions are evident in your description?
- Where did these attitudes & values come from?
Structure the contents that you feel meaningful and introduce the audience the topic and area that you are presenting. Write the contents in the following order:
- Introduction - provide the context with a proper introduction, informing what the audience or readers are expected to view.
- Body - Provide the main content based on the 5 points that you have provided earlier. Form a proper paragraph for it
- Conclusion - Summarise the reflection and conclude with an important takeaway for readers to note. For example, leadership is an important experience in my field trip.
Taking it further
The learners have now completed 3 of the objectives that were proposed. Ask the learners to reflect critically on how they can place these resources in an online platform where they can let all the users have a look.
There are several things to consider when they place materials about themselves on the Internet, so do cover the following aspects with them
- Copyright infringements - Students or learners must make sure they do not infringe any copyright images that is on the Internet.
- Private data - Please inform your students not to include identification numbers, personal photos, addresses into the web platform.
After the learners have created their interactive E-portfolio on their own time, consider awarding the badges as provided:
There are several things to consider when they place materials about themselves on the Internet, so do cover the following aspects with them
- Copyright infringements - Students or learners must make sure they do not infringe any copyright images that is on the Internet.
- Private data - Please inform your students not to include identification numbers, personal photos, addresses into the web platform.
With these areas in mind, consider creating an online E-portfolio using one of the platforms that is available
- Pathbrite - An easy way of creating an E-Portfolio and placing your reflections and experiences into.
- About.me - This is an easy portfolio builder that acts as a start up page to link you to your videos or images. It even provides a free email signature as well
- Weebly - Weebly is a drag and drop no frills web page builder. It is really easy and intuitive to use. Weebly navigation click here
- Wix - Wix is similar to Weebly, it is also a page builder for building up your own web page.
- Wordpress - Create a wordpress site that stores all the relevant information available on the site.
After you have completed the E-Portfolio, you will be awarded a badge on Completion of E-Portfolio
|
oercommons
|
2025-03-18T00:35:37.664014
|
David Haile
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/21305/overview",
"title": "Creating an E-Portfolio Remix",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/69666/overview
|
Education Standards
Educational Class Worksheet
Exploring Careers Worksheet
Group Discussion Rubric
Know It All - Career Explorations!
My Next Move - Interests
My Next Move Website
Occupational Outlook Handbook
O*NET Interest Profiler - Paper and Pencil Version
O*NET Interest Profiler - Web Based
Oral Presentation Rubric
POWER Library
Reflection Rubric
Similar and Different Worksheet
U.S. Bureau of Labor Statistics Career Exploration
Exploring Careers Using Computational Thinking
Overview
Students need to be prepared for college or the workforce. This lesson plan allows students to use the computational thinking process to learn about careers.
Lesson Overview
Lesson Overview
Students need to be prepared for college or the workforce. This lesson plan allows students to use decomposition to locate what career options will be perfect for them based on their interests. Once they have located their "dream" careers, they will use pattern recognition to locate the commonalities and differences with the selected careers, abstraction to generation a model of what educational classes relat to each career, and then they will develop an algorithm in the form of a presentation to help other students understand the step by step process they will use toward obtaining their "dream" career. As students work their way through the lesson, they will be creating items that will be placed in their portfolios. A portfolio is a collection of works that someone can use to display their skills and goals. This portofolio can then be used as their plan of study when they advance to high school.
Lesson Objectives:
Learners will:
Identify appropriate careers based on the results of the O*Net Interest Profiler.
Research their appropriate careers.
Use decomposition to break down careers into smaller components for comparison.
Distinguish patterns betweek the careers they searched.
Investigate through abstraction which educational courses will be needed in high school to help them obtain their selected career.
Develop an algorithm of educational courses they need to take as they progress through high school.
Summarize in the form of a poster the job requirements for their career.
Journal their reflection in regards to what they have learned as part of this lesson, in terms of strengths and areas of focus related to the career choices investigated.
What are your interests?
Activity:
- In this activity, students will use the O'Net Interest Profiler to discover what work activities are most relevant to them. Once identified, they can then use the list to begin to research careers based on their interests. Using one of the methods below, have the students take a few minutes to record what activities they like to do daily. For this activity, the student should not think about how much education or training is needed or how much money then can make. The interest profiler measures six types of occupational interests: realistic, investigative, artistic, social, enterprising, and conventional. There is a web-based version and also a paper and pencil version if you do not have computers in your classroom.
- Method 1: Activity with computers
- Make sure the students are logges into the computer and have an Internet browser opened.
- Have the students go to the web-based Interest Profiler.
- There are 60 questions. When the students are ready have them click on the blue button titles "Take the Web-based Interest Profiler now".
- Have the students print out the results to place in their career portfolio.
- Method 2: Activity without computers
- Complete the Interest Profiler worksheet.
- Complete page 1 of the Score Report worksheet to record a summary of the type of work you like. After totaling all the interest areas, record the interest with the highest score in the primary interest area and the next two highest in the second and third interested areas.
- Each interest group contains jobs from various zones. A job zone is described as the level of preparation that is needed. This preparation includes education, training, and experience which is needed for the job.
- Using page 2 of the Score Report Worksheet, read over the characteristics of each job zone and then pick the job zone based on your future plans. Recors that zone on the bottom of the page.
- Find your Primary Interest and look over the careers listed under that category and zone on the O*Net Career Listing.
- Using the O*Net Careers Worksheet (page 4 of the Score Report Worksheet), record the Career Titles you want to research
- Completed worksheets will be placed in the career portfolio of the student.
- Method 1: Activity with computers
Assessment:
- Students will show the instructor the completed worksheets or the printed document depending on which method was used to complete this activity. Assessment includes not only the written work, but also verbal discussion highlighting the careers and preparation needed.
Exploring Careers
Activity:
- Decomposition is defined as the act of breaking an item into simpler parts. In this activity, students will use decomposition to research careers from the O*Net Career Worksheet based on the results of their Interest Profiler. Students will also use additional websites to search for other careers, not included as part of the O*Net Career Listing, that match their interest.
- Have the students go to My Next Move and search for the careers recorded on their worksheet.
- Have the students use the suggested websites to research additional career options that were not included in the initial career listing.
- The students will use the Exploring Careers Worksheet to record their findings.
Assessment:
- Each student will share with the group what they discovered to be their "dream" career. They will also share what skills are needed to be able to perform that job.
Finding Patterns in Careers
Activity:
- In this activity, students will use pattern recognition to look at the similarities and difference between each of the careers that they selected in the Exploring Careers activity. In addition to their interests and work skills, make sure the students also compare the economic factors (i.e. geographic location, job openings, etc.). Students will record their findings on the Similar and Different Worksheet.
Assessment:
- Completion of the Similar and Different Worksheet.
Career Pathway Abstraction
Activity:
- Now that the students had some time to explore and research several careers, they will use the career they are most interested in and develop a model or abstraction to align it to the educational courses their school offers. This abstraction will allow then to filter out those courses they do not need so they can focus on the important career requirements. Their results will be used to create their career algorithm. The Educational Class Worksheet can be used by the students to record their findings. This activity will help students develop a career pathway for them to attain to as they advance through high achool and ultimately become part of the workforce.
Assessment:
- Students will summarize their results using the Educational Class Worksheet or something similar.
Career Algorithm Presentation
Activity:
- In this activity, students will demonstrate, via a presentation, an algorithm they will use to complete the goals of furthering their education in oder to reach the skills needed to be employed in their "dream job". This presentation can be created in any presentation program. (Some exampled include: Microsoft PowerPoint, Google Slides, and Adobe Spark, etc.)
Assessment:
- The student will present their algorithm to the class and ask for feedback.
Gallery Walk
Activity:
- This activity is designed to help assess what students have learned in this lesson. The students will take on the role of a human resources offices and create job descriptions for careers of their "dreem" jobs. They will then hang them up arounf the classroom so students can do a gallery wal to see what skills are needed for each of the dream jobs. Each student should have post-it notes to provide feedback.
Assessment:
- Once all the students have had time to finish the gallery walk, the assessment will be in the form of a group discussion so they can see patterns between all the jobs. This is also a good time to talk about any soft skills and other items that may be needed.
Reflection
Activity:
The students will now include a reflection in their portfolios or journals. This reflection should address the following questions:
- My final "dream" job was.
- What three (3) new things did I learn about this career that I did not know before?
- What two (2) things did I find interesting about this career?
- What is one (1) question I still have about this career that I will continue to do research on?
|
oercommons
|
2025-03-18T00:35:37.715210
|
07/14/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69666/overview",
"title": "Exploring Careers Using Computational Thinking",
"author": "Lynn Ann Wiscount"
}
|
https://oercommons.org/courseware/lesson/123976/overview
|
Microlearning using Absorb-Do-Connect
Overview
This microlearning storyboard is targeted at Corporate Trainers and L&D professionals. I chose this audience because, as a Master Trainer in my current profession, these individuals are responsible for designing and delivering training programs in the workplace. Microlearning can help them create efficient, engaging, and practical training solutions. They must learn to integrate microlearning into existing training programs, create impactful modules, and evaluate learning outcomes. This course can provide these professionals with the tools and strategies to make workplace training more accessible and impactful.
Microlearning
This microlearning course, utilizing Horton's Absorb, Do, Connect Instructional Design Model, is designed for corporate trainers and learning and development (L&D) professionals.
Learning Objectives:
1. Define microlearning and its key principles.
2. Design a microlearning module using appropriate tools and techniques.
3. Apply microlearning strategies to workplace training scenarios.
Storyboard Plan
Section | Absorb (Content) | Do (Activities) | Connect (Application) | Media/Tools |
Introduction | A brief overview of microlearning with an infographic titled “What is Microlearning?” | Answer a 3-question quiz to check prior knowledge. | Reflect on how microlearning could solve a current training challenge in your organization. | Infographic, MS Teams for quiz |
Module 1: Basics | Short video (5 min): "Why Microlearning Works" with key stats and examples. | Drag-and-drop activity: Match microlearning examples to appropriate workplace scenarios. | Write a discussion post or note explaining how you would use microlearning to enhance onboarding/training. | Video, interactive drag-and-drop |
Module 2: Design | Step-by-step guide in an eBook: "Creating Effective Microlearning Courses." Review Designing for Diverse Learners | Design a microlearning lesson outline using an infographic. | Submit the outline for peer review or feedback. | Editable Google Doc template |
Module 3: Tools | Video demo (7 min): "Top Tools for Microlearning Development" featuring Articulate, Kahoot, etc. | Interactive tool exploration: Use one tool to create a 2-minute sample microlearning module. | Share the sample module with peers and gather feedback on its effectiveness. | Video demo, Articulate Rise 360, Kahoot |
Module 4: Strategy | YouTube episode: "Enhanced training strategy with Microlearning" (18 min). | Role-playing activity: Discuss challenges and solutions for implementing microlearning in a workplace training session. | Write an action plan for integrating microlearning into your current/future organizational training strategy. | YouTube Video, editable action plan template |
Assessment | Summary of key takeaways in a visual infographic. | Quiz to test knowledge of key microlearning concepts and tools. | Apply the rubric to evaluate your action plan and make revisions as needed. | Infographic, Kahoot, rubric template |
|
|
|
|
|
|
Horton's Absorb - Do - Connect Model
Absorb (Content)
Watch and Reflect:
- Activity: Students will watch a 5-minute introductory video titled "What is Microlearning?" featuring real-world examples and key statistics.
- Purpose: Introduces the concept, benefits, and characteristics of microlearning.
Interactive Reading:
- Activity: Students will read an eBook or infographic titled “Microlearning in Action: A Step-by-Step Guide” with visuals and case studies.
- Purpose: Offers in-depth examples of microlearning applications.
Do (Activities)
Scenario-Based Drag-and-Drop:
- Activity: Students will complete an interactive exercise where they match microlearning content types (e.g., videos, infographics, quizzes) to the most suitable workplace scenarios (e.g., onboarding, compliance, or upskilling).
Create a Microlearning Sample:
- Activity: Students will design a 2-minute microlearning lesson (e.g., a video, infographic, or quiz) using tools like Canva or Articulate Rise 360.
- Purpose: Build practical skills in creating engaging and focused microlearning content.
Connect (Application)
Discussion and Reflection:
- Activity: In small groups, students will discuss their experiences with microlearning in the workplace and identify opportunities to apply it.
- Purpose: Encourages students to connect theoretical knowledge to their contexts.
Action Plan Development:
- Activity: Students will draft a microlearning implementation plan for a workplace challenge. The plan will include:
- Objectives.
- A brief content outline.
- Tools needed for creation and delivery.
- Purpose: Ensures students understand the steps to apply microlearning in real-world scenarios
- Activity: Students will draft a microlearning implementation plan for a workplace challenge. The plan will include:
Applying
1. Create a Microlearning Module – Students will design a 2–3-minute microlearning module using Canva, PowerPoint or another form of media. This will allow students to apply design principles and chunking strategies learned. We will conduct a peer review for feedback.
2. Workplace Scenario Challenge – Students will work in small groups to solve a workplace training challenge (reducing onboarding time or improving training). This encourages the application of micro-learning of real-world problems—groups with present solutions in class for discussion.
3. Interactive Assessment Quiz - Students will complete an interactive quiz (e.g., using MS Forms) that tests their ability to apply microlearning principles to hypothetical scenarios. This reinforces the learning by requiring the application of key concepts.
4. Plan a Microlearning Strategy - Students will draft a strategy document outlining how microlearning can address a specific organizational goal. This will link microlearning theories to organizational practice. Students can submit a plan to me for feedback and have the opportunity to correct it. Students will research Do’s & Don’ts of Microlearning and start to generate ideas and instructional strategies.
5. Feedback and Analytics - Students will use sample analytics from a fictional microlearning module to interpret learner performance and recommend improvements. This introduces the practical skill of evaluating microlearning effectiveness. We will have class discussions on how we can guide content updates and adjustments.
6. Final Project Presentation - Students present a complete microlearning project, including its objective, design, delivery method, and expected outcomes. This will provide an opportunity to demonstrate mastery and receive constructive feedback. Students and I will use a rubric to observe and evaluate presentations.
Analyizing
1. Needs Assessment and Gap Analysis - Students will learn how to assess learner needs, identify performance gaps, and design microlearning solutions that bridge those gaps.
2. Data Interpretation and Performance Evaluation - Students will develop skills to analyze learner performance data (e.g., quiz results, engagement analytics) to evaluate the effectiveness of microlearning modules and identify areas for improvement.
3. Content Optimization and Refinement - Students can critically analyze and refine existing training content by applying microlearning principles, ensuring content is concise, engaging, and effective.
- Compare and Contrast Approaches to Microlearning - Students will compare two different microlearning approaches discussed in the course. This will help students analyze the strengths and weaknesses of different methods while applying critical thinking.
- Evaluate a Microlearning Module Using Data – Students will look at microlearning and online learning statistics for 2023, and by using ample learner data, students can evaluate the effectiveness of microlearning modules. This allowed the students to learn to interpret data and make informed decisions.
- Design and Evaluate a Microlearning Assessment - Students will design a microlearning assessment and analyze how well it measures learner understanding of the content. This will help students evaluate the quality of assessments used to gauge microlearning effectiveness.
- Analyze Real-world case studies of Microlearning Implementation - Students will analyze case studies of organizations that have implemented microlearning. This will help students apply analytical thinking to real-world examples and learn from challenges faced by others.
Develop a Microlearning Strategy Based on Data – Students will learn from eLearning strategies and will be tasked with developing a microlearning strategy to address identified gaps.
Evaluate using ISTE Standards
1. Evaluating Information and Sources - Students will learn to critically assess the reliability, relevance, and accuracy of sources and data used to design and implement microlearning modules. They'll gain the ability to discern between high-quality and low-quality resources for content creation. ISTE Standard: Knowledge Constructor (3c): Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 2. Problem-Solving and Decision-Making - Students will develop the ability to apply critical thinking to solve problems related to learner engagement, content effectiveness, and technology integration. They’ll learn how to make data-driven decisions to enhance microlearning designs. ISTE Standard: Innovative Designer (4a): Students use a design process to generate ideas, test theories, create innovative artifacts, or solve authentic problems. 3. Synthesis of Ideas and Concepts- Students will practice synthesizing different ideas and perspectives about microlearning, including evaluating various tools, methods, and strategies. This will help them integrate multiple concepts to create cohesive and effective learning experiences. ISTE Standard: Creative Communicator (6b): Students create original works or responsibly repurpose digital resources into new creations.
ISTE Standard: Global Collaborator (7c): Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
Standard: Empowered Learner (1d): Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use, and troubleshoot current technologies, and transfer their knowledge to explore emerging technologies.
|
Create
1. Microlearning Modules - Students can design and develop concise, focused microlearning modules that are engaging, interactive, and aligned with specific learning objectives.
2. Microlearning Strategies - Students can create comprehensive microlearning strategies tailored to different learning environments (e.g., workplace training, classroom settings) based on learner needs and performance data.
3. Interactive Assessments - Students can design and implement interactive assessments that effectively evaluate the impact of microlearning content and measure learner progress.
Microlearning Link for course: https://app.safetyculture.com/trainings/course/678d7233e34dd4a6986cce9e
|
oercommons
|
2025-03-18T00:35:37.786940
|
01/19/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123976/overview",
"title": "Microlearning using Absorb-Do-Connect",
"author": "Meghan Gonzalez"
}
|
https://oercommons.org/courseware/lesson/105106/overview
|
OREGON MATH STANDARDS (2021): [1.NBT]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: 1.NBT.A.1
Cluster: 1.NBT.A - Extend the counting sequence.
STANDARD: 1.NBT.A.1
Standards Statement (2021):
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.NCC.A.1 | 1.NBT.B.2 | N/A | 1.NBT.A.1 1.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should understand that as the counting sequence increases, the value of each number increases by one or ten. As the counting sequence decreases, the value of each number decreases by one or ten.
- Count forward and backward, starting at any number less than 120.
Teaching Strategies
- Students should count forwards and backwards by 1s and 10s from any number within 120.
- Skip count by twos to 20, by fives to 100, and by tens to 120.
- Students should have opportunities to explore the counting sequences using a variety of tools. These tools can include, but are not limited to 99 charts, hundred charts, number paths,
number lines (predetermined and open), etc.
Examples
- Understand that two digit numbers are composed of tens and ones.
- Understand that 3 digit numbers are composed of hundreds, tens, and ones.
- Understand that numbers increase in consistent patterns because of the place value system.
- Illustrative Mathematics:
- Student Achievement Partners
2021 Oregon Math Guidance: 1.NBT.B.2
Cluster: 1.NBT.B - Understand place value.
STANDARD: 1.NBT.B.2
Standards Statement (2021):
Understand 10 as a bundle of ten ones and that the two digits of a two-digit number represent amounts of tens and ones.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.NBT.A.1, 1.NBT.A.1 | 1.NBT.B.3, 1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6, 2.NBT.A.1 | N/A | 1.NBT.B.2 1.NBT.B Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to recognize the relationship of a digit to its place indicates the number of groups represented in that place. For example: In the number 33, the digit “3” in the tens place has a value that is equivalent to three groups of ten. Students interpret the value of each digit. The number 33 has three tens and three remaining ones. They should also see this as equivalent to 33 ones.
- Students should understand the following as special cases:
- 10 can be thought of as a bundle of ten ones — called a “ten.” Bundles could include groups of pennies, bundles of straws, or other hands-on manipulatives.
- The numbers from 11 to 19 are composed or decomposed as a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Boundaries
- Students should be able to explain that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Teaching Strategies
- The numbers 11 to 19 can be represented on ten frames, double ten frames, rekenreks, and with pennies and dimes, etc.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90, can be represented using a variety of tools (popsicle sticks, linking cubes, straws, etc.)
Progressions
- First graders learn that the two digits of a two-digit number represent amounts of tens and ones, e.g., 67 represents 6 tens and 7 ones. Saying 67 as "6 tens, 7 ones" as well as "sixty-seven" can help students focus on the tens and ones structure of written numerals. (Please reference page 6 in the Progression document).
Example
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 1.NBT.B.3
Cluster: 1.NBT.B - Understand place value.
STANDARD: 1.NBT.B.3
Standards Statement (2021):
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.NCC.B.5, K.NCC.C.7, 1.NBT.B.2 | 2.NBT.A.4 | N/A | 1.NBT.B.3 1.NBT.B Crosswalk |
Standards Guidance:
Clarifications
- Students should understand whole numbers to 100 based on meanings of the tens and ones and record the results of comparisons with the symbols >, =, and <.
Boundaries
- Students should have ample experiences communicating their comparisons using words, models AND context before using only symbols in the learning objective.
- Students need practice justifying comparisons with words and models, prior to exposure and use of the comparison symbols.
Teaching Strategies
- Representations should include the use of physical materials such as number paths, base-ten materials, number lines (predetermined and open), dimes and pennies, etc.
Progressions
- Grade 1 students use their base-ten work to help them recognize that the digit in the tens place is more improtant for determining the size of a two-digit number.
- Correctly placing the < and > symbols is a challenge for early learners. Accuracy can improve if students think of putting the wide part of the symbol next to the larger number. (Please reference page 6 in the Progression document).
Examples
- Students should be given the opportunity to provide explanations of their results based on their understanding of place value.
- 2 tens + 9 ones < 3 tens + 2 ones
- 2 tens and 9 ones < 92
- Understand that a greater value in a given place supersedes any amount in a place with a smaller value.
- Illustrative Mathematics:
2021 Oregon Math Guidance: 1.NBT.C.4
Cluster: 1.NBT.C - Use place value understanding and properties of operations to add and subtract.
STANDARD: 1.NBT.C.4
Standards Statement (2021):
Add within 100 using concrete or visual representations and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain why sometimes it is necessary to compose a ten.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.B.2 | 2.NBT.B.5 | 1.OA.C.6, 2.OA.A.1 | 1.NBT.C.4 1.NBT.C Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to interpret and manipulate concrete mathematical models.
- Students should be given opportunities to justify their solutions to meet this learning objective.
- Students should use estimation as a strategy to find numbers that are close to the numbers they are using to add and subtract.
- The numerical reasoning developed should include an understanding of the base-ten structure and properties of operations.
- Students should reason that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to put together (compose) or break apart (decompose) a ten.
Terminology
- The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective.
- Compose – put together numbers
- Decompose – break apart numbers
- Estimate – find a value that is close
Boundaries
- The properties of operation that should be explored in this objective are the commutative and associative properties. Students are not expected to identify properties.
Teaching Strategies
- Students should use concrete models, drawings, estimation, and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain their reasoning.
- Strategies may include reasoning involving making a ten, doubles and near-doubles, think addition, and using benchmark numbers.
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 1.NBT.C.5
Cluster: 1.NBT.C - Use place value understanding and properties of operations to add and subtract.
STANDARD: 1.NBT.C.5
Standards Statement (2021):
Without having to count, mentally find 10 more or 10 less than a given two-digit number and explain the reasoning used.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.B.2 | 2.NBT.B.5 | 2.OA.A.1 | 1.NBT.C.5 1.NBT.C Crosswalk |
Standards Guidance:
Boundaries
- This expectation requires students to apply this mental strategy and become fluent through purposeful practice. The goal is automaticity built on a deep understanding of the patterns of tens within our base-ten system.
Examples
- Find 10 more than a given two digit number, for example 34 + 10.
- Find 10 less than a given two digit number, for example 34-10.
- Understand that adding or subtracting multiples of 10 from a number changes only the tens digit because the addition or subtraction changes only the quantity of tens.
- There were 74 birds in the park. 10 of the birds flew away. How many birds are in the park, now?
- I pictured 7 ten-frames and 4 left over in my head. Since 10 birds flew away, I took one of the ten-frames away. That left 6 ten-frames and 4 left over. So, there are 64 birds left in the park.
- Illustrative Mathematics:
2021 Oregon Math Guidance: 1.NBT.C.6
Cluster: 1.NBT.C - Use place value understanding and properties of operations to add and subtract.
STANDARD: 1.NBT.C.6
Standards Statement (2021):
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 using concrete or visual representations and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy and model used to a written method and explain the reasoning used.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.B.2 | 2.NBT.B.5 | 2.OA.A.1 | 1.NBT.C.6 1.NBT.C Crosswalk |
Standards Guidance:
Boundaries
- By the end of first grade, students should be able to state and write their justifications showing the relationship between their solution path and their reasoning. The focus of this standard is on thought processes, not merely on computational accuracy.
Teaching Strategies
- Students should use concrete models; drawings, and strategies based on place value, properties of operations, and or/the relationship between addition and subtraction to explain their reasoning.
- Students should describe sums and differences, using concrete models (tools and manipulatives), drawings, and strategies based on place value, properties of operations and/or the relationship between addition and subtraction to explain (verbally and/or written) the reasoning used.
Progressions
- Differences of multiples of 10, such as 70 – 40 can be viewed as 7 tens minus 4 tens and represented with concrete models such as objects bundled in tens or drawings.
- Students use the relationship between subtraction and addition when they view 80 – 70 as an unknown addend addition problem, 70 + <box> = 80, and reason that 1 ten must be added to 70 to make 80, so 80 –70 = 10. (Please reference page 7 in the Progression document).
Examples
- Represent subtraction of multiples of 10 with concrete and/or visual models based on place value. For example, represent 30 as 3 groups of ten and no ones.
- Understand that the inverse relationship between subtraction and addition exists because both are different representations of the same part-part-whole relationship. For example, understand that both 20+30=50 and 50-20=30 represent the same parts and whole.
- Student Achievement Partners:
|
oercommons
|
2025-03-18T00:35:37.877895
|
06/12/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105106/overview",
"title": "OREGON MATH STANDARDS (2021): [1.NBT]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/106467/overview
|
OREGON MATH STANDARDS (2021): [5.NBT]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: 5.NBT.A.1
Cluster: 5.NBT.A - Understand the place value system.
STANDARD: 5.NBT.A.1
Standards Statement (2021):
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NBT.A.1, 4.NBT.A.2, 4.NF.B.3 | 5.NBT.A.2, 5.NBT.A.3, 5.NBT.A.4, 5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7 | 4.NF.C.5, 4.NF.C.6, 4.NF.C.7 | 5.NBT.A.1 5.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should identify the value of a digit up 100 times greater or 11000 of the value of a digit.
- Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Examples
- Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.
- For example, 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
- 700 is 10 times as much as 70, and 70 is 1/10 of 700.
- Mara has a digital scale. He placed one playing card on the scale and it read 1.3 grams. How much would you expect 10 playing cards to weigh?
- Chris took the cards off the scale and then placed 10 pennies on the scale and the scale read 24 grams. How much would you expect one penny to weigh.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NBT.A.2
Cluster: 5.NBT.A - Understand the place value system.
STANDARD: 5.NBT.A.2
Standards Statement (2021):
Use whole number exponents to denote powers of 10 and explain the patterns in placement of digits that occur when multiplying and/or dividing whole numbers and decimals by powers of 10.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
5.NBT.A.1 | 6.AEE.A.1, 8.AEE.A.3 | N/A | 5.NBT.A.2 5.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should explain what happens to the value of a digit as it shifts to the left or right and discover the decimal point remains between the ones and tenths place as the digits shift.
- Use whole-number exponents to denote powers of 10, up to 10^3.
Boundaries
- Work with exponents at this grade is limited to powers of 10.
Progressions
- New at Grade 5 is the use of whole number exponents to denote powers of 10. Students understand why multiplying by a power of 10 shifts the digits of a whole number or decimal that many places to the left.
- For example, multiplying by 104 is multiplying by 10 four times. Multiplying by 10 once shifts every digit of the multiplicand one place to the left in the product (the product is ten times as large) because in the base-ten system the value of each place is 10 times the value of the place to its right. So multiplying by 10 four times shifts every digit 4 places to the left. Patterns in the number of 0s in products of a whole number and a power of 10 can be explained in terms of place value. (Please reference page 18 in the Progression document).
Examples
- Observe and explain the patterns in the number of zeros of a product when multiplying a whole number by a power of 10, and the placement of the decimal point when a decimal is multiplied or divided by a power of 10.
- Illustrative Mathematics:
2021 Oregon Math Guidance: 5.NBT.A.3
Cluster: 5.NBT.A - Understand the place value system.
STANDARD: 5.NBT.A.3
Standards Statement (2021):
Read, write, and compare decimals to thousandths.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NBT.A.2, 5.NBT.A.1, 4.NF.C.7 | 5.NBT.A.4 | 6.AEE.B.7 | 5.NBT.A.3 5.NBT.A Crosswalk |
Standards Guidance:
Clarification
- Read and write decimals to thousandths using standard form, expanded form, and word from.
- Compare two decimals to thousandths based on meanings of the digits in each place, and record the results of the comparisons using >,=, and <.
Boundaries
- Students should be provided opportunities to simultaneously compare decimals and fractions, including equivalent fractions and decimals, on both single and double number lines.
- Base-ten numerals should range between millions and thousandths.
- Students are not expected to write decimal numbers in word form.
- Exponents and decimal numbers should not be included in expanded form notation.
- The decimal fractions used in Grade 5 should be limited to those for which the equivalent fraction can be written as a fraction where the denominator is a power of ten.
Teaching Strategies
- Students should be presented with decimal number comparisons from contextual, mathematical situations.
- Students should have opportunities to determine and explain comparisons using a variety of tools such as concrete materials, drawings, number lines, other visual representations, and strategies.
Examples
- Use >, =, and < symbols to record comparisons of two decimals. For example:
- 347.392 =
- = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
- =three hundred forty-seven and three hundred ninety-two thousandths
- 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (110) + 9 × (1100) + 2 × (11000)
- Which is greater 0.13 or 0.031? Explain. Use a visual representation to illustrate your explanation.
- I think 0.13 is greater because it fills up more of the whole square than 0.031 does.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NBT.A.4
Cluster: 5.NBT.A - Understand the place value system.
STANDARD: 5.NBT.A.4
Standards Statement (2021):
Use place value understanding to round decimals to any place.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NBT.A.3, 5.NBT.A.1, 5.NBT.A.3 | N/A | 8.AEE.A.3 | 5.NBT.A.4 5.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Work with decimals at this grade is limited to decimals up to the thousandths.
Teaching Strategies
- Students should round decimal numbers to the hundredths place in contextual, mathematical problems using visual aids, such as a number line.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: 5.NBT.B.5
Cluster: 5.NBT.B - Perform operations with multi-digit whole numbers and with decimals to hundredths.
STANDARD: 5.NBT.B.5
Standards Statement (2021):
Fluently multiply multi-digit whole numbers using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NBT.B.4, 4.NBT.B.5, 5.NBT.A.1 | 6.NS.B.3 | N/A | 5.NBT.B.5 5.NBT.B Crosswalk |
Standards Guidance:
Terminology
- The National Council of Teachers of Mathematics provides the following definition of procedural fluency:
- “Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another.
Boundaries
- Students may use but are not limited to partial products (area model).
- Students may also use a standard algorithm by making connections from previous part-whole strategies.
- Students should choose a strategy that makes sense to them based on the context of the problem. The focus should always be on efficiency.
Teaching Strategies
- Students should be presented with contextual, real-life situations involving multiplication of multi-digit whole numbers.
- Students should fluently (flexibly, accurately, and efficiently) multiply to solve contextual, mathematical problems using efficient strategies that are based on knowledge of place value and properties of operations.
Examples
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NBT.B.6
Cluster: 5.NBT.B - Perform operations with multi-digit whole numbers and with decimals to hundredths.
STANDARD: 5.NBT.B.6
Standards Statement (2021):
Use a variety of representations and strategies to find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NBT.B.4, 4.NBT.B.6, 5.NBT.A.1 | 6.NS.B.2, 6.NS.B.3 | N/A | 5.NBT.B.6 5.NBT.B Crosswalk |
Standards Guidance:
Clarification
- Use strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
- Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models
Boundaries
- Students should divide multi-digit whole numbers up to 4- digit dividends and 2-digit divisors no greater than 25.
- Students may use but are not limited to partial quotients (area model).
- Students should choose a strategy that makes sense to them based on the context of the problem. The focus should always be on efficiency.
Teaching Strategies
- Students should be presented with contextual, real-life situations involving the division of multi-digit whole numbers.
- Students should fluently (flexibly, accurately, and efficiently) divide, to solve contextual, mathematical problems using an efficient algorithm and flexible strategies, based on knowledge of place value and properties of operations.
- Examples of different strategies and representations can be found within the Computational Strategies for Whole Numbers document found in the appendices.
Progressions
- Division in Grade 5 extends Grade 4 methods to two-digit divisors. Students continue to decompose the dividend into base-ten units and find the quotient place by place, starting from the highest place.
- Estimating the quotients is a new aspect of dividing by a two-digit number. Even if students round the dividend appropriately, the resulting estimate may need to be adjusted up or down. (Please reference page 18 in the Progression document).
Examples
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.NBT.B.7
Cluster: 5.NBT.B - Perform operations with multi-digit whole numbers and with decimals to hundredths.
STANDARD: 5.NBT.B.7
Standards Statement (2021):
Use a variety of representations and strategies to add, subtract, multiply, and divide decimals to hundredths. Relate the strategy to a written method and explain the reasoning used.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.NBT.B.4, 5.NBT.A.1, 5.NF.A.1 | 6.NS.B.3 | 5.NF.B.4, 5.GM.A.1, 5.GM.C.4 | 5.NBT.B.7 5.NBT.B Crosswalk |
Standards Guidance:
Clarification
- As part of this standard, students must be able to use concrete models, visual drawings and strategies based on place value, properties of operations, and the relationship between addition and subtraction.
Boundaries
- Fluency with operations with decimals is part of the 6th grade standards.
- Students should be given the choice of which strategy they can use.
Teaching Strategies
- Students should be presented with a variety of contextual, real-life situations involving addition and subtraction of decimal numbers to the hundredths place.
- Students should add and subtract decimal numbers to hundredths, using concrete models, drawings, strategies based on place value, properties of operations, and the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Progressions
- Because of the uniformity of the structure of the base-ten system, students use the same place value understanding for adding and subtracting decimals that they used for adding and subtracting whole numbers. Like base-ten units must be added and subtracted, so students need to attend to aligning the corresponding places correctly (this also aligns the decimal points).
- General methods used for computing products of whole numbers extend to products of decimals. Because the expectations for decimals are limited to thousandths and expectations for factors are limited to hundredths at this grade level, students will multiply tenths with tenths and tenths with hundredths, but they need not multiply hundredths with hundredths.
- General methods used for computing quotients of whole numbers extend to decimals with the additional issue of placing the decimal point in the quotient. (Please reference page 19 in the Progression document)
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
|
oercommons
|
2025-03-18T00:35:37.974366
|
07/07/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106467/overview",
"title": "OREGON MATH STANDARDS (2021): [5.NBT]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/69112/overview
|
Education Standards
Analyzing The Roots & Effects of New Imperialism Though Historical Documents of Different Perspectives
Overview
Description: The attached unit has incorporated Media Literacy for Social Studies by scaffolding a variety of primary source document activities of varying perspectives on New Imperialism (1850-1914) which allow the studnt to identify possible bias or misinformation. The guided questions which accompany the primary sources ask the student to explain differing responses and to think critically about why those responses may be different depending on the context.
Media Literacy for Social Studies - New Imperialism: World History
New Imperialism: Does Might Make Right?
1870-1914
Media Literacy in Social Studies
Created June 28, 2020 by Emily Wilson
Description: The attached unit has incorporated Media Literacy for Social Studies by scaffolding a variety of primary source document activities of varying perspectives which allow the student to identify possible bias or misinformation. The guided questions which accompany the primary sources ask the student to explain differing responses and to think critically about why those responses may be different depending on the context.
|
oercommons
|
2025-03-18T00:35:38.000683
|
06/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69112/overview",
"title": "Analyzing The Roots & Effects of New Imperialism Though Historical Documents of Different Perspectives",
"author": "Emily Wilson"
}
|
https://oercommons.org/courseware/lesson/80646/overview
|
ADDIE MODEL
Overview
The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.
ANALYSIS
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION
ADDIE MODEL LESSON PLAN
|
oercommons
|
2025-03-18T00:35:38.017172
|
05/20/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80646/overview",
"title": "ADDIE MODEL",
"author": "JENNILYN ASIONG"
}
|
https://oercommons.org/courseware/lesson/117582/overview
|
The 7 Wonders of the World!
Overview
This is an online module created for the 3rd Grade of the Junior High School. The topic of the lesson is the "7 Wonders of the World", and its main emphasis is placed on the Listening comprehension skills practice.
The lesson is constructed on the basis of the ADDIE Model (Kurt,2017), and it is inspired by the UDL Principles approach (CAST,2011), and the Gagne's Nine Events of Instruction.
During the lesson, various online platforms and webtools are used, something that makes learning procedure more interesting and accessible for all learners to attend and follow.
Let's Begin!
These are the 7 Wonders of the Ancient World. Have you ever heard of the 7 Wonders of the World before?What do you know about them?
The Temple of Artemis
Hanging Gardens of Babylon
Mausoleum at Halicarnassus
The Great Pyramid of Giza
Lighthouse of Alexandria
Colossus of Rhodes
Statue of Zeus at Olympia
Lesson Objectives Presentation
This is an online module inspired by the UDL Principles approach, that promotes and encourages learning flexibility and accessibility for all learners.
https://www.youtube.com/watch?v=AGQ_7K35ysA
Here are the Lesson Objectives, everything that will take place in today's lesson!
- Presentation, discussion and analysis on the topic of the "7 Wonders of the Modern World"
- Integration, consolidation and use of Adjectives related to places and architecture characteristics
- Engagement with a Brainstorming activity through the AnswerGarden online platform, in order for prior knowledge to be activated
- Video-Audio presentation on the 7 Wonders of the Modern World, and Listening comprehension on the video
- Quiz taking through the Flexiquiz webtool, based on the video, and instant feedback receivement after the completion of the Quiz
- Involvement with a Matching the images with the suitable description task on the LearningApps platform
- Writing creation-a short email to a friend production writing about which of the 7 Wonders impressed you the most and you would like to visit some day, and why
Activity 1- Brainstorming!
Brainstorming! Look at the pictures below. These are the 7 Wonders of the Modern World. Write 3 common adjectives for all the images, regarding their location and architecture.
Use the AnswerGarden platform for your answers.
https://answergarden.ch/1632798
This Images Task is inspired by the term of Multimodality. You could check the link below in order to find out what Multimodality is!
Activity 2 - Video-Audio Presentation
Watch the video regarding the 7 Wonders of the Modern World and write the proper name and location under each picture of Activity 1.
https://www.youtube.com/watch?v=7Dbuc6vIRnE
Use the Padlet platform to write your answers.
https://padlet.com/blapo200/yopxmq6wxfl7c9s8
Activity 3 - Quiz
Based on the video you watched before on the 7 Wonders of the Modern World, answer the quiz questions.
Follow the link to the quiz.
https://www.flexiquiz.com/SC/N/1bfee478-4fad-45f8-bc69-3e1cc624d3a9
Activity 4 - Matching activity
Match the 7 Wonders of the Modern World with the charasteristics below.
Follow the link to LearningApps in order to complete the task online.
https://learningapps.org/display?v=pmuowebrk20
| 1. | Taj Mahal | |
| 2. | Petra | |
| 3. | Machu Pichu | |
| 4. | Great Wall of China | |
| 5. | Chichen Itza | |
| 6. | Colosseum | |
| 7. | Christ the Redeemer Statue |
| a. | long, ancient fortification |
| b. | white marble |
| c. | massive, roman amphitheatre |
| d. | monastery, mountainous, desert |
| e. | graphic stone carvings, sophisticated geometry |
| f. | dry-stone walls, valley, panoramic views |
| g. | Art Deco, soapstone |
The New 7 Wonders
These are the Winners of the New Seven Wonders of the World:
- Chichen Itza, Mexico.
- Christ the Redeemer statue, Brazil.
- Great Wall, China.
- Machu Picchu, Peru.
- Petra, Jordan.
- Roman Colosseum, Italy.
- Taj Mahal, India.
- Honorary Candidate, the Pyramids of Giza is shown for reference.
Can you locate the New 7 Wonders on the map?
Listen to the audiofile on Freesound for some help.
Activity 5-Writing Production
Write a short email to a friend of yours telling him/her a) which of the 7 Wonders of the Modern world you would like to visit and b) describe why.
Send your responses to your teacher via email.
Closure-Thank you!
This is the end of the online module.
Thank you for your attention!
|
oercommons
|
2025-03-18T00:35:38.050594
|
Languages
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117582/overview",
"title": "The 7 Wonders of the World!",
"author": "English Language Arts"
}
|
https://oercommons.org/courseware/lesson/93348/overview
|
Education Standards
Comparing and Contrasting : Experiences that Shape Us
Overview
Comparing and contrasting our experiences with friends and family help us better understand our own identity. Students will learn comparison/contrast language and practice using it through an activity, two different graphic organizers, classroom discussion and conversations with their parents to better understand each other, their parents and themselves.
LESSON DESCRIPTION
Comparing and Contrasting : Experiences that Shape Us
Author of the Lesson: Teri Knight
Lesson Summary/Overview:
Comparing and contrasting our experiences with friends and family help us better understand our own identity. Students will learn comparison/contrast language and practice using it through an activity, two different graphic organizers, classroom discussion and conversations with their parents to better understand each other, their parents and themselves.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards:
ELA W.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts and information using strategies such as comparison/contrast.
ELA W.4 - Produce clean and coherent writing win which the development, organization and style are appropriate to task, purpose and audience.
Content Objectives:
Student will be able to use compare and contrast words and phrases to identify and discuss similarities and differences with their peers and their parents in order to better understand their own identity.
ELP Standards:
ELD 6-8.3.4: An ELL can speak and write about grade appropriate complex literary and informational texts and topics and experiences.
ELD 6-8.2.4: Participate in grade appropriate oral and written exchanges of information, ideas and analyses; asking and answering relevant questions; adding relevant information & evidence
ELD 6-8.9.4: Create clear and coherent grade appropriate speech and text…with increasingly independent control, a variety of transitional words and phrases
Language (ELP) Objectives:
Students will use increasingly complex compare and contrast signal words and phrases to clarify similarities and differences.
Supporting Academic Language
Language Functions: Compare and Contrast
Language Modalities:
Speaking and Listening: Activity - Same and Different
Writing: Daily use of compare and contrast signal words and phrases
Reading Extension: Reading “Burrito Man” to compare and contrast Alex and her father
Vocabulary:
Comparison (same) similar, in common, by comparison
Contrast (different) but, different than, however, while, whereas, as opposed to,
Syntax or Sentence Structure(s):
Level 1
| Comparison | Contrast | |
| 1. Both ___ and ___ [have/are] ___. |
| |
| 2. ___ and ___ both [have/are] ___. |
| |
| 3. ___ and ___ are similar because ___. |
|
Level 2
| Comparison | Contrast | |
| 1. _____. By comparison, _____. | 1. _____. However, _____. | |
| 2. _____. Comparatively, _____. | 2. _____. In contrast, _____. | |
| 3. _____. Similarly, _____. | 3. _____. On the other hand, ____. |
Level 3
| Comparison | Contrast | |
| 1. Compared to ___, ___ also ___. | 1. Unlike ___, _____. | |
| 2. Just [like/as] ___, ___ also ___. | 2. Whereas ___, _____. | |
| 3. Another similarity between ___ and ___ is that they both [have/are] ____. | 3. _____, as opposed to ___ while ___. |
Note: As students begin to orally practice the above sentences that include a comma or period, require students say the word ‘comma’ or ‘period’. Explain that normally one doesn’t ‘read’ punctuation, but this is a critical step towards writing these sentences correctly.
Discourse:
- Focus on the concept that comparing is about what is the SAME while contrast is what is different. [Although many use ‘compare’ to talk about both what is the same and what is different, we are not going to use the term that way. For this class, ‘compare’ means SAME while contrast means DIFFERENT].
- As we talk about ourselves and someone else, which do you think it makes more sense to start with - what we have in common (compare) or what is different (contrast)? Why do you think this?
- In English, it is ALWAYS polite to talk about what we have in common before we talk about what is different. That is what we will practice. However, what is the tradition in your culture and language? Who do you talk about first?
Make it clear that for now, all students will use the SAME information we are using as a class. Applaud the fact some will want to write their own ideas about same and different, but for now, we are going to use the SAME information to compare and contrast two things. [Purpose: to practice and become proficient in the targeted language structures, it is important to keep the information used simple and consistant].
Throughout the lesson, constantly be explaining that sentence frames are only the beginning of a good sentence. The writer needs to make sure that the sentences ‘make sense’ or ‘sound right’ which is why reading them aloud is so important.
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
Learning how to use sentence frames is an ongoing skill. Sentence frames should always be looked at as suggestions and starters. A student still needs to add the necessary grammar to proficiently communicate whatever content has been chosen.
Be prepared, as needed, to review pronouns, especially subject (I and we) vs object pronouns (me and us).
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
Posters with the 3 different levels of compare and contrast sentences (See Addendum 7).
Access to Youtube for playing opening video song from Encanto (use option with lyrics).
Graphic organizers
Links to all Addenda:
- Addendum 0.1 TK CC organizer
- Addendum 0.2 CC organizer Example
- Addendum 1 L1 CC Table
- Addendum 2 L2 CC Table
- Addendum 3 L3 CC Table
- Addendum 4 Leveled Frames
- Addendum 5 CC Ticket Out the Door 1
- Addendum 6 DLR Options
- Addendum 7 Pictures of Classroom Posters
- Addendum 8 Same and Different - Find Someone
Learning Supports
Socio-emotional supports: Celebrating both similarities and differences in all the areas we will be talking about.
Cultural & Linguistic Responsiveness: Compare English ‘rules of politeness’ with students’ language - who do you talk about first in your language?
Accessibility: Students can be given document in Google for voice typing if required.
Instructional Supports
Differentiation:
L1 Supports: translation of song, targeted translation of compare/contrast language
L2 Development (by level): Posters with 3 levels of sentence frames.
LESSON PROCEDURES
Day 1 - 50 Minute Lesson
Anticipatory Set/Motivation/Hook
Time: 15 minutes
Begin with opening song from Disney Encanto” “The Family Madrigal” (available on YouTube - if possible find the version with lyrics included; many other video clips could be substituted where one character is different than others) If you have time, play the clip in one or two of the languages represented in the room, with lyrics if possible. Try the vocal in one language and the lyrics in another.
Discuss the movie Disney Encanto bringing out what is in the opening song: Everyone had a gift…except Mira. Also discuss meaning of ‘encanto,’ looking it up if necessary.
How is Mira the same as her family? (She is part of the family Madrigal. They love her and she loves them.)
What was different about her? ( She doesn’t have a gift. She wears glasses).
Teacher Does/Students Do: Teacher leads discussion asking the questions. As students answer, Teacher completes the organizer and orally repeats the information using the target language.
For example:
Mira loves her family and they love her. Both Mira and her family live in a magical (charmed) house.
Her family members have gifts, but she does not. She wears glasses while the others do not.
Use this to explain how to use the form which is filled out like this:
| Mira | SAMEmisma/mismoтакой же | Her Family |
| love each other | ||
| live in a magical house | ||
| DIFFERENTdiferenteдругой | ||
| Wears glasses | Glasses | Doesn’t wear glasses |
| doesn’t have a gift | Magical Gifts | each have a gift |
(See Addendum 0.1)
Preassessment: As class discusses similarities and differences, teacher completes organizer. Students are then asked to look at the Compare/Contrast charts and verbally ‘write’ one compare and one contrast sentence using Level 1 sentence frames only.
For example:
Both Mira and her family love each other.
Mira doesn’t have a gift but her family each have a gift.
Focused Instruction (Teacher-as-Model)
Note: Go as quickly or as slowly as your class needs. Watch the time. At any point in the lesson, be sure to dedicate the last 3 - 5 minutes for the Ticket Out the Door: Writing a compare and a contrast sentence based on whatever information is currently being discussed by the class.
Time: 15 minutes
Teacher Does/Students Do:
- Discourse: Introduce students to Compare/Contrast Graphic Organizer ( Addendum 0.1 and Addendum 0.2).
- Focus on the concept that comparing is about what is the SAME while contrast is what is different. [Although many use ‘compare’ to talk about both what is the same and what is different, we are not going to use the term that way. For this class, ‘compare’ means SAME while contrast means DIFFERENT].
- As we talk about ourselves and someone else, which do you think it makes more sense to start with - what we have in common (compare) or what is different (contrast)? Why do you think this?
- In English, it is ALWAYS polite to talk about what we have in common before we talk about what is different. That is what we will practice. However, what is the tradition in your culture and language? Who do you talk about first?
- Model: Using the Compare/Contrast organizer (Addendum 0.1 OR Addendum 1) compare 2 things about myself with a fellow teacher
- Contrast 2 things about myself with a fellow teacher (Think aloud about how I got this information from Ms. G - friendship and asking questions - but the focus here is on the language, not the process of getting information)
- I model using “I” and the teacher’s name using COMPARE Level 1 frames.
ie: Both Ms. G and I are teachers.
Ms. G and I are similar because we are both teachers.
Ms. G and I are the same because we both are teachers..
- Then, practice orally using LEVEL 1 COMPARE frames with a partner using our names. (Both Ms. G and Ms. K are teachers.)
- Repeat using LEVEL 1 CONTRAST frames.
- Discourse: Ask the question: Why do people compare…and contrast…themselves with other people? Think….talk to a partner….share.
Frame: I think people compare and contrast themselves with other people because ________.
- Follow up question: How does this help me understand my own identity? See how discussion goes but be ready with giving them an example using your own comparison with a fellow teacher.
For example: Because we both grew up in large families, neither Ms. Golick nor I had parents who could help us with college and so we had to work our way through school. We are both very proud of the fact we got through school even though it was very difficult and we were very poor while doing so.
Because I grew up in Oregon, I learned to love the long rainy winters because I understood that is the price we pay for our lovely summers. Because she did not grow up with rain, it can be depressing for her.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 15 minutes
Teacher Does/Students Do:
- Ask for a volunteer (if possible, ask a student ahead of class). Use same form to compare / contrast myself with a student (see Addendum 1). Model how to come up with topics and information. Keep this information very general: Live/work in this town/state ; have a family ; have or don’t have a pet, etc.
- Demonstrate Level 1 Compare/contrast language - ORALLY
I do it: I give one sentence showing comparison.
Both _____ and I live in Gresham.
You do it: They repeat it with second info to their classmate.
Both Ms Knight and ____ lives in Gresham.
Repeat for contrast sentence.
- Discussion: How does this activity help you understand your own identity better?
Ms. Knight and I both live in Gresham, so we know places to go for walks and where the play grounds are for kids.
Ms. Knight can only speak English, but I know English and Spanish. That means when Ms. Knight travels to Spanish speaking countries, she has to find ways to communicate, but I don’t have any problems with that.
Group Application (Student-to-Student Joint Responsibility)
This will be picked up in the next lesson.
Closure
Time: 5 - 10 minutues
Teacher Does/Students Do:
- Pass out the simple Compare/Contrast Grid A (using only one similarity and one difference - ). See Addendum 1 Ask for two volunteers to be compared and contrasted. As a class, find one thing similar and if there is time, one thing different about the two students and as a class fill out Grid A.
Note: All students should fill out the SAME information on the form. (This is an important point - some students will want to write their own ideas of same and different - applaud that creativity, but tell them for now, we are all going to use the SAME information until we are ready to go on our own)
(Another option for PRETEST here, but otherwise, continue with instruction)
- Teacher demonstrates how to write a LEVEL 1 comparison sentence (and, if there is time, a LEVEL 1 contrast sentence) For example: Ms K and ___ both live in Gresham.
- Using the SAME information, instruct the students to use a DIFFERENT sentence frame to discuss similarity (and if time difference). For example: Both Ms. K and ___ live in Gresham.
- Ticket out the Door: Write one comparison sentence. Read it to your partner and listen to their feedback; make sure it makes sense to them. Be prepared to read it to the teacher on your way out the door (See Addendum 5)
Day 2 - 50 Minute Lesson
- Daily Warm up - (Formative Assessment):
a. As students come into the class, have the pick up a blank Compare/Contrast Level 1 (Addendum 1). On the overhead, have simple information already provided. (See Addendum 6 for other examples)
For example:
| Dogs | Same / Topic | Cats |
| are animals | ||
| bark | sounds | meow |
b. Assign Level 1 sentence frames. Students have 3 -5 minutes from the beginning of class to complete one comparison and one contrast sentence.
c. Ask for volunteers to read their sentences at the end of the time. Collect.
Formative assessment: This will let you know when to go to the next level of compare/contrast sentence frames. (Note: I do not grade daily warm ups but let the students know there will a quiz on Friday on this).
2. Review key points from yesterday:
- Talk about what is similar first, then what is different
- When talking about yourself and another person, always refer to the other person first.
- Sentence frames are the basic structure of a sentence, but you as the writer still need to make sense. It is not just about ‘filling in the blank’ but using the words that will communicate.
3. Guided Instruction (Teacher to Student Joint Responsibility)
Time - 5 minutes
Teacher Does / Students Do:
- Introduce the activity “Same and Different - Find Someone”. See Addendum 8
- Model how to fill it out
- Write my name CLEARLY on the top of the paper so other people can copy it if needed.
- First, fill out MY answers to the options.
- Then, model by asking different students questions that will produce the information needed. Add this information to the worksheet.
- Explain they need to find a DIFFERENT person for EACH box.
- Ask a student to model how to do this with another student using the same projected form.
- Review - How many people will they find something that is similar? (5) How many will they find who are different? (5)
- Students will have 10 minutes to complete the form.
Group Application (Student-to-Student Joint Responsibility)
- Pass out papers (Addendum 8).
- Students write their name clearly on the top of the paper so their classmates can copy it.
- They have 3-5 minutes to complete the information needed about themselves.
- Remind them they need 10 different names of classmates on the paper - 5 who are similar and 5 who are different.
2. Set the timer for 10 minutes and let students mingle to ask complete their worksheet.
3. Depending on the time left, students should write 2 - 4 sentences comparing and contrasting themselves to their classmates.
Closure
Time: 5 - 15 minutues (depending on discussion)
Teacher Does/Students Do:
- Discussion: How does this information help us better understand our own identity better? Are you more similar to or different from to your classmate? What does that tell you about yourself?
- Model Ticket out the Door: Today I learned that _______. [talk about a similarity or a difference] This helps me understand myself better because it lets me know that _________. (This can be a created TOD or students copy projected frames)
For example: Today I learned that other classmates like spicy candy. This helps me understand myself better because it lets me know that the candy I grew up eating with my family is the kind of candy I like the best.
- Students complete the Ticket out the Door. Read aloud to partner; make any changes they might suggest.
- How well do you understand how to create [Level 1] Compare / Contrast sentences? On your TOD paper, write:
:-) “I’ve got it!” :-l “I’m getting it” or :-( “I need more practice”)
Formative Assessment
Content: Compare/Contrast language
Language: See Addendum 4: Leveled Frames
Ticket in and out the door: Use targeted frame to express a comparison/contrast about given information:
Language Warmup: Each day (following initial lesson of this unit), students are asked to give a compare and a contrast sentence based on the information displayed when they walk in the door. They have 3-5 minutes to complete 2 sentences.
Ticket out the door: Use targeted frame to express a comparison/contrast about information from that day’s lesson.
While this is required work, it does not need to be graded. This should let you know who and what needs to be retaught.
Plans for Summative Assessments
Content: Compare/Contrast Language regarding ourselves and others - or any other content that is current to the classroom
Language: See Addendum 4: Leveled Frames
After a week of practice, a quiz is given using the targeted level of compare and contrast sentence frames (see Addendum 9). If the majority of the class has mastered this level, it is time to move on to Level 2 - being sure to carefully teach how to use those frames the first few days they are introduced.
Then, after those frames are mastered by the majority of the class, move on to Level 3.
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
Day 3
Anticipatory set:
What kind of job do your parent(s) have? Have you even gone to ‘take your child to work’ day? If you went with your parent for a day, what do you think you would see / do? Would you like to do what they do when you are an adult?
- Do you think you are more similar to or different from your parents?
Frame: I think I am more ____ to /from my parents because ___.
- As a class, create some questions we could ask our parents that would help us understand how we are similar or different to our parents.
Content Ideas for questions:
Siblings
School (what is the same; different)
Work (did you work at our age?)
Dreams (What did you hope to accomplish in your life when you were my age?)
I do it: Demonstrate the information I received from my parent and demonstrate the assignment and how to collect the information.
Day 4
Teach how to write up comparison and contrast paragraphs. Model with previous content. Compare first, then contrast.
Day 5 - 7
“Burrito Man” is a short story in a book by LuLu Delacre called In Progresss - Short Stories About Young Latinos
“Burrito Man” - This is a short story about a father who sells burritos out of a cart in Washington D.C. While he originally hoped to earn money for a restaurant, he instead is saving their money so the main character, his daughter, can go to college. First she is embarrassed by her father, but after spending a day with him at the cart learns to appreciate him.
Opportunities for follow up compare / contrast:
Papi’s job vs her friends’ father’s jobs.
How she sees her Papi compared to how his customers see him.
Possible Essential Questions (goes with “Burrito Man”): How does comparing and contrasting my experiences with others help me understand my own identity? Other related questions:How does a person’s experiences shape their development as a person? How does a person’s heritage influence their perspective of life? How does a person’s experiences - good and bad - shape the understanding of their own identity?
General Extension
As students master ‘level 1’ compare and contrast frames, move on to level 2 and level 3. Each level needs direct instruction regarding how to use the frames. However, the content used for comparing and contrasting can be just about any topic you are currently teaching.
In my classroom, we practice daily with provided information on the organizer followed by a quiz on Friday. The goal is that eventually a student can take any topic within their reach, identify similarities and differences, and then choose the appropriate sentence form to express that.
|
oercommons
|
2025-03-18T00:35:38.121666
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93348/overview",
"title": "Comparing and Contrasting : Experiences that Shape Us",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/90660/overview
|
The 5 Themes of Geography
Overview
This is a simple lesson to introduce the 5 Themes of Geography to your students.
Intro to Geography
This is a simple lesson to introduce the 5 Themes of Geography to your students.
The 5 Themes
Geography-The study of where people, places, and things are located and the ways they relate to each other
- Location: Where a place is located on the globe or in relation to other places
- Place: The physical and human characteristics of a place
- Human/Environment Interaction: How people use their environment
- Movement: How people, goods, and ideas move between places
- Regions: A group of places with at least one common characteristic
Please watch the video at the bottom of the article.
Take this Quiz
|
oercommons
|
2025-03-18T00:35:38.137040
|
Courtney Loebs
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90660/overview",
"title": "The 5 Themes of Geography",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/115265/overview
|
Education Standards
Copy of The Flight of Icarus
Copy of Zeus
MYTH
Overview
This is a great final project for a unit on mythology. It can be used after reading a myth or after learning about Greek Gods and Goddesses. It can be used as a formative or summative.
Some suggested tools to help create a brochure include: Google, PowerPoint, Google, Canva, or complete on paper.
Directions: Myth Brochure
Attached in the additional content are some variations on the assignment students have created.
This is a great activity to complete after your students have learned about Greek mythology, or are learning about myths. It can be used a formative or summative.
Directions: You will create a brochure for a Greek God/Goddess of your choosing. You can select to do this digitally or on paper.
The goal of this activity is to continue practicing citing textual evidence (RI 5.1), find and use relevant information from print and other multimedia sources (W1.1B), and practice organizing and categorizing important information (I3.4). Other priority standards are also assessed throughout the unit.
Things you need to include are:
- Select a myth to research on your god/goddess
- Write a 5-8 sentence summary of your tale, highlighting important facts about your god/goddess
- List 3 friends or family members of your mythical figure
- List 3 enemies of your mythical figure
- List 5 character traits of your mythical figure
- Describe 3 physical characteristics of your mythical figure
- Describe your mythical figure’s special powers and/or talents
- Indicate if your chosen character is mortal or immortal and explain what the difference is and why it matters.
- Reference 2-3 websites where you found your information
- Indicate the Roman name for your mythical character
- Based on what you’ve learned, describe a typical day in the life of your mythical character
- Include 3 images
- Make sure your name is on your brochure
- Make sure your brochure is neat, attractive, and free of spelling errors 😀
The rubric is attached. The project needs to remain neat and include proper capitalization and punctuation.
| Awesome | Good | Average | Needs Improvement | |
| Attractiveness and organization The brochure has exceptionally attractive formatting and well-organized information. | The brochure hasexceptionallyattractive formattingand well-organizedinformation. | The brochure hasattractive formattingand well-organizedinformation. | The brochure haswell-organizedinformation. | The brochure’sformatting andorganization ofmaterial isconfusing to thereader. |
| Content AccuracyAll facts in the brochure are accurate. | All facts in thebrochure areaccurate. | 99-90% of the factsin the brochure areaccurate. | 89-80% of the factsin the brochure areaccurate. | Fewer than 80% ofthe facts in thebrochure areaccurate. |
| Graphics/PicturesGraphics go well with the text and there is a good mix of text and graphics. | Graphics go wellwith the text andthere is a good mixof text and graphics. | Graphics go wellwith the text, butthere are so manythat they distractfrom the text. | Graphics go wellwith the text, butthere are too fewand the brochureseems \"text-heavy\". | Graphics do not gowith theaccompanying textor appear to berandomly chosen. |
| SourcesCareful and accurate records are kept todocument the source of the facts and graphics in the brochure. | Careful andaccurate recordsare kept todocument thesource of the facts andgraphics in thebrochure. | There are records kept to document the source of the facts. May or may not include where the pictures come from. | There is at least one record of where information or graphics come from. | No sources were provided. |
|
oercommons
|
2025-03-18T00:35:38.184156
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115265/overview",
"title": "MYTH",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/111746/overview
|
Power, Politics, and History: Africa and the African Diaspora
Overview
This presentation emphasizes demonstrating history’s relevance to the present day and providing students with the tools to critically apply historical thinking. Pivotal to thinking critically about history is understanding the ways that historiographical debates, theoretical frameworks and methodological issues create a historical legacy. This presentation also considers who has the power to shape historical narratives and uses British colonial policy in Africa to think about this question.
Attachments
This resource is a PowerPoint presentation designed for instructor use.
About This Resource
The presentation included here was submitted by a key note speaker in a one-day virtual workshop for world history educators entitled, "Teaching the Global African Diaspora." The workshop was hosted by the Alliance for Learning in World History.
This resource was contributed by Dr. Audra Diptée, Department of History, Carleton University.
|
oercommons
|
2025-03-18T00:35:38.201941
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111746/overview",
"title": "Power, Politics, and History: Africa and the African Diaspora",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/85047/overview
|
Weather and Climate (3-5)
Overview
This elementary storyline developed for remote and hybrid teaching was made available through the Growing Elementary Science Project a part of the Washington State ClimeTime initiative.
This storyline is developed for 3-5 grade students and presents a weather phenomena in the form of a annual precipitation map from Washington State. Students analyze and interprete the graphical representation and ask questions about the difference between weather and climate.
The storyline builds interest and student engagement through an interesting phenomena and then supprorts investigation to consider what is weather and what is climate.
Overview
This sequence of instruction was developed to help elementary teachers who are working remotely. We developed a short science storyline that ties together a few sessions to help explore a specific concept. We included some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
"Weather and Climate" is designed around students making observations of precipitation data in Washington State through analysis of a color coded annual prrecipitation map for Washington. Students then investigate the weather patterns over time in their specific city looking for rainfall and termpature on their birthday for their city.
This resource was developed as part of Clime Time - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science. Thanks to the money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee and the Washington State Legislature for ClimeTime programing.
Storyline
- Growing Elementary Science Distance Learning Storyline - | ||||
| Ask and Explore
Introduce Phenomena or Problem | Carrying Out an Investigation
Investigation – discussion questions- support student use of three-dimensions | Read, Write, Make Sense Discuss Results- Read to gather information- Make Sense of our Ideas | Putting the Pieces Together Bring together evidence from activities-synthesize- extending the learning based on student interest |
Engaging Students in Practices | Explore WA State map with graphical representation of precipitationIdentify where you live- pin it using annotate feature in ZoomIntroduce colored WA mapDiscuss patterns on the mapNotice and WonderIntroduce precipitation keyClarify terms: precipitation; weather vs climatehttps://bit.ly/2VIcoM0What causes these strange patterns of precipitation here in WA State?Breakout rooms for groups to consider the question and spend further time observing and providing inferences for the causes of the patterns.Session Padlet:https://bit.ly/2VLxhWQ | Investigate the Weather on Your BirthdayStudents research the weather on the day they were born and each day for the 10-11 years they have been alive. The class data is plotted on a provided graphBecoming a Meteorologist- Career Connectionshttps://bit.ly/3xMtlStWhat was the weather yesterday?Investigating the weather on your birthday.How do we gather weather data?What was the weather like on the day that you were born?What was the weather like on your birthday for the last 10 years?Investigation Documents:
| Read-aloud:“On the Same Day in March”See the Read-aloud Guide for options on ways to access this book and options for student interaction with the book.Optional Student Home-Fun: Career ConnectionsNewsELA ArticlesNote: You may wish to assign this work any time throughout the learning arc.https://bit.ly/3CNgvqX | Choice Board Activities include:Weather Hazards and My FamilyMy Washington WeatherWeather Activism and COCORAHSWashington State Mountains and RainshadowsOn the Same Day in March (Option 1 and 2)https://tinyurl.com/trrcdmaw |
Family and Community Connections | Family weather storiesWhat are some memorable weather stories you and your family have experienced? | Exploring weather patterns over time (precipitation and temperature) to develop data tables and interpret information about the climate. | ||
Technology Considerations | Jamboard for modeling for sensemaking & Notice and Wonderhttps://bit.ly/2VIcoM0 | Exploring historical weather data usinghttps://bit.ly/3CNgvqX | ||
Storyline Launch → Investigating → Sensemaking ⇢ |
|
oercommons
|
2025-03-18T00:35:38.246260
|
Jeff Ryan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85047/overview",
"title": "Weather and Climate (3-5)",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/68632/overview
|
Education Standards
4- Natural Hazards_ Erosion Storyline (PDF)
PEI SOLS 4th Grade Natural Hazards: Erosion
Overview
What we see on Earth’s surface is a complex and dynamic set of interconnected systems that include the geosphere, hydrosphere, atmosphere, cryosphere and biosphere. Earth’s processes are the result of energy flow and matter cycling within and among these systems. Understanding Earth’s systems is important for many decisions made in communities today such as where to build a road, where a salmon can successfully build a redd to lay eggs, and how to ensure air quality. Erosion involves all five spheres giving students an excellent example of the interconnectedness of these large systems.
Students may begin the storyline by hearing a story about the relationship between the land and plants from an Indigenous perspective, a local tribe elder or expert if possible. This perspective can be woven throughout the storyline while students explore different types of erosion: wind, water and ice in sand and soil. For real life experiences, students visit their schoolyard or nearby area to find examples of erosion. They may find examples from very small to larger examples of places where soil has eroded. They may find places where human foot traffic has made pathways through a previously planted area.
|
oercommons
|
2025-03-18T00:35:38.267921
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68632/overview",
"title": "PEI SOLS 4th Grade Natural Hazards: Erosion",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/68620/overview
|
Learning Domain: Earth and Human Activity
Standard: Obtain and combine information about ways individual communities use science ideas to conserve Earth's resources and environment.
WY.SCI.5.LS1.1
Wyoming Science Content and Performance Standards
Grade 5
Learning Domain: From Molecules to Organisms: Structures & Processes
Standard: Support an argument that plants get the materials they need for growth primarily from air and water.
WY.SCI.5.LS2.1
Wyoming Science Content and Performance Standards
Grade 5
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarifcation Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
|
oercommons
|
2025-03-18T00:35:38.293706
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68620/overview",
"title": "PEI SOLS 5th grade Forests: Forest Ecosystem Benefits",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/123896/overview
|
Liveworksheets
Should and Shouldn't: Learning with Level Up 3!
Overview
This resource is for students who are learning the use of Should and Shouldn't.
Should and Shouldn't
Presentation:
Hello, students! In this activity, we will use what we learn in Unit 6 of the book Level Up 3 to practice how to use "should" and "shouldn't" in English. This topic will help us give advice about the school subjects we study.
Let's have fun learning!
Objective:
At the end of this activity, you will be able to:
- Identify and use "should" and "shouldn't" to give advice.
- Speak and write about how to be a good student in different school subjects.
- Relate what you learn to real-life situations in your school day.
Contents:
- What are "should" and "shouldn't"?
- Definition and practical examples from Level Up 3, Unit 6.
- Real-life school situations.
- How to use "should" and "shouldn't" for giving advice in different subjects:
- Science: Follow instructions and work in teams.
- English: Read, listen, and participate.
- Art: Be creative and respect materials.
- Interactive practice with Unit 6 vocabulary.
Learning Activities:
Please, read the activities carefully. If you have any questions you can ask them.
1. Guided Reading: Read the comic section on "Should and Shouldn't" in the book page 72.
- Activity:
- Highlight examples of "should" and "shouldn't" in the text.
- Write two pieces of advice: one for Universal and one for English.
2. Video: Giving Advice
Watch a video where students use "should" and "shouldn't" to give advice for daily life.
3. Card Game: Unit 6 (use Should and Shouldn't)
English:
- Material: Create cards with situations (e.g., "In English class, you forgot your book") and advice (e.g., "You should bring your book next time.").
- Activity: Match the cards and read the pairs aloud.
4. Written Practice:
English:
- Complete the sentences with "should" or "shouldn't" from the book's exercises.
- Example:
- You ______ always do your homework.
- You ______ forget to study for your tests.
5. Creative Activity: My School Counselor.
English:
- Draw a character who gives advice about school subjects. Write three pieces of advice using "should" and "shouldn't".
- Example: You should pay attention in science class.
6. Podcast: Advice for School Success
- Description: Listen this podcasts with the use of Should and Shouldn't.
- Activity: Write one piece of advice for two subjects mentioned.
7. Liveworsheet:
- Please do these exercises to finish this incredible material.
- https://www.liveworksheets.com/w/en/english-second-language-esl/917567
- https://es.educaplay.com/recursos-educativos/7540020-should_and_shouldn_t.html
See you in the class my sweethearts 🥰
Metadatos:
- Autor: Marlen Adriana Atehortúa colegio Ana Julia Holguin de Hurtado
- Población Estudiantil: Estudiantes de grado tercero de primaria (8-9 años).
- Área Disciplinar: Inglés como lengua extranjera.
- Libro Base: Level Up 3, Unidad 6.
|
oercommons
|
2025-03-18T00:35:38.319463
|
01/18/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123896/overview",
"title": "Should and Shouldn't: Learning with Level Up 3!",
"author": "Marlen Adriana Atehortúa Espinosa"
}
|
https://oercommons.org/courseware/lesson/23781/overview
|
Education Standards
Audio Recording - Vocaroo
A US-China trade pact is taking shape, with tariff reductions on the table, official says
BBC - Original Video of Richard Nixon's Visit to China
China says trade deals are off if US raises tariffs
China-US dialogue on trade to continue (from the Chinese perspective)
Crash Course YouTube Video - Opium Wars
Khan Academy - World War II - Overview of Chinese History
Listeners want to know about the history of US-Chinese relations
Photos - China and United States during World War II
The Opium Wars Secret History - Article in New York Times
The Truth About Trade: What Critics Get Wrong About the Global Economy
Trade relations between the US and China are politically unsustainable
Trump's policies could disturb the regional security balance
U.S. Trade Deficit With China and Why It's So High
Wikipedia Article - Chinese Exclusion Act
Wikipedia Article - Communist Revolution in China
Wikipedia Article - Opium Wars
Wikipedia - Most Favored Nation Status
Wikipedia - Nixon's Visit to China
YouTube - Communist Revolution in China
Global Trade Effects Down Home Trade.
Overview
This lesson will have students analyze connections among historical events and developments in the contemporary global issue of trade, specifically, trade between the United States and China. Students will answer the compelling question; Do tariffs improve the lives of workers in a country and in an industry?
Students will research the history of trade, specifically, the silk road. How did this trade route affect the lives of ordinary people? How does the relationship over time between the United States and China affect trade?
Students will create a similar learning experience building a lesson that connects the historical events and developments to a contemporary issue around globalization.
Copy of the Lesson in a Google Doc. Licensed with a Creative Commons Attribution License.
Compelling Question: Is free trade really free?
This lesson will investigate the global concept of free trade. Using SS.7.24 listed here, students will understand and evaluate the historical events and developments which make up the Chinese-American relationship. They will use this understanding to examine the connection to the contemporary issue of trade agreements.
SS.7.24. Analyze connections among historical events and developments in contemporary global issues. Contemporary Global Issue - Trade between the United States and China
Students will watch What is Free Trade?
Learn360 Video https://learn360.infobase.com/p_ViewVideo.aspx?xtid=34992&loid=37118&tScript=0#
(note- this video is a purchased product and all students in Iowa have access to it)
What is Globalization - YouTube Video with a CC license
https://www.youtube.com/watch?v=evjG5voVSFk
Use the Chrome Extension Edpuzzle to add comments and questions to the video. This can act as an assessment.
Students will find the video assignments in their LMS system. They will complete the assignment and turn it in. In their groups, they will answer the question: What is globalization and how does fair trade affect it? They will record the discussion and turn it in via the LMS system.
SS.7.20. Investigate the impact of trade policies and barriers on a nation and its citizens.
Silk Road
The Silk Road was the ancient trade route that supported trade between the east and the west beginning in 207 BCE. This trading route connected people, cultures, and civilizations. Study of this trade route will support standard SS7.20; Investigate the impact of trade policies and barriers on a nation and its citizens.
Students will read and watch the materials about the silk road. They will answer the question: How did trade along the Silk Road impact the lives of the people along the route? using a Pecha Kucha presentation. https://www.pechakucha.org/watch
The assignment will be in the LMS system. Students will read and watch resources about the Silk Road. They will then collectively create a Pecha Kucha presentation answering the question: How did trade along the Silk Road impact the lives of the people along the route?
Relationship between China and USA over time.
Students will address the following standard: SS.7.24. Analyze connections among historical events and developments in contemporary global issues.
The contemporary global issue is the trade agreements and deficit between China and the USA. Students will review the following events using the added resources:
Opium Wars
Chinese Exclusion Acts
World War II
Communist Revolution
Richard Nixon
Student Assignments will be posted to the LMS System.
Students will use the New York Times Article: "The Opium War Secret History" https://www.nytimes.com/1997/06/28/opinion/the-opium-war-s-secret-history.html to conduct a Socratic Seminar.
Guiding questions:
Is everything fair in the Global Marketplace?
What effect did the Opium Wars have on China's relationship to the Western World?
How were the human rights concerns addressed? Do we consider human rights now in global relations?
Use an audio app such asVocaroo https://vocaroo.com/ to record the seminar.
What is Trade
The students will read articles and websites about trade in order to answer the question, What is Trade? They will post the answers in the LMS discussion board. They will respond to other student's posts. Students will host a podcast explaining trade, and the present situation in relationship to trade and China.
Students will use the resources provided. In addition they will find at least one resource written from the Chinese perspective using the advanced Google Search feature with Country Codes.
Students will use the LMS system and read articles and websites about trade and the trading relation between China and the US. They will use the advanced search feature country codes of Google to find an information written from the Chinese perspective. They will use this information to create a podcast which will answer the question "What is Trade?" and what is the current trade relation with China. They will use the discussion feature of the LMS system to present their individual answers to What is trade? and they will comment on each other's posts.
Summative Assessment
Create a lesson about the history of trade with a different country, not China and post it into the Creative Commons Lesson Builder.
Create a lesson about the history of trade with a different country, not China and post it into the Creative Commons Lesson Builder.
|
oercommons
|
2025-03-18T00:35:38.364158
|
Maryann Farrell
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/23781/overview",
"title": "Global Trade Effects Down Home Trade.",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/115711/overview
|
Interactive Learning: Digital Tasks To Transform Your Classroom
Overview
80 technology-enhanced lesson plans for a variety of disciplines and foci that can be adapted for most grades/levels.
The content consists of 80 brief digital lessons.
|
oercommons
|
2025-03-18T00:35:38.381541
|
Joy Egbert
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115711/overview",
"title": "Interactive Learning: Digital Tasks To Transform Your Classroom",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/78557/overview
|
Mammal
Overview
Mammal, (class Mammalia), any member of the group of vertebrate animals in which the young are nourished with milk from special mammary glands of the mother. In addition to these characteristic milk glands, mammals are distinguished by several other unique features. Hair is a typical mammalian feature, although in many whales it has disappeared except in the fetal stage. The mammalian lower jaw is hinged directly to the skull, instead of through a separate bone (the quadrate) as in all other vertebrates. A chain of three tiny bones transmits sound waves across the middle ear. A muscular diaphragm separates the heart and the lungs from the abdominal cavity. Only the left aortic arch persists. (In birds the right aortic arch persists; in reptiles, amphibians, and fishes both arches are retained.) Mature red blood cells (erythrocytes) in all mammals lack a nucleus; all other vertebrates have nucleated red blood cells.
Mammal
Mammals (from Latin mamma "breast") are a group of vertebrate animals constituting the class Mammalia and characterized by the presence of mammary glands which in females produce milk for feeding (nursing) their young, a neocortex (a region of the brain), fur or hair, and three middle ear bones. These characteristics distinguish them from reptiles and birds, from which they diverged in the Carboniferous, over 300 million years ago. Around 6,400 extant species of mammals have been described. The largest orders are the rodents, bats and Eulipotyphla (hedgehogs, moles, shrews, and others). The next three are the Primates (including humans, apes, monkeys, and others), the Artiodactyla (cetaceans and even-toed ungulates), and the Carnivora (cats, dogs, seals, and others).
In terms of cladistics, which reflects evolutionary history, mammals are the only living members of the Synapsida; this clade, together with Sauropsida (reptiles and birds), constitutes the larger Amniota clade. The early synapsid mammalian ancestors were sphenacodont pelycosaurs, a group that included the non-mammalian Dimetrodon. At the end of the Carboniferous period around 300 million years ago, this group diverged from the sauropsid line that led to today's reptiles and birds. The line following the stem group Sphenacodontia split into several diverse groups of non-mammalian synapsids—sometimes incorrectly referred to as mammal-like reptiles—before giving rise to Therapsida in the Early Permian period. Mammals originated from cynodonts, an advanced group of therapsids, during the Late Triassic. The modern mammalian orders arose in the Paleogene and Neogene periods of the Cenozoic era, after the extinction of non-avian dinosaurs, and have been the dominant terrestrial animal group from 66 million years ago to the present.
The basic body type is quadruped, and most mammals use their four extremities for terrestrial locomotion; but in some, the extremities are adapted for life at sea, in the air, in trees, underground, or on two legs. Mammals range in size from the 30–40 mm (1.2–1.6 in) bumblebee bat to the 30 m (98 ft) blue whale—possibly the largest animal to have ever lived. Maximum lifespan varies from two years for the shrew to 211 years for the bowhead whale. All modern mammals give birth to live young, except the five species of monotremes, which are egg-laying mammals. The most species-rich group of mammals, the cohort called placentals, have a placenta, which enables the feeding of the fetus during gestation.
Most mammals are intelligent, with some possessing large brains, self-awareness, and tool use. Mammals can communicate and vocalize in several ways, including the production of ultrasound, scent-marking, alarm signals, singing, and echolocation. Mammals can organize themselves into fission-fusion societies, harems, and hierarchies—but can also be solitary and territorial. Most mammals are polygynous, but some can be monogamous or polyandrous.
Domestication of many types of mammals by humans played a major role in the Neolithic revolution, and resulted in farming replacing hunting and gathering as the primary source of food for humans. This led to a major restructuring of human societies from nomadic to sedentary, with more co-operation among larger and larger groups, and ultimately the development of the first civilizations. Domesticated mammals provided, and continue to provide, power for transport and agriculture, as well as food (meat and dairy products), fur, and leather. Mammals are also hunted and raced for sport, and are used as model organisms in science. Mammals have been depicted in art since Paleolithic times, and appear in literature, film, mythology, and religion. Decline in numbers and extinction of many mammals is primarily driven by human poaching and habitat destruction, primarily deforestation.
|
oercommons
|
2025-03-18T00:35:38.395279
|
03/24/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78557/overview",
"title": "Mammal",
"author": "Mukul Baijal"
}
|
https://oercommons.org/courseware/lesson/72143/overview
|
SElF RELIANCE - TVKGAC
Overview
Overview
Ralph Waldo Emerson (May 25, 1803 - April 27, 1882) was an American essayist, lecturer, and poet who led the transcendentalist movement of the mid-19th century. He was seen as a champion of individualism and a prescient critic of the countervailing pressures of society, and he disseminated his thoughts through dozens of published essays and more than 1,500 public lectures across the United States.
PROSE
M A : “Self-Reliance” Key Points:
- Emerson urges his readers to follow their individual will instead of conforming to social expectations.
- Emerson emphasizes following one’s own voice rather than an intermediary's, such as the church.
- Emerson encourages his readers to be honest in their relationships with others.
- Emerson posits the effects of self-reliance: altering religious practices, encouraging Americans to stay at home and develop their own culture, and focusing on individual rather than societal progress.
Man is his own star; and the soul that can
Render an honest and a perfect man,
Commands all light, all influence, all fate;
Nothing to him falls early or too late.
Our acts our angels are, or good or ill,
Our fatal shadows that walk by us still."
Epilogue to Beaumont and Fletcher's Honest Man's FortuneRalph Waldo Emerson, Self Reliance (1840) Ralph Waldo Emerson (1801–1882) was the animating genius behind American Transcendentalism. He derived his outlook on life from a variety of sources—classical philosophy, German idealism, English romanticism, Oriental mysticism, and New England Puritanism—but he also learned much from his personal experiences. His minister father died in 1811, leaving his family destitute and dependent on their own ingenuity and frugality. Emerson later credited the "iron band of poverty, of necessity, of austerity" for steering him away from a life of material indulgence and pointing him toward "the grand, the beautiful, and the good." Family tradition initially led Emerson into the Unitarian ministry, but by 1832 he decided that conventional religion was too confining. So he retired from his Boston ministry, and, after an excursion to Europe, settled in Concord with his wife and mother. There he developed a scholarly routine of introspection, writing, lecturing, community service, and occasional preaching. In perhaps his most famous essay, "Self-Reliance," he urged his readers to believe in themselves and to choose transcendental nonconformity instead of simply following the conventional dictates of society. . . . To believe your own thought, to believe that what is true for you in your private heart, is true for all men,—that is genius. . . . A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the lustre of the firmament of bards and sages. Yet he dismisses without notice his thought, because it is his. In every work of genius we recognise our own rejected thoughts: they come back to us with a certain alienated majesty. Great works of art have no more affecting lesson for us than this. They teach us to abide by our spontaneous impression with good humored inflexibility then most when the whole cry of voices is on the other side. Else, tomorrow a stranger will say with masterly good sense precisely what we have thought and felt all the time, and we shall be forced to take with shame our own opinion from another. There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till. The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried. . . . Trust thyself: every heart vibrates to that iron string. Accept the place the divine Providence has found for you; the society of your contemporaries, the connexion of events. Great men have always done so and confided themselves childlike to the genius of their age, betraying their perception that the Eternal was stirring at their heart, working through their hands, predominating in all their being. And we are now men, and must accept in the highest mind the same transcendent destiny; and not pinched in a corner, not cowards fleeing before a revolution, but redeemers and benefactors, pious aspirants to be noble clay plastic under the Almighty effort, let us advance and advance on Chaos and the Dark. * * * . . . Society everywhere is in conspiracy against the manhood of every one of its members. Society is a joint-stock company in which the members agree for the better securing of his bread to each shareholder, to surrender the liberty and culture of the eater. The virtue in most request is conformity. Self-reliance is its aversion. It loves not realities and creators, but names and customs. Whoso would be a man must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of our own mind. . . . I am ashamed to think how easily we capitulate to badges and names, to large societies and dead institutions. Every decent and well-spoken individual affects and sways me more than is right. I ought to go upright and vital, and speak the rude truth in all ways. If malice and vanity wear the coat of philanthropy, shall that pass? If an angry bigot assumes this bountiful cause of Abolition, and comes to me with his last news from Barbadoes, why should I not say to him, 'Go love thy infant; love thy wood-chopper: be goodnatured and modest: have that grace; and never varnish your hard, uncharitable ambition with this incredible tenderness for black folk a thousand miles off. Thy love afar is spite at home.' Rough and graceless would be such greeting, but truth is handsomer than the affectation of love. Your goodness must have some edge to it—else it is none. . . . Virtues are in the popular estimate rather the exception than the rule. There is the man and his virtues. Men do what is called a good action, as some piece of courage or charity, much as they would pay a fine in expiation of daily non-appearance on parade. Their works are done as an apology or extenuation of their living in the world,—as invalids and the insane pay a high board. Their virtues are penances. I do not wish to expiate, but to live. My life is not an apology, but a life. It is for itself and not for a spectacle. I much prefer that it should be of a lower strain, so it be genuine and equal, than that it should be glittering and unsteady. . . . My life should be unique; it should be an alms, a battle, a conquest, a medicine. . . . I know that for myself it makes no difference whether I do or forbear those actions which are reckoned excellent. I cannot consent to pay for a privilege where I have intrinsic right. Few and mean as my gifts may be, I actually am, and do not need for my own assurance or the assurance of my fellows any secondary testimony. What I must do, is all that concerns me, not what the people think. This rule, equally arduous in actual and in intellectual life, may serve for the whole distinction between greatness and meanness. It is the harder, because you will always find those who think they know what is your duty better than you know it. It is easy in the world to live after the world's opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude. * * * For non-conformity the world whips you with its displeasure. And therefore a man must know how to estimate a sour face. The bystanders look askance on him in the public street or in the friend's parlor. If this aversation had its origin in contempt and resistance like his own, he might well go home with a sad countenance; but the sour faces of the multitude, like their sweet faces, have no deep cause,—disguise no god, but are put on and off as the wind blows, and a newspaper directs. Yet is the discontent of the multitude more formidable than that of the senate and the college. It is easy enough for a firm man who knows the world to brook the rage of the cultivated classes. Their rage is decorous and prudent, for they are timid as being very vulnerable themselves. But when to their feminine rage the indignation of the people is added, when the ignorant and the poor are aroused, when the unintelligent brute force that lies at the bottom of society is made to growl and mow, it needs the habit of magnanimity and religion to treat it godlike as a trifle of no concernment. The other terror that scares us from self-trust is our consistency; a reverence for our past act or word, because the eyes of others have no other data for computing our orbit than our past acts, and we are loath to disappoint them. * * * A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines. With consistency a great soul has simply nothing to do. He may as well concern himself with his shadow on the wall. Out upon your guarded lips! Sew them up with packthread, do. Else, if you would be a man, speak what you think to-day in words as hard as cannon balls, and to-morrow speak what to-morrow thinks in hard words again, though it contradict every thing you said to-day. Ah, then, exclaim the aged ladies, you shall be sure to be misunderstood. Misunderstood! It is a right fool's word. Is it so bad then to be misunderstood? Pythagoras was misunderstood, and Socrates, and Jesus, and Luther, and Copernicus, and Galileo, and Newton, and every pure and wise spirit that ever took flesh. To be great is to be misunderstood. * * * The populace think that your rejection of popular standards is a rejection of all standard, and mere antinomianism; and the bold sensualist will use the name of philosophy to gild his crimes. But the law of consciousness abides. There are two confessionals, in one or the other of which we must be shriven. You may fulfil your round of duties by clearing yourself in the direct, or, in the reflex way. Consider whether you have satisfied your relations to father, mother, cousin, neighbor, town, cat, and dog; whether any of these can upbraid you. But I may also neglect this reflex standard, and absolve me to myself. I have my own stern claims and perfect circle. It denies the name of duty to many offices that are called duties. But if I can discharge its debts, it enables me to dispense with the popular code. If any one imagines that this law is lax, let him keep its com mandment one day. And truly it demands something godlike in him who has cast off the common motives of humanity, and has ventured to trust himself for a task-master. High be his heart, faithful his will, clear his sight, that he may in good earnest be doctrine, society, law to himself, that a simple purpose may be to him as strong as iron necessity is to others. If any man consider the present aspects of what is called by distinction society , he will see the need of these ethics. The sinew and heart of man seem to be drawn out, and we are become timorous desponding whimperers. We are afraid of truth, afraid of fortune, afraid of death, and afraid of each other. Our age yields no great and perfect persons. We want men and women who shall renovate life and our social state, but we see that most natures are insolvent; cannot satisfy their own wants, have an ambition out of all proportion to their practical force, and so do lean and beg day and night continually. Our housekeeping is mendicant, our arts, our occupations, our marriages, our religion we have not chosen, but society has chosen for us. We are parlor soldiers. The rugged battle of fate, where strength is born, we shun. * * * It is easy to see that a greater self-reliance,—a new respect for the divinity in man,—must work a revolution in all the offices and relations of men; in their religion; in their education; in their pursuits; their modes of living; their association; in their property; in their speculative views. * * * Insist on yourself; never imitate. Your own gift you can present every moment with the cumulative force of a whole life's cultivation; but of the adopted talent of another, you have only an extemporaneous, half possession. That which each can do best, none but his Maker can teach him. No man yet knows what it is, nor can, till that person has exhibited it. Where is the master who could have taught Shakspeare? Where is the master who could have instructed Franklin, or Washington, or Bacon, or Newton. Every great man is an unique. . . . * * * (From Ralph Waldo Emerson, Essays: Second Series, intro. Morse Peckham)
|
oercommons
|
2025-03-18T00:35:38.417178
|
09/06/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72143/overview",
"title": "SElF RELIANCE - TVKGAC",
"author": "Alagan Chandran"
}
|
https://oercommons.org/courseware/lesson/67730/overview
|
Dr. Dasharath Rajaram Deshinge
Overview
Anxity Analizing
sports
Anxity Analizing
sports
|
oercommons
|
2025-03-18T00:35:38.436842
|
05/31/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67730/overview",
"title": "Dr. Dasharath Rajaram Deshinge",
"author": "Dr. Dasharath Deshinge"
}
|
https://oercommons.org/courseware/lesson/66808/overview
|
Best Practices in Teaching
Blooms Question Stems
CAMA
Classroom Management
Danielson's lesson-plan-template
Direct Teaching
Domain 2_Environment
Domain 3 - Instruction
Domain One: Danielson's Framework
During Reading Strategies
Formative_pocket-assessment
Free Graphic Organizers
Ideas for Wonder Boxes
Indirect Teaching Models
Integrative Model_article
Lesson Plan Worksheet
Managing Student Work and Student Accountability
Planning and Preparation
Post reading strategies
Pre reading strategies
Reggio-Inspired
Sample idea for Interdisciplinary Unit
TEACHER AND STUDENT BEHAVIORS IN DIRECT INSTRUCTION
Templates
UnitPlanTemplate blank
Using Teaching and Assessment Strategies
WebQuest Example PrimaryGrades
Writing unit plans
Year-Lesson-Plan-Template
Zunal
Early Field Early Childhood Education
Overview
This module is designed for pre-service teachers in the undergraduate PreK- 4 Early Childhood Education major. The material in the unit will familiarize the future teacher to develop lesson plans and units in both the direct and indirect teaching models. Wonder Spaces, using the Reggio-inspired philosophy, is introduced to design spaces for learners ages 0 - 5. Classroom management is also included.
Best Practices
This section will lead you to research-based, evidence-based practices. Evidence-based practices have, well, EVIDENCE that demonstrates the effectiveness. As you develop your unit, you will need to list evidence-based practices that support your teaching within the unit. It is a good idea to know where to find these resources. When you have your own classroom, you will need to use evidence-based practices to implement Response to Intervention (RTI) and Multi-tiered System of Support (MTSS) AND your units. Become familiar with where to find the resources.
Review the PPT_Best Practices in Teaching
Lesson Planning
Having well designed lessons will help you accomplish academic and behavioral goals.
The following are available for your review:
PPT_Planning and Preparation
Lesson Plan Template
Danielson's Lesson Plan Template
Domain One: Danielson's Framework
Developing a Unit of Study
Unit plans consist of concepts and learning goals that are taught over a period of time and are woven together, often across subject areas.
Please review the following:
PPT_Writing Unit Plans
Unit Plan Template
CAMA Chart
Direct Teaching Method
The Direct Teaching Method is used to explicitly teach targeted knowledge, skills, or both.
Teacher Models (I DO)
Guided Practice (WE DO)
Independent Practice (YOU DO)
This section has the following for you to review:
PPT_Direct Teaching
Teacher and Student Behaviors in Direct Instruction
Indirect Teaching Method
Discussion_Integrative Model
Read the chapter excerpt, Integrative Model. This should clarify how to develop a lesson plan using the Indirect Method. Apply that knowledge to a unit that you might teach.
Select an organized body of knowledge that you might teach. What different relationships do you see in the content?
What similarities and differences exist?
Can you explain them?
What if conditions were different?
What is the “big idea” you would want students to “take home” regarding this organized body of knowledge? Explain.
Peer responses: What suggestions can you give to your peers to improve his/her thinking? Would this topic be wide enough for a unit of study?
Indirect teaching includes a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses.Indirect Instruction models, the teacher sets up strategies, but does not teach directly; the students make meaning for themselves. Methods include reflective discussion, concept formation, concept attainment, cloze procedure, problem solving, and guided inquiry.
This section includes the following for your review:
PPT_Indirect Teaching Models
Link to Free Graphic Organizers --- Advanced Organizers
5 Es Model Plan
Webquest Example
Integrative Model_chapter exerpt
Zunal --- see sample webquests
Classroom Environment
A teacher has many areas of responsibility for classroom management and discipline. This section includes the following for your review:
PPT_Classroom Management
PPT_Managing Student Work and Student Accountability
Domain 2_Environment: Danielson's Framework
Teaching and Assessment Strategies
Using teaching and assessment strategies will add to your success in the classroom.
This section includes the following for your review:
PPT_Using Teaching and Assessment Strategies
Pre-reading Strateigies
During Reading Strategies
Post-reading Strategies
Templates
Year-long Lesson Template
Formative Pocket Assessments
Domain Three: Danielson's Framework
Wonder Spaces
Wonder Box/Space
In the early years, programs are most effective when the content of learning is focused on supporting the development of strategies, dispositions, and skills for learning through play and inquiry. Through play and inquiry, young children practice ways of learning and interacting with the world around them, which they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities necessary for success throughout school and beyond. The project will consider what children know, what they wonder about, and their working theories about the world around them.
One way to encourage inquiry or wonder is to enrich the environment of the young learners. Therefore, you will create a Wonder Box/Space for a childcare. The idea is to create a space that will lead to WONDER. For example, a child sees a spider web on the playground and wonders how the spider made the web, wonders how other animals trap or gather their food, wonders if all animals eat bugs, wonders if spiders have babies in webs and what do their babies look like, wonders if spiders eat other things (than bugs), wonders if spiders eat the whole bug or part of it and if they have parts they like best, wonders how many webs a spider can make in a day, wonders how long spiders live, etc.
Notice that no materials were provided for the children to wonder. However, from this inquiry of the children, the teacher can use their wonder/interest to create a learning unit. The unit can include things like books about spiders, models of spiders, web-making tools like a peg board and rubber bands or yarn, candling eggs from other animals, books about babies (eggs, live young, life cycles, etc.), art projects using different mediums to express thoughts about webs and spiders, and this might move into other interest areas like studying babies of different kinds of animals, habitats and habits of animals, life cycles, etc.
Your task will be to create a Wonder Space using recycled materials. The Wonder Box/Space will need to have the following elements:
Instructions for construction of the box/space – Someone should be able to replicate your idea by reading the instructions.
Photo of the space you created.
Materials needed – recyclables of materials found in nature
Theme – for example, Spiders and Webs
Provocation Questions – The idea is to let children wonder and explore --- INDIRECT LEARNING/INQUIRY LEARNING. DO NOT give answers. ASK questions instead to guide the learning. For example, why do you think the web feels sticky? Why do you think the spider lays so many eggs at one time?
Appropriate Age (s) – 0 through 5
What do you hope children will wonder about when they experience this space?
RUBRIC
Instructions for construction of the box/space 10 points
Photo – completed Wonder Space 10 points
Materials needed 5 points
Theme 5 points
Provocation Questions – minimum of 5 10 points
Appropriate Age (s)
Possibilities for further exploration 10 point
Refection of your learning 10 points
Wonder Spaces is focused on the child care setting, ages 0 - 5. Using the Reggio-inspired philosophy of teaching, you will explore ways to create spaces for our littlest learners to explore, discover, and wonder.
This section includes the following for you to review:
PPT_Reggio-inspired
Ideas for Wonder Spaces
Resources
5 E Instructional Model. (2002). CScope. Based on the 5 E Instructional Model presented by Dr. Jim Barufaldi at the Eisenhower Science Collaborative Conference in Austin, TX, July 2002.
A Crash Course in Evidence-based Teaching. Evidence-based Teaching. Retrieved on 5.15.20 from https://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/
Free Graphic Organizer Templates. Retrieved on 5.20.20 from https://www.edrawsoft.com/share-graphic-organizer.php
Integrative Model. Pearson. Retrieved on 5.19.20 from https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/020560997X.pdf
The Mystery of the Missing Tooth. Created by Mrs. H. Murray. GoldenAppleMom.com. Retrieved on 5.20.20 from
http://www.teacherspayteachers.com/Store/Holly-Murray
Pocket Assessments: A List of Activities for Quick Formative Assessments. Global Digital Citizen Foundation. Retrieved on 5.15.20 from https://globaldigitalcitizen.org/quick-formative-assessment-ideas/amp
Response to Intervention Website.Retrieved on 5.15.20 from https://www.rti.org/
U.S. Department of Education. Retrieved on 5.15.20 from https://www2.ed.gov/rschstat/best-practices.html
What Works Clearinghouse. Retrived on 5.15.20 from https://ies.ed.gov/ncee/wwc/
|
oercommons
|
2025-03-18T00:35:38.502803
|
Full Course
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66808/overview",
"title": "Early Field Early Childhood Education",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/105847/overview
|
Annotated Bibliography of Educational, Scholarly, Professional, and Community Resources on Research Impact & Bibliometrics
Overview
Created as a supplement for the Impact Measurement collection of the Scholarly
Communication Notebook (SCN) to describe some of the core literature in the field as well as
resources that cannot be included on the SCN, because they are not openly licensed but are
free to read.
This annotated bibliography is separated into three sections: Peer reviewed scholarly articles,
Blog posts, initiatives, and guides, and Resources for further education and professional
development. The first section is intended to help practitioners in the field of research
assessment and bibliometrics to understand high-level core concepts in the field. The second
section offers resources that are more applicable to practice. The final section includes links to
blogs, communities, discussion lists, paid and free educational courses, and archived
conferences, so that practitioners and professionals can stay abreast of emerging trends,
improve their skills, and find community. Most of these resources could not be included on the
Scholarly Communication Notebook, because they are not openly licensed. However, all
resources on this bibliography are freely available to access and read.
Annotated Bibliography of Educational, Scholarly, Professional, and Community Resources on Research Impact & Bibliometrics
Created as a supplement for the Impact Measurement collection of the Scholarly Communication Notebook (SCN) to describe some of the core literature in the field as well as resources that cannot be included on the SCN, because they are not openly licensed but are free to read. This annotated bibliography is separated into three sections: Peer reviewed scholarly articles, Blog posts, initiatives, and guides, and Resources for further education and professional development. The first section is intended to help practitioners in the field of research assessment and bibliometrics to understand high-level core concepts in the field. The second section offers resources that are more applicable to practice. The final section includes links to blogs, communities, discussion lists, paid and free educational courses, and archived conferences, so that practitioners and professionals can stay abreast of emerging trends, improve their skills, and find community. Most of these resources could not be included on the Scholarly Communication Notebook, because they are not openly licensed. However, all resources on this bibliography are freely available to access and read.
|
oercommons
|
2025-03-18T00:35:38.522891
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105847/overview",
"title": "Annotated Bibliography of Educational, Scholarly, Professional, and Community Resources on Research Impact & Bibliometrics",
"author": "Information Science"
}
|
https://oercommons.org/courseware/lesson/114657/overview
|
Recovery from Work Stress Field Assignment
Overview
Use this activity to help students personally experience the concept of recovery from work stress.
Recovery and Coping Field Assignment
In organizational stress research, recovery refers to both a process and a state of replenishing the personal resources that have been drained by engaging in various work-related tasks and activities. As we’ve learned earlier on in the course, coping refers to the process of appraising and addressing stressors in the work environment.
How are recovery and coping similar? They both involve the ways we handle the stressors, demands, and burdens that we face every day. Recovery helps individuals to maintain well-being, prevent burnout, and be engaged in their work. Coping helps individuals face threats and adapt to stressful situations. Activities that we engage in, like physical exercise or social activities, could be both coping and recovery-related.
Yet, how are recovery and coping different? While coping is a function of the stressors we perceive as threatening (external), recovery is a function of your own energy capacity (internal). Coping is your response to stressors that are perceived as a threat. Recovery of depleted energy is necessary even in the absence of threat or distress. You can think of recovery as your personal gas tank or battery that needs to be recharged. You don’t need to have experienced distressing situations to feel drained at the end of a long day.
Without adequate recovery, even the safety and performance of individuals and teams can be compromised. Imagine being the captain of a sports team. Everyone is relying on you for a big rivalry game coming up. However, the night before the game, you get into a fight with someone important to you. After, you feel emotionally exhausted. You stay up all night watching Netflix. You eat a whole pizza and gallon of ice cream, even though you’re lactose intolerant. You realize the sun is coming up, and you haven’t gotten any rest. What does that mean for your performance? What does that mean for your team? This can be considered an example of coping but not recovering. Recovery activities often overlap with health behaviors like healthy eating, exercise, sleep, and even mindfulness.
Importantly, the activities and strategies we have for recovering from work stress vary greatly. Think about what you like to do to de-stress or clear your mind. Some people like to go for a run. Some may play an instrument, take a painting class, cook or bake, listen to music, or watch TV. Think about what you like to do. According to organizational stress theory on recovery, no matter what your activities of choice may be, they each enable two fundamental recovery processes: psychological detachment and relaxation.
Psychological detachment: The ability to completely stop thinking about work when you’re not at work
Relaxation: Not exerting physical, emotional, or mental energy or effort When you continue thinking about work, your energy continues to be drained. Once you stop thinking about work, your brain stops exerting energy toward it.
When you continue thinking about work, your energy continues to be drained. Once you stop thinking about work, your brain stops exerting energy toward it. When you relax, that drained energy begins to replenish. It’s like plugging yourself in to a charger.
Unfortunately, some of our most effective recovery activities (imagine a supercharger that gets your battery from 5% to 100% in much less time) are our favorite hobbies or activities that are easier to dismiss or that we don’t always make time for. When work piles up, we may skip our recovery activities, feeling overwhelmed and like we need to focus on getting things done. We may feel guilty engaging in them, thinking, I should be studying instead. However, skipping those important recovery opportunities makes stress feel more difficult to manage, and it even reduces your ability to get work done well.
Now, pick a recovery activity to engage in for this assignment.
Consider your answers to the following statements to help you pick a recovery activity.
- When I am feeling overwhelmed with stress, _______ helps me to get my mind off it.
- After _______, I feel like the things I have going on are a little easier to manage.
- Even though I love _______, it’s usually the first thing I give up to get work done.
- When I take time to _______, time passes without me realizing it; I feel happy and fulfilled.
For this assignment, you will be taking at least an hour of time to dedicate to your own recovery activity of choice. Give yourself permission to pick something you may have been giving up, that you haven’t had a chance to do recently, or even something you’ve always wanted to try but haven’t gotten to yet. If feeling guilty, remind yourself: this is an assignment for class!
After you finish the activity, you will write a journal entry (up to one page) that discusses:
1. What the recovery activity is, why you chose it, and how it overlaps with or is distinct from coping
2. How long you engaged in it and how it made you feel; were you able to psychologically detach? Were you able to recover? What other thoughts/emotions did you experience by taking the time to engage in this recovery activity?
3. How at least one study from this week’s readings add to your understanding of how your chosen activity facilitates recovery (using proper APA formatted citations/references)
For example, how it enables psychological detachment and/or relaxation
4. Whether you think you will continue this particular recovery activity once you’re in your future career or if you want to engage in a different one and why.
|
oercommons
|
2025-03-18T00:35:38.543770
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114657/overview",
"title": "Recovery from Work Stress Field Assignment",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/97767/overview
|
ACE Assessment
Addressing Suicidal Thoughts and Behaviors in SUD
Body Language Shape Personality
Brene Brown Empathy
Bridging Cultural Differences Playlist
Carl Rodgers Group Therapy
Child Abuse and Neglect
Creating Emotional Safety in Support Groups
Cultural Detective
Ethical Decision Making Worksheet
Getting Help
Good Relationships are Key to Healing Trauma
Ground Rules for Effective Groups
Group Activities
Group Dynamics
Group Formation Task
Group Norms Activity
History of Psychotherapy
How Group Dynamics Effect Decisions
Intercultural Competence and Knowledge VALE Rubric
Lifetime affects of Trauma
Make Body Language your Super Power
Mental Health Treatment
NIH Suicide Prevention
Paradox of TIC
SAFE-T
SAMHSA Trauma Informed Approach
Status Quo in Decision Making
Strengths-based Interventions
Trauma Informed Care
Treatment Modalities
Unconscious Bias
Understanding Bias
What Every Counseling Psychologist Should Know
What is a Strengths-based Approach
What it takes to be racially literate
Work Group Basic Considerations
Thriller Remix -- Dynamics of Interpersonal Relations I
Overview
This is a remix from Dr. Jennifer Burns --
Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge.The modules are designed for undergraduate students to become familiar with group dynamics. This resource has a syllabus, OpenStax text chapters, TedTalks and group activities.
Course Description
Exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge.
Establishing Group Norms
Overview:
This section will cover establishing group norms, working agreements for the class (group). The various behaviors that are expected, should be outlined by the students. In doing so, this creates "buy-in" and It is important that students (group members) contribute their thoughts and expectations during the group development process. The ground rules suggested below should only be regarded as starting points for each group to adopt or adapt and prioritize. Allow the students to create their ground rules and or working agreements for the semester.
Learning Objectives:
1. Define group norms
2. Outline working agreements
3. Assess group processes
Ground rules and or working agreements are important for the success of group work. The following suggestions include some of the issues and starting points from which group members can be encouraged:
- Foster a culture of honesty. Successful group work relies on truthfulness. It is as dishonest for group members to 'put up with' something they don't agree about, or can't live with, as it is to speak untruthfully. However, remember it is important to temper honesty with tact.
- Remember you don't have to like the people in your group to work with them. In group work, as in professional life, people work with the team they are in, and matters of personal conflict need to be managed so they don't get in the way of the progress of the group as a whole.
- Affirm collective responsibility. Once issues have been aired, and group decisions have been made as fully as possible, they convention of collective responsibility needs to be applied for successful group processes. This leads towards everyone living with group decisions and refraining from articulating their own personal reservations outside the group.
- Develop and practice good listening skills. Every voice deserves to be heard, even if people don't initially agree with the point of view being expressed.
- Successful groups need full participation by group members. Group work relies on multiple perspectives. Do not hold back from putting forward your view. Work to value the opinion of others as well as your own.
- Everyone needs to take a fair share of the group work. This does not mean that everyone has to do the same thing. It is best when the members of the group have agreed how the tasks will be allocated among themselves. Be prepared to contribute by building on the ideas of others and validating the experiences of others.
- Working to strengths of individual members can benefit your group. The work of a group can be achieved efficiently when tasks are allocated according to the experience and expertise of each member of the group.
- However, groups offer a chance to develop strengths outside your comfort zone. Activities in groups can be developmental in purpose, so task allocation may be an ideal opportunity to allow you to build on areas of weakness or inexperience.
- Keep good records. There needs to be an output to look back upon. This can take the form of planning notes, minutes or other kinds of evidence of the progress of the work of the group. Rotate the responsibility for summing up the position of the group regarding the tasks in hand and recording this.
- Group deadlines are sacrosanct. The principle, 'You can let yourself down, but it's not OK to let the group down' underpins successful group work.
- Cultivate philanthropy. Group work sometimes requires you to make personal needs and wishes subordinate to the goal of the group. This is all the more valuable when other group members recognize that this is happening.
- Help people to value creativity and off-the-wall ideas. Don't allow these to be quelled out of a desire to keep the group on task, and strike a fair balance between progress and creativity.
- Enable systematic working patterns. Establishing a regular program of meetings, task report backs and task allocation is likely to lead to effective and productive group performance.
- Group ground rules can be modified. It can be productive to review and renegotiate the ground rules from time to time, creating new ones as solutions to unanticipated problems that might have arisen. It is important, however, not to forget or abandon those ground rules that proved useful in practice, but which were not consciously applied.
- Consequences for violating group ground rules are important. A group needs to recognize when it is not functioning and be able to take corrective action. Therefore, it is important that consequences for violating group ground rules be established from the start and that all group members agree and sign off on them.
"This work" is licensed under CC BY-SA 4.0
Group Dynamics
Types of Groups:
Task Groups: Are formed for members to complete a project, for example a planning committee, community advocacy group, a study group, etc. Click here to learn more about task groups.
Psychoeducational Groups: Cognitive affective and behavioral skills, structured around a specific specialization (addressing triggers, self-harming behaviors, etc.). Click here to learn more about psychoeducational groups.
Counseling Groups: Are formed to provide clinical theories, to assist the group members with their healing process. Group members engage in an interpersonal process that promotes problem-solving strategies, in order to obtain coping skills to live with and manage their trauma and or maladaptive behavior. For example, HIV/AIDS group, domestic violence and or sexual trauma, etc. Click for group activities.
Psychotherapy Groups: Psychological problems, mental health diagnosis, deviant behaviors (domestic violence offenders, sex offenders, etc.) Click here to understand more about psychotherapy.
Self-help Groups: Non-clinical (Grief support groups, 12-step groups, cancer survivor, etc.) More information on self-help groups.
Brief Groups: Limited time, process orientated (this class) Limited time groups.
Culture: Values, beliefs and behaviors shared by a group of people. World view influences beliefs. More on Group dynamics.
Stages in Group Development
Exhibit 1:
Throughout her extensive work with teams and groups Burns (2019) has proposed one model of group development that consists of four stages. These four stages are building trust, managing conflict, shared purpose, and collaboration. (See Exhibit 1).
- Building Trust: During this stage, when group members first come together, emphases is usually placed on making acquaintances, sharing information, testing one another, and so forth. This stage is referred to as building trust. Group members attempt to discover which interpersonal behaviors are acceptable or unacceptable in the group. In this process of sensing out the environment, a new member is heavily dependent upon others for providing cues to acceptable behavior.
- Managing Conflict: In the second stage of group development, a high degree of intergroup conflict (defense mechanisms) can usually be expected as group members attempt to understand their role in the group and establish how they will or will not influence the development of group norms and roles.
- Shared Purpose: Over time, the group begins to develop a sense of oneness. Here, group norms emerge to guide individual behavior. Group members come to accept fellow members and develop a unity of purpose that binds them. Issues are discussed more openly, and efforts are made to clarify group goals.
- Collaboration: Once group members agree on basic purposes, they set about developing separate roles for the various members. In this stage, role differentiation emerges to take advantage of task specialization in order to facilitate goal attainment. The group focuses its attention on the task (collaborating). As we consider this simple model, it should be emphasized that Burns (2019), does not claim that all groups proceed through this sequence of stages. Rather, this model provides a generalized conceptual scheme to help us understand the processes by which groups form and develop over time.
Adapted from "Work Group: Basic Conderations" by OpenStax College is licensed under CC BY 4.0
Treatment Modalities
Overview:
In this section students are introduced to some of the major theories of counseling. Group therapy is an integrative approach and students will learn to that there are multiple pathways and approaches to be an effective facilitator of group work.
Learning Outcomes:
1. Identify group therapy models
2. Understand the multicultural variables that arise in group work
3. Assess techniques that are grounded in theoretical framework
Psychodynamic Approach: is grounded in the understanding that our unconscious motivates our behavior and influences our personality. Sigmund Freud believed that our unconscious was a repository for socially unacceptable desires and our unconscious repressed traumatic and painful events. Group therapy that utilizes the psychodynamic concepts, focuses on "how the past, can influence the present" and the primary goal is to make the unconscious conscious.
Experimental Approach: is a person-centered approach that provides and understanding of the lens that the client experiences their world.
Cognitive Behavioral Approach: focuses on the role that one's thinking has on their behavior. CBT is an evidence-based practice that is a short term and a goal orientated approach.
As group counselors’, it is important to be flexible and adapt your modalities to meet the needs of the group. Being familiar with the diverse modalities will provide your clients with a healing group experience. Click here for more information on treatment modalities.
"This work" is licensed under CC BY-SA 4.0
Trauma Informed Care
Trauma Informed Care, by design, helps treatment providers with the provision of services to individuals who have experienced trauma and trauma-related stressors. Considering that there is a high co-occurrence between substance use and trauma, it is recommended that substance abuse counselors understand the implications of Trauma Informed Care in order to provide the highest level of care to their patients.
The Prevalence of Trauma Experiences in Substance Use Populations
Trauma and symptoms of trauma are found frequently to be one of the co-occurring disorders with the highest prevalence rates for patients of substance use treatment.1, 2, 3 More specifically, it is estimated that individuals with a diagnosis of Post-Traumatic Stress Disorder (PTSD) engage in treatment for Substance Use Disorders (SUD) at a rate five times higher than the general population.1 In terms of practical considerations, this suggests that treatment teams providing SUD treatment are at greater likelihood of having patients with co-occurring trauma than many other mental health-related symptoms and diagnoses.
In treatment settings, there is a helpful distinction between: 1) treating the trauma experience and 2) treating the symptoms of trauma.1, 4, 5 This distinction is best understood as the difference between doing trauma processing therapy, which is implied when discussing treatment of the trauma experience, and helping to stabilize and treat the symptoms that occur as a response to the trauma experience. Although there are numerous evidence-based treatment approaches for treating the experience of trauma, not all providers (whether mental health or substance abuse counselors) have been both trained and deemed qualified to treat the trauma experience due to the specialized training and supervised experience the provision of such services would require.2, 6 As noted, this would have the potential to create a treatment gap between the number of trained providers in trauma care and the treatment needs of patients with trauma histories. Even though not every provider is trained to engage in trauma processing therapies, it is recommended that institutions train their professional staff in the ability to provide care that is sensitive to the unique symptoms of trauma.7 A structured approach that institutions can use for providing such care is known as Trauma Informed Care.2, 8
Trauma Informed Care Defined
Trauma Informed Care is a collection of approaches that translate the science of the neurological and cognitive understanding of how trauma is processed in the brain into informed clinical practice for providing services that address the symptoms of trauma.2, 8 These approaches are not designed for the treatment of the trauma experience (e.g., processing the trauma narrative), but rather for assistance in managing symptoms and reducing the likelihood of re-traumatization of the patient in the care experience.7, 9 As such, interventions of Trauma Informed Care are appropriate for a range of practitioners to utilize in a variety of clinical settings.
Trauma Informed Care is guided by the neurological understanding of how the threat-appraisal system of the brain, which includes the Hypothalamic-Pituitary Adrenal (HPA) axis, responds to trauma.10, 11 In addition to the HPA axis, Trauma Informed Care also pays close attention to the autonomic nervous system, which is the part of the central nervous system used to mediate arousal.10, 12 The autonomic nervous system is comprised of both the sympathetic and parasympathetic nervous system. While the sympathetic nervous system increases activation (e.g., increased heart rate, higher respiration rate, etc.), the parasympathetic nervous system relaxes the system (e.g., lowered heart rate, decreased respiration rate, etc.).12
Many of the interventions implemented by the use of Trauma Informed Care act upon the autonomic nervous system to help reduce the otherwise often overstimulated sympathetic nervous system by increasing activation of the parasympathetic nervous system.2, 8, 10, 11
Three Main Ideas Highlighted with Trauma Informed Care
Although there are many important ideas presented as part of Trauma Informed Care, three common themes can be used to summarize many, but not all, of the main ideas. These three ideas, which are further expanded upon by SAMSHA,7 are: 1) Promote understanding of symptoms from a strengths-based approach, 2) minimize the risk of re-traumatizing the patient and 3) both offer and identify supports that are trauma informed. Additionally, SAMSHA7 underscores the importance of instilling hope for recovery as a thread running through all three of these approaches.
When working with patients, it is recommended to utilize a strengths-based approach that both empowers and provides hope to the patient that recovery from symptoms is possible.2, 9, 10 Often, this is recommended to start by providing psycho-education to the patient so they can understand how most symptoms associated with trauma and trauma responses are attempts made on a biological and cognitive level (including processes happening below the conscious level-of-awareness) to protect the individual from the risk of further harm.4, 10 For example, the increased activation and startle response experienced by individuals who have experienced trauma can be interpreted as an adaptation by the brain after trauma whereby the likelihood of being caught off guard is theoretically reduced, even at the cost of having a great number of 'false alarms.' 4, 5, 10, 11 Transforming the association that patients have with symptoms from being one of further hurt to potentially one of attempting protection can evoke a shift in how individuals relate to symptoms and can thereby increase a sense of hope for recovery.4, 10 If the individual can see how they are already trying to keep themselves safe, then it may be easier to help them transition to finding other, more effective means for coping.
Substance abuse counselors and mental health clinicians working with patients who have trauma histories are encouraged strongly to minimize the risk of re-traumatizing the patient.4, 9 As noted throughout the work by Friedman and colleagues, processing the trauma narrative before patients have sufficient coping skills and stabilization can cause further risk of harm and decompensation.4 As such, it is often not advised for clinicians to have patients feel forced to disclose trauma narratives (e.g., dispelling the myth that clinicians need to know all the details about a trauma before any work can be done), and it is additionally not often advised for patients to begin processing the trauma narrative while in short-term settings, as this is not necessarily treatment stability since the patient will need to transfer to another provider. Instead, patients are often best served by first establishing a sense of stability and safety.9 Once safety is established (as defined by stability, adequate supports and coping skills), then the patient is often in a better place to begin processing the trauma in appropriate settings that have the potential for long-term care, if needed.4, 9
Interventions aimed at connecting patients with supports and resources that are designed to be sensitive to the presence of symptoms of trauma is another major focus area in Trauma Informed Care.2 From an institutional point of view, this might include the regular use of a screener at intake to help identify the presence of symptoms associated with trauma, as well as providing referrals to providers who are best able to help patients at every stage of their treatment for symptoms of trauma.7, 9 This might also include providing patients with referrals to additional services beyond therapy, such as medication management, social support services or other supportive activities that the provider believes would be appropriate for the patient's specific symptoms and experiences.8
Implementing Trauma Informed Care with Seeking Safety
Practitioners in settings that provide substance use treatment that want to implement Trauma Informed Care principles may want to consider providing Seeking Safety groups.9 Developed by Najavits, Seeking Safety is an evidence-based practice approach to treating symptoms of trauma in a group setting.6, 9 Najavits designed Seeking Safety with the emphasis on fostering resilience and teaching coping skills for managing symptoms of trauma rather than processing trauma.9 In fact, Najavits understood that processing trauma with a patient before the patient has the skills to manage the symptoms of trauma successfully could be harmful. As such, the guidelines for implementing Seeking Safety groups includes establishing an understanding with participants that the purpose of the group is to learn skills and bolster resilience, not to process trauma narratives.
The Hazelden Betty Ford Experience
There is a strong correlation between trauma and addiction; research has shown that there is significant comorbidity of post-traumatic stress disorder (PTSD) and substance use disorders prevalent in adults13 and adolescents,14 and studies have suggested that up to 95 percent of substance use disorder patients also report a history of trauma.15 As a result, Hazelden Betty Ford Foundation places a high value on the use of Trauma Informed Care for patient interventions. Our clinics use the Seeking Safety group model,9 as well as intensive, gender-specific, Trauma Informed Care groups based on Stephanie Covington's work with gender and trauma.16 The popularity of these groups among patients has encouraged Hazelden Betty Ford Foundation leaders to continue to develop and implement core programming that incorporates Trauma Informed Care into all of our clinical practices. Hazelden Betty Ford Foundation also emphasizes the use of Trauma Informed Care through education and training events, including staff in-service trainings and patient education sessions.
Questions & Controversies
Question: Instead of focusing on the symptoms of trauma, shouldn't patients just process the traumatic experience directly?
Response: In most instances, it is the preference of the provider to treat the source of a patient's concern, rather than treating the symptoms. However, there are few mental health providers who have completed the training and have required qualifications for processing traumatic events with patients, and the risks of attempting to process trauma too quickly or improperly can be lasting and severe. Since there is an imbalance in the number of clinicians with this training and the need for such services, and also since symptoms of trauma can be very pervasive and debilitating, Trauma Informed Care presents an alternative wherein a larger number of providers can work with patients to reduce trauma symptoms without needing to face the risks of incorrectly processing traumatic experiences.
How to Use This Information
Clinicians: Substance use counselors and mental health practitioners who are interested in learning more about the use of Trauma Informed Care are encouraged to explore further training opportunities on the topic, as well as exploring the resources made available that provide further detail on the topic, including an excellent Treatment Improvement Protocol (TIP) that does a wonderful job explaining this approach further.2
Patients: Trauma Informed Care is an opportunity to find healthy ways to reduce the severity of symptoms related to a trauma you may have experienced, but does not require you to process the details of your traumatic experience until you are ready. Talking to your counselor or therapist about exploring Trauma Informed Care can be a wonderful tool to reduce your symptoms in a safe, structured environment without having to commit to the direct processing of your traumatic event. You should never attempt to process a traumatizing event if you are not comfortable doing so, and any clinical professional who is working with you to process a traumatic experience should have specific training and experience in doing so; otherwise you could be put at risk of re-traumatization.
Conclusion
Due to the prevalence of co-occurring symptoms of trauma and substance use disorders, substance use counselors and mental health practitioners are encouraged to be familiar with the practices of Trauma Informed Care.7, 9 Trauma Informed Care promotes the use of strength-based approaches in a purposeful way to minimize the risk of re-traumatization of the patient.2, 5 By utilizing an understanding of trauma that is informed scientifically, Trauma Informed Care interventions are designed to be sensitive to the physiological, psychological and social modes through which the symptoms of trauma present.2, 8, 10
References
1. Atkins, C. (2014). Co-occurring disorders: Integrated assessment and treatment of substance use and mental disorders. Eau Claire, WI: PESI Publishing and Media.
2. Substance Abuse and Mental Health Service Administration (2014). Trauma-informed care in behavioral health services. Treatment Improvement Protocol (TIP) Series 57. HHS Publication No. (SMA) 13-4801. Rockville, MD: Substance Abuse and Mental Health Services
Administration.
3. Development Service Group, Inc. (2015). Learning center literature review: Posttraumatic stress disorder. SAMHSA's National Registry of Evidence-based Programs and Practices.
4. Friedman, M. J., Keane, T. M., & Resick, P. A. (2014). Handbook of PTSD: Science and practice (2nd ed.). The Guilford Press.
5. Dass-Brailsford, P. (2007). A practical approach to trauma: Empowering interventions. Thousand Oaks, CA: Sage Publications.
6. Dartmouth (2015). IDDT Integrated dual disorders treatment revised: Best practices, skills, and resources for successful client care. Center City, MN: Hazelden
7. Substance Abuse and Mental Health Service Administration (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.
8. Curran, L. A. (2013). 101 trauma-informed interventions: Activities, exercises and assignments to move the client and therapy forward. Eau Claire, WI: PESI Publishing and Media.
9. Najavits, L. M. (2002). Seeking safety: A treatment manual for PTSD and substance abuse. New York, NY: The Guilford Press.
10. van der Kolk, B. (2015). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, NY: Penguin Group.
11. LeDoux, J. (2003). Synaptic self: How our brains become who we are. New York, NY: Penguin Books.
12. Anderson, J. R. (2014). Cognitive psychology and its implications (8th ed.). New York, NY: Worth Publishing.
13. Tull, M. T., Berghoff, C. R., Wheeless, L., Cohen, R. T., & Gratz, K. L. (2017). PTSD symptom severity and emotion regulation strategy use during trauma cue exposure among patients with substance use disorders: Associations with negative affect, craving, and cortisol reactivity.
Behavior Therapy. Advance online publication. doi: 10.1016/j.beth.2017.05.005
14. Simmons, S., & Suárez, L. (2016). Substance abuse and trauma. Child and Adolescent Psychiatric Clinics of North America, 25, 723-734.
15. Brown, P. J., Stout, R. L., & Mueller, T. (1999). Substance use disorder and posttraumatic stress disorder comorbidity: Addiction and psychiatric treatment rates. Psychology of Addictive Behaviors, 13, 115-122.
16. Covington, S. S. (2007). Women and addiction: A gender responsive approach. Center City, MN: Hazelden.
Adapted from: The Hazelden Betty Ford Foundation
Non-Verbal Communication
Overview:
Do you know how to read people’s body language? When a group member rolls their eyes when you are talking, what are they “really” saying? What about a client that will not make eye contact, what does this say about the person? Being able to understand what participants are tying to convey with their body language is an important skill to have when facilitating a group. In this section we will explore non-verbal communication.
Learning Objectives:
1. Define non-verbal communication
2. Explain different types of non-verbal communication
It is safe to say that body language represents a very significant proportion of meaning that is conveyed and interpreted between people. Many body language experts and sources seem to agree that that between 50-80% of all human communications are non-verbal. So, while body language statistics vary according to situation, it is generally accepted that non-verbal communications are very important in how we understand each other (or fail to), especially in face-to-face and one-to-one communications, and most definitely when the communications involve an emotional or attitudinal element.
Body language is especially crucial when we meet someone for the first time.
We form our opinions of someone we meet for the first time in just a few seconds, and this initial instinctual assessment is based far more on what we see and feel about the other person than on the words they speak. On many occasions we form a strong view about a new person before they speak a single word. Body language is influential in forming impressions on first meeting someone.
The effect happens both ways - to and from:
When we meet someone for the first time, their body language, on conscious and unconscious levels, largely determines our initial impression of them. In turn when someone meets us for the first time, they form their initial impression of us largely from our body language and non-verbal signals.
And this two-way effect of body language continues throughout communications and relationships between people.
Body language is constantly being exchanged and interpreted between people, even though much of the time this is happening on an unconscious level.
Remember - while you are interpreting (consciously or unconsciously) the body language of other people, so other people are constantly interpreting yours.
The people with the most conscious awareness of, and capabilities to read, body language tend to have an advantage over those whose appreciation is limited largely to the unconscious.
You will shift your own awareness of body language from the unconscious into the conscious by learning about the subject, and then by practicing your reading of non-verbal communications in your dealings with others.
Adapted from: Very Well Mind
Exploring Bias
Overview: In this section, students will learn that unconscious bias is an automatic response that occurs without intention, or awareness. By exploring bias, students will become familiar with the hidden bias effect and develop a framework for self-reflective practice.
Learning Outcomes:
- Recognize when bias is present
- Examine bias and understand how it shows up in group dynamics
Bias is the impulse to judge without question.
Explore your biases here Project Implicit
"This work" is licensed under CC BY-SA 4.0
Cultural Sensitivity
Overview:
In this section, it is important to provide a safe container for students to explore, understand and accept that cultural differences exist. Milton Bennett developed a framework that defines stages an individual may go through as they become culturally sensitive.
Learning Outcomes:
- Recognize cultural differences
- Practice an open-mind
- Demonstrate a willingness to understand culture
- Value cultural differences "This work" is licensed under CC BY-SA 4.0
Ethical and Legal Considerations
Ethical Issues: Standards that govern conduct of professionals.
Legal Issues: Minimum standards society will tolerate, governed by local state and federal government. ex. Mandated reporters
American Counseling Association: Code of Ethics
Cultural Issues: A client’s ethnic background, race, gender, sexual orientation, religious affiliation, values and traditions. Ex. Food, gifts A Call to Profession
Informed Consent: Is a document that provides information about the group and process, every client has the right to freedom, automony and human dignity. Informed consent is a legal and ethical term defined in which a form is signed by the client, giving their permission to participate in group counseling.
Involuntary Membership: Clients are different and clients are usually mandated by an authoritive human service agency such as Department of Youth Services (DYS), Department of Childern and Famlies (DCF), Court, Probation, Parole, Registry of Motor Vechiles, ect.
Managing Psychological Risk: Click here
Confidentiality: APA Group guidelines
Questions to consider:
What measures do you take to ensure confidentiality?
Under what circumstances would you feel compelled to breach confidentiality?
A group member brings you a gift on a holiday?
What ethical issues may arise when working with a group of involuntary members?
In what ways would your personal values influence your work with group members?
"This work" is licensed under CC BY-SA 4.0
|
oercommons
|
2025-03-18T00:35:38.653902
|
Joanna Schimizzi
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97767/overview",
"title": "Thriller Remix -- Dynamics of Interpersonal Relations I",
"author": "Data Set"
}
|
https://oercommons.org/courseware/lesson/122942/overview
|
Comparative table of various evaluation experiments of IRS
Overview
In the Information Retrieval (IR) field, "resources" generally refers to the types of materials, datasets, tools, and infrastructures that support the development, testing, and deployment of information retrieval systems. These resources are crucial in ensuring that IR models and systems are effective, efficient, and applicable in real-world settings. Resources in IR can include test collections, query sets, relevance judgments, evaluation metrics, retrieval models, and computational infrastructure, among others.
Comparative table of various evaluation experiments of IRS:
1. CRANFIELD TEST1
2. CRANFIELD TEST 2
3. MEDLARS
4. SMART
5. TREC
Here is a comparative table that summarises the key aspects of the various IRS evaluation experiments: CRANFIELD TEST 1 , CRANFIELD TEST 2, MEDLARS, SMART, and TREC. The table compares these experiments based on various factors like dataset description, number of documents, queries, relevance judgments, metrics used, and their application focus.
| Evaluation Experiment | Year/Origin | Dataset Description | Num. of Documents | Number of Queries | Relevance Judgments | Metrics Used | Application Focus | Key Characteristics |
| CRANFIELD TEST 1 | 1960s, Cranfield University | early test collection with documents related to engineering and sciences. | 1400 | 225 | Binary relevance (0 or 1) | Precision, Recall, F-Measure, Precision at K (P@k) | General Information Retrieval, academic research | Pioneer in IR evaluation. Simple, controlled environment. Small dataset focused on binary relevance (relevant vs. non-relevant). Set the stage for early development of retrieval metrics like precision and recall. |
| CRANFIELD TEST 2 | 1967, Cranfield University | Extension of CRANFIELD TEST with more queries. Focused on the evaluation of retrieval models. | 1,400 | 1,400 | Binary relevance (0 or 1) | Precision, Recall, F-Measure, MAP, NDCG | Information Retrieval systems, model testing | Expanded query set (1,400 queries) for more comprehensive evaluation. Similar to CRANFIELD TEST but with more varied test cases. Still limited by binary relevance and small scale. |
| MEDLARS | NLM (National Library of Medicine) | Medical domain dataset, focusing on medical literature retrieval. | 1,200 | 1,000 | Graded relevance (0–3 scale) | Precision, Recall, F-Measure, MAP, Precision at K (P@k) | Medical Information Retrieval (MedIR) | Focused on medical information retrieval. Graded relevance allowed for more detailed evaluation (relevance scale 0–3). Specialized for domain-specific tasks. |
| SMART | 1960s, Cornell University | Large-scale dataset for testing the SMART IR system, which was a central piece in early IR models. | 1,000 | 1,000 | Binary and graded relevance | Precision, Recall, F-Measure, MAP, NDCG, Precision at K | General Information Retrieval, Text Mining, Academic IR | Influential in developing IR models (e.g., vector space model, TF-IDF). Introduced several new evaluation metrics like MAP and NDCG. Supported large-scale testing for system performance. |
| TREC | 1992–Present, NIST (National Institute of Standards and Technology) | Large, long-running series of evaluations with multiple tracks (web search, question answering, etc.). | 100,000+ | 50–1,000+ | Graded relevance (0–4 scale) | Precision, Recall, MAP, NDCG, MRR, ERR, P@k | Web search, Question answering, Multi-domain IR | Comprehensive evaluation with various tracks (web, medical, legal, etc.). Graded relevance (0–4) and large datasets (millions of documents). Ongoing, real-world relevance judgments. Highly influential in modern IR systems. |
Key Insights:
1. CRANFIELD TEST 1 (1960's)
The CRANFIELD Test was one of the first test collections used to evaluate Information Retrieval Systems. It was developed at Cranfield University in the United Kingdom and consisted of a small set of documents, some 1,400, with a series of 225 queries, along with binary relevance judgments. The simplicity of the dataset, both in terms of document size and query variety, made it an excellent early testbed for evaluating precision and recall-the two foundational metrics for IRS evaluation.
- Importance: The CRANFIELD Test was a means of testing early retrieval models and algorithms. It was a controlled environment where researchers could rigorously test the effectiveness of different retrieval techniques, such as Boolean retrieval and the vector space model.
- Limitations : The dataset was very small and the relevance scale binary ; the documents were either relevant or irrelevant. In this setting, the environment was far too controlled to represent complex real-world IR scenarios in web search or special search systems that would emerge over time.
2. CRANFIELD TEST 2 (1967)
CRANFIELD Test 2 was an extension of the original CRANFIELD dataset. The same structure of 1,400 documents was maintained, but the query set was expanded to 1,400. This gave a more robust and diverse set of queries to test the performance of the system. Similar to the original CRANFIELD Test, Test 2 focused on binary relevance and metrics such as precision, recall, and F-measure.
- Importance: It meant the researchers were able to evaluate IRS performance over a wider range of queries, improving the general validity of the experiment. This reinforced precision and recall as being integral metrics of IRS evaluation.
- Limitations: Just like the original, it still relied on binary relevance, which did not capture the complexity of user behavior or document ranking in more real-world systems. The dataset was still small by modern standards, limiting the generalizability of results to large-scale systems.
3. MEDLARS (1960s)
MEDLARS dataset was developed with a specific view to the assessment of medical information retrieval systems. The NLM developed the dataset with approximately 1,200 documents and 1,000 queries with graded relevance judgments scaled from 0 to 3. Graded relevance scale permitted the analysis of ranking ability of retrieval systems in regard to the ranking of the documents according to their relevance; it did not use a binary judgment that was commonly used in earlier datasets.
- Importance: The MEDLARS dataset provided a specialized and domain-specific test collection for the field of Medical Information Retrieval (MedIR). The graded relevance scale helped researchers assess the quality of document rankings in more sophisticated ways, which was particularly important in domains where users need more than just a binary judgment (e.g., medical professionals looking for evidence-based answers).
- Limitations: The dataset was focused on medical literature, so it did not address general IR concerns or the challenges of large-scale retrieval systems. In addition, the size was relatively small and query diversity was limited, so while the evaluation was detailed, it was not a comprehensive test for more complex, real-world retrieval systems.
4. SMART (1960s)
The SMART dataset was developed at Cornell University tied with the development of the SMART Information Retrieval System. It contained some 1,000 documents and 1,000 queries. SMART greatly facilitated the development of early information retrieval models, especially Vector Space Model and TF-IDF weighting. The SMART dataset utilized both binary and graded relevance judgments, and it introduced several new evaluation metrics like Mean Average Precision (MAP) and Normalized Discounted Cumulative Gain (NDCG), which are now standard in IR evaluation today.
- Importance: SMART was pivotal in the development of modern IR theory and practice. It enabled the large-scale testing and refinement of algorithms and models that remain at the very heart of IR today. Introducing MAP and NDCG significantly advanced the evaluation methodology for systems, giving better measurements for real-world retrieval scenarios based on ranked lists of documents.
- Limitations: Although much larger and more sophisticated than earlier datasets, the SMART dataset was still limited in document size and query diversity, at least by the standards of later test collections like TREC. Also, like all other early datasets, it emphasized precision and recall, but not user behavior or long-term engagement.
5. TREC (1992–Present)
The Text REtrieval Conference (TREC), established by the National Institute of Standards and Technology (NIST) in 1992, is one of the most influential and long-running evaluation initiatives for Information Retrieval Systems. TREC encompasses multiple evaluation tracks that cover a wide range of IR tasks, such as ad-hoc retrieval, web search, question answering, and even more specific tasks like interactive retrieval and social media retrieval. TREC is distinguished by its use of graded relevance judgments (0–4 scale) and a large corpus of documents (ranging from thousands to millions), often drawn from real-world sources like news archives, legal documents, and web content.
- Importance: The impact of TREC on IR evaluation has been profound and continues to the present day. TREC developed new evaluation metrics besides precision and recall, including MRR, ERR, and NDCG, among others, that have become commonplace in modern IR. Because the scope of TREC encompasses tasks like web search, ad-hoc retrieval, and multi-lingual retrieval, it became more applicable to real-world scenarios and made it possible to test retrieval models under broader aspects.
- Limitations: One significant weakness for TREC is that all those really big evaluations require a high consumption of computational resources and skill level. It is also perhaps most influential in academic and industry contexts but may not wholly translate user experience in certain types of applications, such as for the real-time web search application or personalized recommender system application.
Conclusion:
The development of IRS evaluation has evolved from simple binary relevance tests in CRANFIELD to complex, large-scale, multi-task evaluations in TREC. Each of these datasets contributed significantly to the advancement of retrieval models, evaluation metrics, and specialized domains like medical information retrieval. While CRANFIELD and SMART were instrumental in shaping the early IR models, TREC has become the benchmark for comprehensive and real-world evaluation, influencing modern search engines and information retrieval systems worldwide.
|
oercommons
|
2025-03-18T00:35:38.678192
|
12/12/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122942/overview",
"title": "Comparative table of various evaluation experiments of IRS",
"author": "Dipak Mondal"
}
|
https://oercommons.org/courseware/lesson/119536/overview
|
OTT
Overview
Online Tools Training
https://canvas.instructure.com/courses/10187118
|
oercommons
|
2025-03-18T00:35:38.694729
|
09/09/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/119536/overview",
"title": "OTT",
"author": "Zandile Mbuyisa"
}
|
https://oercommons.org/courseware/lesson/76939/overview
|
French Level 2, Activity 01: Les introductions / Introductions (Face-to-Face)
Overview
In this activity, students will practice introducing themselves and their classmates. The will also use whiteboards to play a quick answer question game.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
Introductions / Les introductions
Description
In this activity, students will practice introducing themselves and their classmates. The will also use whiteboards to play a quick answer question game.
Semantic Topics
Questions, introductions, la structure des questions, the structure of questions
Products
Getting to know others and presentation.
Practices
Gestures and other non-verbal forms of communication, turn-taking in conversation, the use of forms of discourse, socially appropriate behaviors for acquaintance.
Perspectives
Value of age, social class/ social rank, the importance of family.
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
Idaho State Content Standards
- Comm 1.1: Interact and negotiate meaning (spoken, signed, and written conversation) to share information, reactions, feelings, and opinions.
- Comm 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- Comm 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
NCSSFL-ACTFL Can-Do Statements
- I can learn basic etiquette and rules for language activities.
- I can answer questions about myself in the target language.
- I can give my opinion about a variety of topics.
Materials Needed
Warm-Up
Warm-Up
1. Begin by introducing the Can-Dos for today's activity.
2. Begin with an introduction activity.
Aujourd'hui, nous allons commencer avec une petite activité d'introduction.
3. Present the rules to the students:
- Le premier étudiant va se présenter (leur nom, leur résidence, leur matière principale). (The first student will introduce themselves (name, where they're from, their major).)
- Puis, la personne à sa droite va répéter l'introduction de la première personne et se présenter. (Then the person to their right will repeat the first person's introduction, then add on their own.)
- Nous allons continuer cette activité jusqu'à ce que tout le monde fasse leur présentation. Ensuite, la première personne va répéter l'introduction de la dernière personne pour terminer l'activité. (Continue this until you've reached the last person. The first person will then repeat the last person's introduction to finish the activity.)
Example:
Student 1: Bonjour! Je m'appelle... Je viens de... J'étudie... (Hello! My name is... I'm from... I study...)
Student 2: Salut, tout le monde. Il/elle s'appelle... Il/elle vient de... Il/elle étudie... Je m'appelle... Je viens de... J'étudie... (Hello, everyone. His/her name is... He/she is from... He/she studies... My name is... I am from... I study...)
*Note: each person only needs to repeat the intro of the person who went immediately before them, not everyone who's gone before them.
Main Activity
Main Activity
1. Distribute whiteboards amongst the students so each student has one whiteboard and marker.
- The student's answer should be as close to one word as possible.
- Give them as little time as possible to think of a word (approximately 10 seconds). Possible questions:
Distribuez les ardoises blanches et les marqueurs aux étudiants. Les étudiants devront répondre à la question de la manière la plus précise possible. Donnez-leur environ 10 secondes pour penser à leur réponse. Exemples de question:
- Comment t’appelles-tu ? (What is your name?)
- Comment est-ce que tu te décris ? (How would you describe yourself?)
- Quelle est une qualité importante que doit avoir un camarade ? (What is an important quality you look for in a friend?)
- Quel est un mot que tu utilises trop ? (What is a word you use too much?)
- Si tu pouvais dire qu'un seul mot pour le reste de ta vie, ça serait quel mot ? (If you could only say one word for the rest of your life, which word would it be?)
- Quelle est ta nourriture préférée ? (What is your favorite food?)
- Que fais-tu trop fréquemment ? (What is an activity you do too frequently?)
- Dis-moi une chose que tout le monde devrait faire plus. (Tell me something that everyone should do more.)
- Qu'est-ce que tu aimes le plus dans le monde ? (What do you like the most in the whole world?)
- Dis-moi un adjectif que tu aimes. (Tell me an adjective that you like.)
- Quel est ton meilleur trait personnel ? (What is your best personality trait?)
- Qu'est-ce que tu ferais pour un Klondike bar ? (What would you do for a Klondike bar?)
- Quelle est ta barre chocolatée préférée ? (What is your favorite chocolate bar?)
- Quelle saison préfères-tu ? (What is your favorite season?)
- Si tu pouvais faire n'importe quoi juste maintenant, que ferais-tu ? (If you could do anything right now, what would you do?)
- Qu'est-ce que tu aimes de la langue française ? (What do you like about the French language?)
- Dis-moi une chose qui te gène/t'irrite/ t'énerve. (Tell me something that bothers you/irritates you/gets on your nerves.)
Wrap-Up
Wrap-Up
1. To finish the activity, ask the students to recap what they learned about their classmates during the warm-up.
Maintenant, nous allons récapituler ce que vous avez appris sur vos camarades de classe pendant l'échauffement.
2. Each student will say at least 2 things they learned about one of their classmates (name, where they're from, their major). Encourage them to not have any repeats.
Chaque étudiant va dire 2 choses qu'il/elle a appris sur l'une de leur camarades de classes (nom, résidence, matière principale). Pas de répétitions !
Example: Voici... Il/elle étudie... Il/elle vient de... (Here is... He/she studies... He/she is from...)
Cultural Resources
Different Introduction Formulas
How to make "small talk" in French
End of Activity
- Can-Do statement check-in... “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can learn basic etiquette and rules for language activities.
- I can answer questions about myself in the target language.
- I can give my opinion about a variety of topics.
|
oercommons
|
2025-03-18T00:35:38.770127
|
Camille Daw
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76939/overview",
"title": "French Level 2, Activity 01: Les introductions / Introductions (Face-to-Face)",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/92549/overview
|
Animals Should Be Used for Medical Research
Overview
Animals Should Be Used for Medical Research
Animals Should Be Used for Medical Research
Animals Should Be Used for Medical Research
Human beings use animals for a wide variety of purposes, including research. Animals are used for transportation, for sport, for recreation, and companionship. The approximately 260 million people in the United States keep about 110 million dogs and cats as pets. More than 5 billion animals are killed in the United States each year as a source of food but when it comes to numbers of animals killed for medical research it is lower. According to the Journal of the American Medical Association, each year more than 100 million animals—including mice, rats, frogs, dogs, cats, rabbits, hamsters, guinea pigs, monkeys, fish, and birds—are killed in U.S. laboratories for biology lessons, medical training, curiosity-driven experimentation, and chemical, drug, food, and cosmetics testing. But still, there is a conflict among people about whether animals should be used for researches or not. Also, there are a lot of reasonable facts that explain animals should be used for medical research.
First of all facts about medical research of animals is that animals are used in scientific research to help us understand our bodies and how they work. For example, the mouse has many similarities to humans in terms of anatomy, physiology, and genetics. The mouse genome is very similar to our own. By studying on animals we can understand our biology. Mice are extremely useful for studying complex diseases, such as atherosclerosis and hypertension, as many of the genes responsible for these diseases are shared between mice and humans. Research in mice provides insights into the genetic risk factors for these diseases in the human population. It is easy to manipulate the mouse genome, for example, adding or removing a gene to better understand its role in the body. This provides a powerful tool for modeling specific diseases when a mutated gene is known to play a role in the disease. With this researches, humans can develop new drugs and new ways of treatment owing to information got by animals.
Another benefit of using animals for medical research is that animals can be used to testing new drugs and new treatments. They are used to safely test potential medicines before they are tested in people and to check the safety of other chemicals. Scientists can observe whether new chemicals have harmful effects, such as finding out whether a chemical causes cancer or harms the unborn fetus. With this scientists guarantee their drugs to use on people. It benefited much to people, for example, since 1900 the average life expectancy in the United States has increased by 25 years (U.S. National Center for Health Statistics, 1988). This remarkable increase cannot be attributed solely to animal research but animal research has been an important contributor to improved human health.
The other benefit of using animals for medical research is different because using animals for medical research benefits animals too. Many people believe that animal research is done only to benefit humans. What people may not realize is that most of the same research benefits animals. As people receive vaccines against deadly diseases, so do they. As people take antibiotics for their sickness, so do they. People and animals share about 50 of the same diseases. Ranging from asthma and epilepsy to high blood pressure and cancer. Doctors and veterinarians share almost 100 of the same medicines to heal humans and animals. Without animal testing, the prognosis for millions of animals would be simple they would develop diseases or contract viruses that would be untreatable, they would suffer, and eventually, they would die.
Opponents of medical research on animals say that animal testing is unethical and ineffective. But in reality, Research in cows helped create the world’s first vaccine, which in turn helped end smallpox. Studies with monkeys, dogs, and mice led to the polio vaccine. Drugs used to combat cancer, HIV/AIDS, Alzheimer’s, hepatitis, and malaria would not have been possible without research with primates. Therefore, it would be fanciful to say that researches on animals are effective. While animal testing benefits people that much it would be unethical not to use them.
In short, there is a conflict among people about using animals for medical research but there are facts that can not be ignored. Animals have been a very good science source for humans. Drugs and vaccines have been developed. Experiments on these creatures have helped humans to understand biology so it can not be said that using animals for medical research is not efficient.
|
oercommons
|
2025-03-18T00:35:38.786350
|
05/08/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92549/overview",
"title": "Animals Should Be Used for Medical Research",
"author": "Batuhan Kaymak"
}
|
https://oercommons.org/courseware/lesson/67578/overview
|
UNESCO Recommendations for Education during Disasters
Overview
Recommendations by UNESCO for education during disasters.
Disasters and Education
A disaster is a serious disruption occurring over a short or long period of time that causes widespread human, material, economic or environmental loss which exceeds the ability of the affected community or society to cope using its own resources. Developing countries suffer the greatest costs when a disaster hits – more than 95 percent of all deaths caused by hazards occur in developing countries, and losses due to natural hazards are 20 times greater (as a percentage of GDP) in developing countries than in industrialized countries. No matter what society disasters occur in they tend to induce change in government and social life. They may even alter the course of history by broadly impacting entire populations and exposing mismanagement or corruption regardless of how tightly information is controlled in a society. This article is prepared mainly to highlight the impact of disaster on education throughout the world including developed, developing and underdeveloped countries,to meet the purpose of the FDP organized by Ramanuj College,University of New Delhi during 18th May 2020 to 3rd June 2020.A disaster is a serious disruption occurring over a short or long period of time that causes widespread human, material, economic or environmental loss which exceeds the ability of the affected community or society to cope using its own resources. Developing countries suffer the greatest costs when a disaster hits – more than 95 percent of all deaths caused by hazards occur in developing countries, and losses due to natural hazards are 20 times greater (as a percentage of GDP) in developing countries than in industrialized countries. No matter what society disasters occur in they tend to induce change in government and social life. They may even alter the course of history by broadly impacting entire populations and exposing mismanagement or corruption regardless of how tightly information is controlled in a society. This article is prepared mainly to highlight the impact of disaster on education throughout the world including developed, developing and underdeveloped countries,to meet the purpose of the FDP organized by Ramanuj College,University of New Delhi during 18th May 2020 to 3rd June 2020.
Recommendations by UNESCO:
Examine the readiness and choose the most relevant tools: Decide on the use of high-technology and low-technology solutions based on the reliability of local power supplies, internet connectivity, and digital skills of teachers and students. This could range through integrated digital learning platforms, video lessons, MOOCs, to broadcasting through radios and TVs.Ensure inclusion of the distance learning programmes: Implement measures to ensure that students including those with disabilities or from low-income backgrounds have access to distance learning programmes, if only a limited number of them have access to digital devices. Consider temporarily decentralising such devices from computer labs to families and support them with internet connectivity.
Protect data privacy and data security: Assess data security when uploading data or educational resources to web spaces, as well as when sharing them with other organisations or individuals. Ensure that the use of applications and platforms does not violate students’ data privacy.Prioritize solutions to address psychosocial challenges before teaching: Mobilize available tools to connect schools, parents, teachers, and students with each other. Create communities to ensure regular human interactions, enable social caring measures, and address possible psychosocial challenges that students may face when they are isolated.Plan the study schedule of the distance learning programmes: Organise discussions with stakeholders to examine the possible duration of school closures and decide whether the distance learning programme should focus on teaching new knowledge or enhance students’ knowledge of prior lessons. Plan the schedule depending on the situation of the affected zones, level of studies, needs of students needs, and availability of parents. Choose the appropriate learning methodologies based on the status of school closures and home-based quarantines. Avoid learning methodologies that require face-to-face communication.
Provide support to teachers and parents on the use of digital tools: Organise brief training or orientation sessions for teachers and parents as well, if monitoring and facilitation are needed. Help teachers to prepare the basic settings such as solutions to the use of internet data if they are required to provide live streaming of lessons.Blend appropriate approaches and limit the number of applications and platforms: Blend tools or media that are available for most students, both for synchronous communication and lessons, and for asynchronous learning. Avoid overloading students and parents by asking them to download and test too many applications or platforms.Develop distance learning rules and monitor students’ learning process: Define the rules with parents and students on distance learning. Design formative questions, tests, or exercises to closely monitor students’ learning process. Try to use tools to support submission of students’ feedback and avoid overloading parents by requesting them to scan and send students’ feedback. Define the duration of distance learning units based on students’ self-regulation skills: Keep a coherent timing according to the level of the students’ self-regulation and metacognitive abilities especially for live streaming classes. Preferably, the unit for primary school students should not be more than 20 minutes, and no longer than 40 minutes for secondary school students.Create communities and enhance connection: Create communities of teachers, parents, and school managers to address sense of loneliness or helplessness, facilitate sharing of experience and discussion on coping strategies when facing learning difficulties.
Dr Gokul Babarao Kale
Associate Professor and Head
Department of Zoology
G.S.Science,Arts and Commerce College,Khamgaon
Dist.Buldana PIN 444312(Maharashtra State)
|
oercommons
|
2025-03-18T00:35:38.815176
|
05/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67578/overview",
"title": "UNESCO Recommendations for Education during Disasters",
"author": "Gokul Kale"
}
|
https://oercommons.org/courseware/lesson/92960/overview
|
ALKENE
Overview
A basic concept map on topic alkene i.e. propene with its reactions and how it is prepared.
Chemistry- ALKENE
IT'S A CONCEPT MAP OF PREPARATIONS AND REACTION OF ALKENE [PROPENE].
It consists of reduction of alkenes, dehyradation of alcohols, dehalogenation of alkenes, dehydrohalogenation of alkyl. These are the prepartions of alkenes.
The reaction of alkene consists of addition of HX, oxymercuration, hydroboration, hydroxylation, ozonolysis, reduction, allylic and benzylic bromination.
|
oercommons
|
2025-03-18T00:35:38.832584
|
05/23/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92960/overview",
"title": "ALKENE",
"author": "firdos khan"
}
|
https://oercommons.org/courseware/lesson/90220/overview
|
Reading - Five Things To Do In Sydney - Off2Class ESL Lesson Plan
Overview
5 Things to do in Sydney – This lesson is also focused on tourism but it introduces more new vocabulary. After reading about Sydney, students will have the opportunity to talk about their own cities and give recommendations to visitors. This lesson is fun for students and teachers alike.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
5 Things to do in Sydney – This lesson is also focused on tourism but it introduces more new vocabulary. After reading about Sydney, students will have the opportunity to talk about their own cities and give recommendations to visitors. This lesson is fun for students and teachers alike.
Download the lesson plan here: https://www.off2class.com/lesson-plan-downloads/how-to-teach-reading-to-esl-students/
|
oercommons
|
2025-03-18T00:35:38.849963
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90220/overview",
"title": "Reading - Five Things To Do In Sydney - Off2Class ESL Lesson Plan",
"author": "World History"
}
|
https://oercommons.org/courseware/lesson/99363/overview
|
https://quizlet.com/_cap8x3?x=1qqt&i=2axavi
Epistemology
Overview
Study sets for what epistemology is.
What is Epistemology?
Two quizlets created to help learn about Epistemology
|
oercommons
|
2025-03-18T00:35:38.866532
|
12/11/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99363/overview",
"title": "Epistemology",
"author": "Audrey Gallagher"
}
|
https://oercommons.org/courseware/lesson/100919/overview
|
الحرف اليدوية
Overview
يهدف الموقع الى التعرف على الحرف والصناعات اليدوية القديمة
التي أبدع فيها الانسان اليمني من خلال ما تتوفر لدية من المواد
الخام بحسب طبيعة كل منطقة من المناطق اليمنية.
ويحتوي الموقع على تاريخ وتعريف وأهمية الحرف اليدوية وانواعها.
الصفحة الرئيسية
يهدف الموقع الى التعرف على الحرف والصناعات اليدوية القديمة
التي أبدع فيها الانسان اليمني من خلال ما تتوفر لدية من المواد
الخام بحسب طبيعة كل منطقة من المناطق اليمنية.
ويحتوي الموقع على تاريخ وتعريف وأهمية الحرفا ليدوية وانواعها.
إعداد/ غدير أمين أحمد القديمي
إشراف أ.د / أنور عبدالعزيز الوحش
المواضيع
تاريخ الحرف اليدوية
تعريف الحرف اليدوية
أهمية الحرف اليدوية
أنواع الحرف اليدوية
إعداد/ غدير أمين أحمد القديمي
إشراف أ.د/ أنور عبدالعزيز الوحش
من نحن
نحن طلبة قسم تكنولوجيا التعليم والمعلومات المستوى الثالث شعبة الحاسوب الدفعة العاشرة
إعداد/ غدير أمين أحمد القديمي
إشراف أ.د / أنور عبدالعزيز الوحش
تاريخ الحرف اليدويه
بدأت الحرف اليدوية الأولى التي صنعها البشر في فجر تطور البشرية، أنتجت بسبب الحاجة إلى الطعام، والحاجة إلى الأدوات التي كان من المقرر صياغتها من أجل البحث عن الفريسة، و الغريزة البدائية لنجاة ، منذ حوالي 2.6 مليون سنة ، اعتمد الإنسان المبكر على أشياء من بيئته ، مما أدى إلى إنشاء أول حرف يدوية على الإطلاق مثل الرماح والفؤوس التي استخدموها للبقاء على قيد الحياة ، وللصيد ، ولحماية أنفسهم في موائلهم البرية ، وقد بنوا أساسًا فنيًا إبداعيًا لتطوير الحرف اليدوية
تعريف الحرف اليدوية
تعريف الحرف اليدوية
تُعرف الحرف اليدوية باسم الصناعات التقليدية وهي الصناعات التي تعتمد على اليد، أو أنها قد تعتمد على أدوات بسيطة فقط دون استعمال الآت حديثة، كما أنها من المهارات التي يمكن تعلمها وممارستها بحرفية عالية
أهمية الحرف اليدوية
أهمية الحرف اليدوية
الأهمية الثقافية: تلعب الحرف اليدوية دورًا مهمًا للغاية في تمثيل ثقافة وتقاليد أي بلد أو منطقة ، الحرف اليدوية هي وسيلة مهمة للحفاظ على الفنون التقليدية الغنية والتراث والثقافة والمهارات والمواهب التقليدية المرتبطة بنمط حياة الناس وتاريخهم.
الأهمية الاقتصادية: الحرف اليدوية مهمة للغاية من حيث التنمية الاقتصادية ، إنها توفر فرصًا كبيرة للتوظيف حتى مع استثمارات رأس المال المنخفضة وتصبح وسيلة بارزة للأرباح الأجنبية
|
oercommons
|
2025-03-18T00:35:38.885536
|
Syllabus
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100919/overview",
"title": "الحرف اليدوية",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/98427/overview
|
Sign in to see your Hubs
Sign in to see your Groups
Create a standalone learning module, lesson, assignment, assessment or activity
Submit OER from the web for review by our librarians
Please log in to save materials. Log in
Un module sur la biologie
Un cours sur la biologie
or
|
oercommons
|
2025-03-18T00:35:38.910435
|
11/02/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98427/overview",
"title": "Cours sur la biologie",
"author": "Souhad shlaka"
}
|
https://oercommons.org/courseware/lesson/123319/overview
|
Information Retrieval Experiments
Overview
This assignment follows the history of IR experiments and discusses major milestones in this area. The Cranfield Test first introduced precision and recall as evaluation metrics. Medlars Project is mainly based on automatic indexing and query expansion for biomedical retrieval. The SMART Retrieval Experiment was the pioneer for the Vector Space Model (VSM) and TF-IDF term weighting. TREC brought large-scale IR benchmarking, and the STAIRS Test is the milestone with a probabilistic model and statistical techniques. These experiments together shaped modern IR by enhancing retrieval accuracy, standards for evaluation, and the incorporation of statistical and machine learning methods.
Evolution of IR Experiments
Information Retrieval (IR) has evolved significantly over the decades, with many groundbreaking experiments and test collections being developed to evaluate and enhance retrieval systems. Each experiment was a response to the growing need for more precise and efficient ways of retrieving information from large datasets. This assignment gives an elaborate description of several important IR experiments: the Cranfield Test, the Medlars project, the SMART retrieval experiments, the TREC experiments, and the STAIRS test. These experiments were of vital importance in the shaping of the field of IR.
1. The Cranfield Test (1960s)
Background:
The Cranfield Test is arguably the first big formal IR evaluation experiment. It was invented in the early 1960s by Cleverdon and his associates at Cranfield University, UK. The purpose of the Cranfield Test was to provide a consistent, objective measure of the performance of IR systems. This was against the background of the then existing method of comparison between different retrieval systems that did not have any standard approach.
Methodology:
The experiment made use of a large number of documents, queries and relevance judgments. The Cranfield Test used scientific papers as the main documents for the test, and queries were constructed to represent average information needs in academic research. A set of relevance judgments, i.e., which documents were deemed relevant for which query, was created by human assessors. The documents were retrieved through an assortment of IR systems, and their performance was ascertained using precision and recall as key metrics.
Key Contributions
Precise and Recall : the Cranfield Test introduced both precision ( The ratio of retrieved documents, which is relevant;) as well as recall,( that is, the percentage of relevant documents retrieved). Both will eventually form the backbone of the evaluation procedure of IR systems.
Relevance Judgments: The test established the practice of relevance judgments based on human assessment, which is still a norm in IR experiments.
Systematic Evaluation: It set the foundation for systematic, quantitative evaluation of IR systems using test collections, which was critical to the development of the field.
Impact:
The Cranfield Test was instrumental in the form it has taken for today's IR research. It laid down the significance of a structured experiment, reproducibility, and explicit measures of evaluation in testing the retrieval system's performance.
2. Medlars Project (1960s)
Overview:
The Medlars Project (1962-1963) is another significant IR experiment started by the National Library of Medicine (NLM) in the United States. The project involved an attempt to enhance biomedical literature retrieval using automatic indexing and retrieval techniques. Medlars was an early effort to automate the process of retrieval of documents in a specialized domain.
Methodology:
The Medlars project used a test collection of biomedical documents (such as research papers and medical reports) and a set of user queries designed to reflect typical medical information needs. Again, relevance judgments were created by human experts, and the project used a set of indexing terms to evaluate the effectiveness of various indexing and retrieval strategies.
The key focus was on assessing the effectiveness of automatic indexing systems, particularly for medical information retrieval. The experiments examined the ability of IR systems to return relevant documents for a given query based on the assigned indexing terms.
Key Contributions:
- Automatic Indexing: Medlars helped demonstrate the potential of automatic indexing and retrieval methods for specialized domains like medicine.
- Query Expansion: The research looked into methods of increasing retrieval effectiveness, including the use of 'query expansion', where related terms were added to a user's query to enhance retrieval.
- Human-Computer Interaction: Medlars also recognized the need for understanding user needs and introducing human judgment into the IR process.
Impact:
The Medlars Project was an important point in the development of IR systems specific to domains. It contributed to the spreading use of automatic indexing approaches within IR research and provided the first evidence of possible failure in achieving effective retrieval within specialized domains.
3. The SMART Retrieval Experiment (1960s–1970s)
Background
The SMART (System for the Mechanical Analysis and Retrieval of Text) project, developed by Salton and his colleagues at Cornell University in the 1960s and 1970s, is one of the most influential experiments in IR history. It introduced several important ideas in IR, particularly those concerning indexing, retrieval models, and evaluation.
The SMART system relied on a very large corpus of text-comprised mainly of documents from the CIA World Factbook -and made use of many information retrieval techniques. Most of the SMART experiments concentrated on the development and testing of the vector space model (VSM), which represents documents and queries as vectors in a multidimensional space.
The SMART system used several indexing techniques such as term weighting schemes like TF-IDF and Boolean logic for formulating queries. The experiments were to generate queries, retrieve the documents, and evaluate the retrieved results with the precision and recall measures.
Major Contributions
Vector Space Model (VSM): The invention of the VSM was one of the greatest IR breakthroughs. This could make the document retrieval process much more advanced and flexible than the Boolean model.
Term Weighting: The SMART system incorporated term weighting, utilizing the TF-IDF (Term Frequency-Inverse Document Frequency) approach that remains the very heart of modern IR.
Evaluation Methods: It also introduced systematic, quantitative methods of evaluation which would enable the comparison of different IR systems.
Impact:
The SMART experiments played a crucial role in the development of modern IR, especially in the use of mathematical and statistical methods for document retrieval. Many of the vector space model and term weighting schemes introduced by SMART are still widely used in contemporary IR systems.
4. The TREC Experiment (1990s–Present)
Background:
The Text REtrieval Conference (TREC) , which was initiated in 1992 by the National Institute of Standards and Technology (NIST), is one of the most influential and continuous IR evaluation efforts. TREC strives to enhance IR development through a forum where different retrieval techniques can be compared, especially within large-scale and real-world scenarios.
Methodology:
The experiments TREC offers contain various large, publicly available datasets (corpora) and a series of tasks associated with information retrieval: document retrieval, web search, and interactive search. Annually, TREC conducts a competition by where teams from around the globe submit their IR systems to compete against standardized queries for evaluation.
The experiments employ **benchmark datasets** and offer **relevance judgments** for a set of queries. Performance is measured using metrics such as precision, recall, **mean average precision (MAP)**, and **normalized discounted cumulative gain (NDCG)**.
Key Contributions:
Large-Scale IR Evaluation: TREC was among the first large-scale, community-driven efforts to benchmark IR systems on a wide variety of tasks, from web search to question answering.
Shared Datasets and Evaluation Metrics: This shared use of datasets with standardized evaluation metrics permitted comparative evaluations among different systems and techniques.
Task Diversity: TREC expanded its scope over time by including many diverse tasks: cross-language retrieval, interactive search, and many other specialized domains, like medical and legal retrieval.
TREC has had important consequences in IR research; namely, collaboration, supplying benchmarks of data, and enhancing sound practices in terms of rigorous evaluation. Of further consequence was the surfacing of emergent themes, and trends, to highlight emerging directions and obstacles with this kind of advance as witnessed by web search and even, by way of necessity, real-time adaptation and retrieval.
5. The STAIRS Test (2000s)
Background:
The STAIRS is the series of experiments proposed for testing the effectiveness of statistical techniques in IR, where the approach was very different from that of earlier experiments, which were basically built on traditional information retrieval models. In contrast, newer statistical approaches, including probabilistic models, became the focus of STAIRS.
Methodology
The STAIRS test is set up in a similar fashion to previous experiments, in that it has a set of queries and a corpus of documents. However, it focuses much more heavily on the application of statistical methods, such as Bayesian networks, Markov models, and other probabilistic models, in the context of IR.
The test also discusses latent semantic analysis (LSA) and other dimensionality reduction techniques in order to improve retrieval accuracy.
Key Contributions:
Probabilistic Models: The STAIRS experiment pointed out the use of probabilistic models to better information retrieval, thereby yielding more advanced retrieval techniques.
Dimensionality Reduction: STAIRS made an attempt using techniques like **latent semantic indexing (LSI)** that may reflect underlying structure in large document collections as needed to enhance retrieval in high dimensional spaces.
Effect:
STAIRS contributed to the growth of statistical and probabilistic IR models and, by this way, influenced the development of more advanced systems based on machine learning and statistical techniques.
Conclusion
The desire to improve retrieval accuracy and efficiency across different domains have shaped the evolution of experiments in IR. From Cranfield Test, which was the earliest experimentation, to the TREC experiments currently, these tests have given people a better understanding of what is needed to develop information retrieval systems, test them, and refine them. Each of these experiments advanced the growth of the field of IR by providing it with new models, some evaluation metrics, and methods that shaped the modern era of IR.
|
oercommons
|
2025-03-18T00:35:38.929472
|
12/21/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123319/overview",
"title": "Information Retrieval Experiments",
"author": "Ajoy kumar Das"
}
|
https://oercommons.org/courseware/lesson/90668/overview
|
The Effect of Culture on Eating
Overview
A recording of the impact of culture on eating.
A recording of the effect of culture on eating.
|
oercommons
|
2025-03-18T00:35:38.946890
|
03/04/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90668/overview",
"title": "The Effect of Culture on Eating",
"author": "Nadire Dağ"
}
|
https://oercommons.org/courseware/lesson/74705/overview
|
Creative Commons License Quiz
Overview
The following link will take you to the Creative Commons License Quiz:
https://forms.gle/3PEZ9syDovgeJgvaA
The information in this quiz has been adapted from the "Permissions Guide by Educators," and Creative Commons Licenses by Sagender Singh Parmar. This quiz was made by Aubree Evans for Branch Alliance for Educator Diversity.
Creative Commons License Quiz
The following link will take you to the Creative Commons License Quiz:
https://forms.gle/3PEZ9syDovgeJgvaA
The information in this quiz has been adapted from the "Permissions Guide by Educators," and Creative Commons Licenses by Sagender Singh Parmar. This quiz was made by Aubree Evans for Branch Alliance for Educator Diversity.
|
oercommons
|
2025-03-18T00:35:38.959580
|
11/13/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74705/overview",
"title": "Creative Commons License Quiz",
"author": "Aubree Evans"
}
|
https://oercommons.org/courseware/lesson/103734/overview
|
IHE Accessibility in OER Implementation Guide
Overview
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.
May 11 - Section One: Landscape Analysis for Accessibility in OER in Local Context (Work on during May 11th implementation)
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. We exnourage to explore some of the questions from each category. You may or may not answer all of these questions, but this is an offering. We ask that you complete Parts One, Two and Six.
Part One: Initial Thoughts
What is your team's initial goal for this series? Our initial goal is to gain a sense of where we are lacking in the area of creating and accessing accessible documents/websites and build knowledge and create action step/s.
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility? We have talked about UDL overall but really have done less with diving into it- including the accessibility component. We have had the Office of Disability Services present at College of Education meetings- but it is brief and limited follow up. Therefore, we want to find ways to be intentional about incorporating this work into our daily practice.
What does OER look like in our organization? How do we measure access to OER? Not sure this is currently happening and will become part of our work moving forward.
Part Three: Clarifying questions for accessibility:
What is the organizational structure that supports accessibility? Outside of the Office of Disability Services we really are not familiar with the organizational supports of the university as a whole. We feel that it is important for out department especially to become more knowledgable and active in this area.
Who generates most of the accessibility structures/conversation in our organization? Office of Disability Services
Where do most educators get support with accessibility? Office of Disability Services
What content areas might have the largest gaps in access to accessibility? Perhaps syllabi (including required inserts provided by other departments- we will check on this) and presentations (e.g., ppts) and perhaps our LMS.
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
What is our organizational structure that supports OER?
Who generates most of the curricular resources in our organization?
Where do most educators get support with curricular resources?
What content areas might have the largest gaps in access to curricular resources/OER?
Part Five: Clarifying questions for Faculty learning and engagement:
What Professional Learning (PL) structures have the best participation rates for our educators? We talked about building this work into already scheduled department meetings and providing chunks of SLIDE across the SY.
What PL structures have the best "production" rates for our educators?
What incentive do we have to offer people for participating in learning and engagement?
Who are the educators that would be most creative with accessibility and OER?
Who are the educators that would benefit the most from accessibility and OER?
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal?
Who have we not yet included while thinking about this work?
What barriers remain when considering this work?
What would genuine change look like for our organization for this work?
Section Two: Team Focus (Finish before May 25th to share during Implementation Session Two)
Identifying and Describing a Problem of Practice
The following questions should help your team ensure that you are focusing your collaboration.
What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work.
What other partners might support this work? We will be more intentional about working with and following up with Office of Disability Services following info sessions.
What is your desired timeframe for this work? 2023-24 SY with beginning at first department meetings. Shawnee will speak with SPED Department Chair and Ann will speak with OSCP Assistant Dean.
How will you include diverse voices and experiences in this work? Perhaps Office of Disability Services can help us find a student who would self-identify and support us in this work in order to capture the S voice.
Please create a Focus Question that explains your goal and provides specific topics that you would like feedback on. This is what you will share in your breakout groups for feedback.
(Save for during May 25th's session.) What feedback did you receive from another team during the May 25th Implementation Session? The team reviewing our proposal liked that we had managable chunks that were intentionally building and looping back. They talked about the Guidance/Policy document that their organization had- and that prompted us to think more about what policies were already developed within our university.
Section Three: Team Work Time and Next Steps (Complete by the end of Implementation Session Three)
What was your redefined goal for this series?
By April, 2024, the Special Education and Office of School and Community Partnerships department faculty will use components of SLIDE when developing content for at least one of their course presentations with 90% participation by all faculty.
We will ask Department Chair to add the materials to the department canvas page.
Implementation Goal: Provide time to support faculty to improve accessibility of presentations (e.g., PPTs) of information within lecture- font, color contrast, image with alt text; committed time on Special Education Dept month meeting (M1- font, M2- color) 10 min- end of the year invite Joanna (ISKME) to check in our SLIDE
Possible timeline: 2023-24 Academic Year
Possible support groups: Joanna ; Office of Disability Services
Voices that are not yet included: ODS may have a S they can recommend to provide voic
Feedback Question: MCC felt that our content was digestible and liked that it as cumulative
2. What does your team want to celebrate? Coming together to learn, reflect, and develop action step to address this important area.
3. What did your team accomplish? If you have links to resources, please include them here. Current PPTs as examples (pre/post SLIDE); AEM resources
4. What are your team’s next steps? Discuss proposal with SPED Department Chair and OSCP Assistant Dean; find time to discuss specific next steps (plan for the 2023-24 SY)
|
oercommons
|
2025-03-18T00:35:38.988081
|
Shawnee Wakeman
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103734/overview",
"title": "IHE Accessibility in OER Implementation Guide",
"author": "Ann Jolly"
}
|
https://oercommons.org/courseware/lesson/120754/overview
|
LaTeX: A Vital Tool for Research and Academia
Overview
LaTeX is a standard tool for writing research articles, research papers, dissertations, and reports. It is widely used in fields such as computer science, mathematics, engineering, chemistry, and physics.
A Brief Introduction to LaTeX Tool.
In research writing, both clarity and professionalism are essential. LaTeX, short for
"Lamport TeX," is a robust system for preparing documents, particularly well-suited for
scientific and technical writing. It is widely recognized for its ability to produce highquality typeset documents. LaTeX is highly regarded as the optimal solution for experts in
mathematics, science, and engineering. Its impressive ability to process intricate
mathematical formulas, symbols, and notations is noteworthy. Additionally, it offers the
flexibility to create custom templates for various document formats, including thesis,
research papers, and presentations.
In LaTeX, one can structure their research documents with sections, subsections, and
appendices, and it automatically creates tables of contents and lists of figures. A .bib file
is designed for storing bibliographic references in a particular format, which facilitates
the independent management of citations. LaTeX can be implemented using tools like
MiKTeX, TeXworks, LaTeX Editor, Overleaf, and many more. LaTeX is an open-source
program that anyone can use for free and benefits with considerable support from its
community. LaTeX files are easily accessible and less likely to get corrupted. LaTeX is a
vital resource for researchers and academics, offering a flexible and adaptable platform
for preparing documents.
Online LaTex Editors: Visit website - https://www.overleaf.com
Offline LaTex editor and Compiler Links:
|
oercommons
|
2025-03-18T00:35:39.007128
|
10/16/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120754/overview",
"title": "LaTeX: A Vital Tool for Research and Academia",
"author": "S Ratna Manjari"
}
|
https://oercommons.org/courseware/lesson/120845/overview
|
Sustainability Plans for Future Cities
Overview
Sustainability Plans for the Future: A look into global cities and their plans and visions for the future.
Sustainability is the future, and the future is shaped by sustainable visions!
The students in CIVE230: Engineering and Sustainable Development go beyond the course content by learning from the world around us and from each other. This e-book has been the outcome of the project experience that allowed students to explore topics of their choice in cities of their choice. This e-book is now a souvenir from the course.
Students in the course were tasked with making a contribution to an e-book. The inspiration for the course project this term was to connect with the University of Waterloo’s newly launched Future Cities Institute so that they might think of future cities as Waterloo Region and surrounding regions explore their sustainable futures. The students were creative and innovative in applying course concepts to cities of their choice by exploring sustainability challenges and innovations.
Sustainability Plans for Future Cities
Sustainability is the future, and the future is shaped by sustainable visions!
The students in CIVE230: Engineering and Sustainable Development go beyond the course content by learning from the world around us and from each other. This e-book has been the outcome of the project experience that allowed students to explore topics of their choice in cities of their choice. This e-book is now a souvenir from the course.
Students in the course were tasked with making a contribution to an e-book. The inspiration for the course project this term was to connect with the University of Waterloo’s newly launched Future Cities Institute so that they might think of future cities as Waterloo Region and surrounding regions explore their sustainable futures. The students were creative and innovative in applying course concepts to cities of their choice by exploring sustainability challenges and innovations. Their sustainability project encouraged them to have a futures-thinking mindset and explore visions for the future that cities have committed to. The students also made a connection to the three dimensions of sustainability (environment, economy and society) from the perspective of the city and future vision that inspired them, and researched future plans for sustainable infrastructure, technologies, policies and initiatives, globally. Students took on the task of connecting these future plans and sustainability visions that make an impact – no matter how small – to relevant Sustainable Development Goals (SDG).
|
oercommons
|
2025-03-18T00:35:39.025531
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120845/overview",
"title": "Sustainability Plans for Future Cities",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/66683/overview
|
Introduction to Open Educational Resources and Practices
Overview
This Summer Institutute kick off webinar and reflection in group discussion covered the following:
- Connect and get to know each other
- Discuss Institute Goals, Outcomes and Expectations
- Open Educational Resources and Practices Overview
- Explore the What and Why
- Discover how Open Educational Resources and Practices can support our work
Introduction to Open Educational Resources & Practices
Webinar Recording:
Link to zoom recording: https://iskme.zoom.us/rec/share/zMMyN6n__GZOTKfMznjDRaATEd28X6a8gCUXqfMPykpr2_Crl5BdzXjd4vIsyJOw
Slides are attached
Reply to group discussion: https://www.oercommons.org/groups/summer-2020-training-team/4846/discussions/1294?__hub_id=74
Summary of all known empirical research on the impacts of OER adoption in Higher Education https://openedgroup.org/review
|
oercommons
|
2025-03-18T00:35:39.044703
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66683/overview",
"title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive",
"author": null
}
|
https://oercommons.org/courseware/lesson/66684/overview
|
OER Discovery
Overview
The Summer Institute webinar and practice activities covered the following:
- Explore the opportunity for OER to address our current needs / challenges / opportunities
- Discover how to find OER that you can use in your work
–Browse collections in the digital library and hubs
–Utilize search, advanced search, refine search
OER Discovery
Webinar recording:
Link to zoom recording: https://iskme.zoom.us/rec/share/_5B5L7zLy2dLWK_I1kfNd_cMF9v0aaa80SkWqPUKxBlVJ1MHJVT5YnpQGCMWIF4N
Slides are attached
Practice: Use search tools (search, advanced search, filter results) to find a resource you can use https://www.oercommons.org
Share: Share a link to the resource you found and how you plan to use the resource by replying to the discussion in our Group
Show & Tell: Find an image that represents what collaboration looks like in your work to share next week. We will share these images in breakout rooms over zoom. You can either share your screen or hold the image up to your camera to share.
|
oercommons
|
2025-03-18T00:35:39.066265
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66684/overview",
"title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive",
"author": null
}
|
https://oercommons.org/courseware/lesson/66685/overview
|
OER Collaboration and Curation
Overview
The Summer Institute webinar and practice activities covered the following:
1.Share what collaboration looks like in your work
2.Explore tools and workflows for collaboration and curation
–Create folders and subfolders
–Save resources to folders
OER Collaboration and Curation
Webinar recording
Link to zoom recording: https://iskme.zoom.us/rec/share/zshKKritp3xLRIXy40LlZJwgJoS7X6a81nJL__oLyk8XpNR6V06OQ0l_ejgw94Kd
Slides are attached
This week's practice activities:
1. Practice: Create a folder / subfolders and save resources you can use in your work. Learn how to create group folders.
- Are you interested in creating a group? Learn how to create a group.
2. Practice: Add descriptive tags and keywords to resources you curate
To add a resource to one of the BranchED Hub Collections, find the the keyword below for the collection you want to add it to and tag it on the resource.
| Collection title | Keywords |
| Subject areas/content | BranchED SC |
| Teaching Methods | BranchED Methods |
| Social Emotional Learning | BranchED SEL |
| CLSP | BranchED CLSP |
| SPED | BranchED SPED |
| Assessment and Evaluation | BranchED Assessment |
| Foundations of Education | BranchED Foundations |
| Field-Based Courses | BranchED FBC |
3. Show & Tell: Bring a resource you created or remixed that you are proud of to share at our next meeting
|
oercommons
|
2025-03-18T00:35:39.086717
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66685/overview",
"title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive",
"author": null
}
|
https://oercommons.org/courseware/lesson/66686/overview
|
OER Quality Evaluation
Overview
The Summer Institute session covered the following:
1.Share what high-quality resources look like in your work
2.Explore quality evaluation tools
3.Determine your own quality evaluation criteria
Webinar Recording:
Link to the zoom recording here: https://iskme.zoom.us/rec/share/_v0pFZCu7XtLRNbw707tc48BFZnheaa8hyVKqKIKzRsRAQ7P0HYtwTxx24tN4Ipq?startTime=1591204997000
Slides are attached
Quality Evaluation Tools:
- Achieve OER Rubric https://www.achieve.org/files/AchieveOERRubrics.pdf
- Open Textbook Library Review Criteria https://open.umn.edu/opentextbooks/reviews/rubric
- BranchED’s Equity-Oriented Criteria https://www.oercommons.org/courseware/lesson/65060/overview
- Washington’s Model for Assessing Bias in Instructional Materials https://www.k12.wa.us/sites/default/files/public/equity/pubdocs/Washington%20Models%20for%20the%20Evaluation%20of%20Bias_2009.pdf
This week's practice and reflection:
Discuss: Share what your resource quality evaluation criteria is in the group discussion here.
Practice: Evaluate a resource in our group folders using your own quality evaluation criteria. Write your review as a comment on the resource. For example: Here is a resource that was evaluated in the comment section Fractal Cities
Discuss: Revisit your OER Content Development & Training Proposal. Reflect on any modifications or additions you many need to make to your module and/or training offerings given what you have worked on in the past month. Share any changes you made and why in our group discussion here.
|
oercommons
|
2025-03-18T00:35:39.114176
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66686/overview",
"title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive",
"author": null
}
|
https://oercommons.org/courseware/lesson/66687/overview
|
OER Design, Authoring and Remixing
Overview
The Summer Institute session covered the following:
1.Share any changes we made to our proposals
2.Explore designing and iterating for continuous improvement
–Share best practices and get inspiration from other educators
3.Get an overview of OER authoring tool, Open Author
–Discover how to edit, describe, and publish a resource
Webinar recording:
Link to zoom recording: https://iskme.zoom.us/rec/share/uedTDYqv5kFJWoWX5lH-eJ9_Q6K5eaa8gCAfq_JYzhrpBtLqZ6dSnHccl4vvoGvO?startTime=1591808490000
Slides are attached
Here is the Open Author instructional video that shows you how to edit, describe, and publish a resource, as well as how to remix.
This week's practice:
Begin designing your module in Open Author
- In our Summer Institute Group click Contribute to this Group and select Open Author (you need to be logged in)
- Give your module a title and start creating your sections - add co-authors, format sections, embed media (images and videos), attach files from your computer, add instructor notes if applicable, check sections for accessibility
- Describe your module, choose a license, add keywords, align to standards if applicable
- Publish and be ready to share your first draft next week
|
oercommons
|
2025-03-18T00:35:39.133368
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66687/overview",
"title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive",
"author": null
}
|
https://oercommons.org/courseware/lesson/66688/overview
|
BranchED Institute Training 2
OER Training Design and Planning
Overview
We shared the progress and next steps for our modules and discussed plans for trainings over two weeks.
OER Training Design and Planning Part One
Watch recording:
Link to zoom recording: https://iskme.zoom.us/rec/share/ufdMC4_3xHFJSZ390FjQS5cABInUaaa81CVI-aEKz0-1ZrZp2B3q3XEz5VWh6psz?startTime=1593018155000
Slides are attached
This week's practice:
- Continue designing and editing your module in Open Author. Republish changes by June 30.
- Brainstorm ideas for training plans by replying to the discussion here by June 30.
OER Training Design and Planning Part Two
Watch Recording for Training Design and Planning Part Two:
Link to zoom recording: https://iskme.zoom.us/rec/share/18grKung8VhIcKOc11PfZ_8wQdS4aaa82nQZqaVeyRvryZx-IX_ZyyMBGWj8LGwg
Slides are attached
This week's practice:
• Continue designing and editing your module in Open Author. Republish changes and Save to the OER Module folder by July 6.
• Choose two other modules to evaluate in the OER Module folder using the quality criteria you determined in week 4. You can Evaluate using the achieve rubric and/or write your evaluation in the comment section of the modules on July 7.
• Fill out Webinar Topic and Date Selection Form by July 10.
|
oercommons
|
2025-03-18T00:35:39.155410
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66688/overview",
"title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive",
"author": null
}
|
https://oercommons.org/courseware/lesson/66689/overview
|
Peer Review and Continuous Improvement
Overview
The Summer Institute session covered the following:
1.Share your first draft of your module
2.Get feedback from peers
3.Take notes so you can refine your module based on feedback
Watch recording:
Link to zoom recording https://iskme.zoom.us/rec/share/5OUlK-re8EFOE9bAsXPCAKAYB4f-X6a80yIX-fQOz0eHk0ZfO3KwwefgEjQduvhT
Slides are attached
Here is the Open Author instructional video that shows you how to edit, describe, and publish a resource, as well as how to remix.
This week's practice:
Continue designing and editing your module in Open Author
Evaluate your module based on the quality criteria you determined in week 4
Publish your module draft by next Wednesday, June 24
|
oercommons
|
2025-03-18T00:35:39.173589
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66689/overview",
"title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive",
"author": null
}
|
https://oercommons.org/courseware/lesson/66690/overview
|
Leadership and Advocacy
Overview
During this week's session, we brainstormed our plans for our workshop trainings, shared some structure to draft outreach communication ideas, and discussed next steps.
Zoom meeting reording:
Zoom recording link:
https://iskme.zoom.us/rec/share/pv12Dq7Ry3hIXc_y8BHAarYwHYbjX6a82nVPrKcImEyeLt84gFtKvzqholNGxMX4
Slides are attached
Next Steps
- Share outreach communication ideas and drafts in the discussion here.
- Please fill out the Summer Institute Survey to help inform our work moving forward.
Share your webinar training ideas in the Webinar Topic and Date Selection Form by July 10. The webinar Series will be offered from August-October.
Brainstorm and share your Workshop Training Plans in our shared folder and facilitate workshops by November 20.
Ensure workshop participants complete the Workshop Evaluations by November 30.
BranchED will reach out regarding Peer Mentoring Opportunities for the Spring 2021 Cohort.
|
oercommons
|
2025-03-18T00:35:39.192385
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66690/overview",
"title": "ISKME & BranchED OER Institute, Train-the-Trainer Intensive",
"author": null
}
|
https://oercommons.org/courseware/lesson/85674/overview
|
Teaching Your First Astro 101 Course
Overview
- A simple zero-based course design process enables you to better organize your Astro 101 course and make it more understandable to students. This process covers establishing teaching goals, developing core ideas, determining student outcomes, and assessing learning.
Congratulations! You have a chance to teach your first intro astronomy class. Looking at the text for the course, you can't imagine how you will cover all of this material in the seemingly few weeks alloted. You wonder what topics you should leave out. You are thinking about your course wrong! Instead of trying to decide what to cut, you should decide what to put in. Consider a zero-based approach that will bring greater organization and continuity to your course. The plus-side of this approach is that your course organization becomes more obvious to students. Topics develop more naturally, your presentations become more thoughtful, and students usually respond more positively because they can understand the structure of the course. The downside is that you spend some additional time in preplanning, thinking through conceptual dependencies and trying to determine which educational tools work best for you. The good news is that the bulk of this work occurs the first time you teach the course and only requires tweaking in future semesters. (Lest you remain naive – good instructors do not “write their notes in ink to use forevermore;” they tweak the course – content and methods – every time they teach it regardless of methodology, so this maintenance work should occur anyway.)
|
oercommons
|
2025-03-18T00:35:39.209380
|
09/07/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85674/overview",
"title": "Teaching Your First Astro 101 Course",
"author": "David Bruning"
}
|
https://oercommons.org/courseware/lesson/122302/overview
|
Constitution of the United Republic of Tanzania (1977)
Factors Affecting Women's Political Representation
Map 1.1
Map 1.2
Tanzania Introduces a Multi-Party System
Tanzania’s 1st female president praises political tolerance
The Right to Organise as Mother of All Rights
Women political leaders' participation in local decision making
Women's Political Participation in Tanzania
Overview
This OER describes the plight of women in Tanzania's political sphere. The objective of the resource is to provide a general background and prompt greater conversation about women's role and political participation locally and globally.
Learning Objectives
Understand the historical context of women’s political participation in Tanzania
Examine contemporary challenges women face in the Tanzanian political landscape
Highlight important figures and moments that have shaped women’s political involvement in Tanzania
Create and reflect on potential strategies to improve women’s political participation
Included in this section are two maps. Map 1.1 distinguishes the colonial borders of the country, while Map 1.2 features the contemporary space of Tanzania. It is important to note that all maps are political and vulnerable to be politicized. It is key that we evaluate maps with as critical of an eye as we do for other sources of information.
Pre-Independence and the Early Days of Tanzania
Acronyms TANU (Tanganyika African National Union) - Party for Mainland Tanzania ASP (Afro-Shirazi Party) - Party for the Island (Zanzibar) CCM (Chama Cha Mapinduzi) - Merger of TANU and ASP UWT (Union of Tanzanian Women) |
Lesson Objectives:
To understand the historical political contexts of Tanzania
To evaluate women's roles/positions within this historical framework
19th Century Zanzibar
Zanzibar consists of two main islands (Unjuya and Pemba) with smaller surrounding islands
Located in the eastern region of the continent, its proximity to the Indian Ocean, Zanzibar was a prime location for trade routes, including the East African slave trade (
Leading producer of cloves, reliant on slave labor for production
Sultan and other Arab elites enslaved local Africans
Women were largely excluded from political leadership, specifically due to the power of Arab elites alongside patriarchal customs.
The Arab-African tensions that arose in Zanzibar were deeply connected to racial and ethnic issues, but gender dynamics complicated these existing divisions
This division worsened after the 1964 Zanzibar Revolution, which excluded women from power post-coup.
Instructions: Watch "Introduction" and "History of Zanzibar" (0:00-08:14). Review bullet points and cross-reference the video with the text assigned for this section. Draft 2-3 connections and/or questions about both materials.
Guiding Questions:
- How was education utilized by Zanzibari women to assert power in the pre-1964 revolution?
- What are the shifts evident in women's role pre and post independence movement?
- Consider how this historical context impacts the plight of women in political spaces today.
20th Century Zanzibar and Tanzania's Transformation
Instructions: Read assigned texts and review bullet points in this section. For the "Constitution of Tanzania 1977", skim through and identify amendments that pique your interests.
The merger of TANU and ASP to form CCM marked the beginning of a more unified national political identity, but one that still struggled with gender inclusivity. The decision to establish a one-party state reflected a top-down approach to governance, which often overlooked gender equity in the initial years.
The 1950s is characterized by anti-colonial rhetoric, and many African countries seeking social, economic, and political regimes
Concurrently, political parties begin to form, organizing along ethnic boundaries
Zanzibar received formal independence from Britain, becoming a constitutional monarchy, on December 10th, 1963
- The coup in 1964, while shifting power to the ASP, also further marginalized women’s participation in political leadership, the exclusion of the Arab community (including Arab women), deepening ethnic tensions, and reinforcing patriarchal control
Racial tensions with general dissatisfaction in civic engagement by the appointed leader, the Afro-Shirazi Party (ASP) overthrew the elected government while disposing of Sultan and Arab communities; it is this violent but effective coup that prompted the merging of Tanganyika (mainland) and Zanzibar to become the United Republic of Tanzania.
- Formation of Tanzania:
- While the state was built on socialist ideas and promoted some level of gender equality, women were often relegated to secondary roles in governance. However, it is worth noting that Neyere’s policies did lay some of the groundwork for gender equality
- Union of Tanzanian Women (UWT)
- TANU (and later CCM) became a dominant political force, and the Union of Tanzanian Women (UWT) played an important role in organizing women in the fight for gender equality. UWT was central in promoting women’s rights, especially in the 1960s-70s, and served as an arm of the ruling party to encourage women’s participation in the political process under the watchful eye of the party’s male-dominated leadership
New State of the Union: Tanzania
The start of a new union, the Presidential Commission recommends a democratic one-party state (1964)
1975 marks the year Tanzania establishes constitutional amendment to one-party supremacy
"The Tanzanian constitution was formally amended to enshrine party supremacy so that 'all political activities in Tanzania shall be carried out by, or under the auspices of the party (TANU or ASP) and that "the function of all organs of the state of the United Republic shall be performed under the auspices of the Party" (Ngasongwa, 112)
1977, ASP and TANU merged to become Chama Cha Mapinduzi (CCM). CCM inherits constitutional/legal protections
Implications of Tanzanian Women in the Political Landscape
Instructions: Read the assigned text of this section and take note of these examples used to highlight the challenges of women's political representation in Tanzania.
- Cultural Norms
Women are often viewed primarily as homemakers, caregivers, and nurturers, with their primary responsibilities confined to the domestic sphere. These traditional gender norms reinforce the perception that leadership and governance are male-dominated roles
Political leadership is often associated with traits like assertiveness, decisiveness, and authority, which are stereotypically seen as masculine qualities. In contrast, women are often perceived as soft-spoken or submissive
" 'The perception that leadership is masculine affects how people vote. We've seen qualified women facing resistance due to these stereotypes, resulting in fewer women in key positions. (Participant 05, Dodoma city, 22nd August 2023).' " ( Tarimo and Dominico, "Factors Affecting," 17.)
In rural areas, these traditional views are even more entrenched. Women who seek to engage in politics are often met with resistance from family members, community leaders, or even male politicians, who believe that a woman’s place is in the home, not in public life
"...it soon became clear that although politics may have been traditionally regarded as a domain reserved for men, their mothers, wives, and/or sisters could not ignored..." (Tenga and Peter, "The Right," 146).
- Highlighting the additional caregiving responsibilities specific to women. This is particularly challenging in countries where access to affordable childcare and family support systems is limited. Childcare is viewed as 'women's work'; therefore, it is not considered a priority of the nation
- Financial Disparities
- Running for political office or being involved in political campaigns requires financial resources. However, many women, especially in rural areas, lack the economic independence needed to fund their political aspirations
- Economic inequality also means that women have limited access to the education and training required to succeed in the political sphere
- Lack of financial autonomy outside of male sponsorship
- Institutional Practices and Structural Barriers
- Quotas, while beneficial in increasing the number of women in legislative bodies, do not guarantee women’s leadership or influence in decision-making processes
- "Diverse factors, including the competition caused by the First Past the Post electoral system, challenges associated with the implementation of the special seats system, gaps in the legal framework, weaknesses of political parties' women's wings, the lack of competition from other political parties on women's inclusion..." (Lihiru, "Promoting Women's," 1005.)
- Resistance within the political parties as male party leaders often dominate the selection of candidates, and women are frequently relegated to secondary positions or lower-profile roles within the party hierarchy
- Tanzania's political institutions lack gender-sensitive policies that would support women’s participation in politics. For instance, there are few mechanisms to protect women from gender-based violence or harassment in the political arena
- Quotas, while beneficial in increasing the number of women in legislative bodies, do not guarantee women’s leadership or influence in decision-making processes
Women's Political Identity and Leadership
Instructions: Watch the full video, read the assigned texts, and take notes of connections between this section and other parts of the lesson.
- As Tanzania transitioned from a one-party state to a multi-party democracy, women began to assert themselves more forcefully in the political sphere
- Women's political identity became more independent and assertive manner. Activism was not only about supporting national goals but also about advancing gender equality and challenging patriarchal structures within the state and society.
The election of Samia Suluhu Hassan as Tanzania's first female president in 2021 marks pivotal shifts in ideological and political beliefs. Women in the public space also allow the opportunity for true gender equity. In other words, the gendered characteristics surrounding women (e.g., submissive, docile, weak, unassertive) are not positive attributes in politics. Women in politics are scrutinized harsher than their male contemporaries. This is simply to note that women are not above criticism but, should be allowed the same 'leeway' as male politicians.
Concluding Questions
Guiding Concluding Questions:
- How did the historical context of slavery and ethnic divisions in Zanzibar shape women’s political participation during the 19th and early 20th centuries?
- How have patriarchal views on leadership in Tanzania influenced perceptions of women’s political capabilities? Can you think of any ways these views are being challenged today?
- What are the symbolic and practical implications of having Samia Suluhu Hassan as Tanzania’s first female president? How does her leadership challenge traditional gender norms?
- In what ways does President Samia’s leadership reflect the broader global trend of female political leadership in Africa and around the world?
Bibliography
Lihiru, Victoria Melkisedeck. "Promoting Women's Political Participation in Tanzania: Assessing Voluntary Gender Quotas in CCM's and CHADEMA's Constitutions." Journal of Southern African Studies, March 19, 2024, 1003-21. Accessed December 2, 2024. https://doi.org/10.1080/ 03057070.2023.2327265.
Liviga, Athumani J. "Tanzania: A Bumpy Road to Consolidated Democracy." Eastern Africa Social Science Research Review 25, no. 1 (2009): 1-42. Accessed December 2, 2024. https://doi.org/10.1353/eas.0.0005.
Makalanga, L.B, R.G Kilonzo, and A.M Nguyahambi. "Women Political Leaders' Participation in Local Decision-Making Structures in Tanzania." AFRICAN JOURNAL of APPLIED RESEARCH 8, no. 2 (2022): 68-82. https://doi.org/10.26437/ajar.31.10.2022.05.
Ngansongwa, Juma. "Tanzania Introduces a Multi-Party System." Review of African Political Economy 54 (July 1992): 112-16. JSTOR.
Snyder, Katherine A. "Building Democracy from Below: A Case from Rural Tanzania." The Journal of Modern African Studies 46, no. 2 (2008): 287-304. https://doi.org/10.1017/s0022278x08003236.
Tarimo, Elias Adolf, and Mbogo Kabeke Dominico. "Factors Affecting Women's Political Representation in Tanzania." Accountancy and Business Review 16, no. 3 (2024): 12-23. Accessed December 1, 2024.
Tenga, Nakazael, and Chris Maina Peter. "The Right to Organise as Mother of All Rights: The Experience of Women in Tanzania." The Journal of Modern African Studies 34, no. 1 (1996): 143-62. JSTOR.
|
oercommons
|
2025-03-18T00:35:39.250612
|
11/30/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122302/overview",
"title": "Women's Political Participation in Tanzania",
"author": "Sasen Mosley-Wise"
}
|
https://oercommons.org/courseware/lesson/80058/overview
|
Resources for Practicing Open Science with Qualitative Research in Education
Overview
This list of resources consists of resources for researchers, editors, and reviewers interested in practicing open science principles, particularly in education research. This list is not exhaustive but meant as a starting point for individuals wanting to learn more about doing open science work specifically for qualitative research.
This list was compiled by the following contributors: Rachel Renbarger, Sondra Stegenga, Thomas, Sebastian Karcher, and Crystal Steltenpohl. This resource list grew out of a hackathon at the Virtual Unconference on Open Scholarship Practices in Education Research.
Resources for Practicing Open Science with Qualitative Research in Education
Why Open Science in Qualitative Research?
Open science is a well-known topic in quantitative research. In recent years, conversations on the need for open science practices in qualitative research and calls for attention to this issue are emerging. Many original conversations in open science were focused on reproducibility. However, in qualitative research, methodological principles differ from quantitative research due to the intent, theory, and premises of the research and data collection. This means that in many instances reproducibility may not be a focus or in fact might be contraindicated (see Twitter discussions on the topic).
Potential benefits of open science practices in qualitative research include improving transparency and rigor of methods, demystifying the analytic process, along with increasing collaboration and secondary analysis of qualitative data which overall can increase the trustworthiness of qualitative research (i.e., confirmability, dependability, credibility, transferability). Although we see these potential benefits, we also acknowledge cautions that need to be addressed (e.g., informed consent, confidentiality with sensitive data, avoiding compromising the rigor and methods of strong qualitative research by framing the research through a quantitative lens, etc.). Hence we hope this document provides resources and initiates scholarly discourse on this critical topic, especially within the field of education.
Purpose: This list of resources consists of resources for researchers, editors, and reviewers interested in practicing open science principles, particularly in education research. This list is not exhaustive but meant as a starting point for individuals wanting to learn more about doing open science work specifically for qualitative research. For more general information about open science research, please visit https://www.cos.io/.
Note: This resource list grew out of a hackathon at the Virtual Unconference on Open Scholarship Practices in Education Research. This resource list is shared under a Creative Commons- By Attribution 4.0 International license which requires attribution if used or shared. Questions or suggested edits can be sent to rachelrenbarger (at) gmail.com.
The suggested citation is:
Renbarger, R., Stegenga, S., Lösch, T., Karcher, S., & Steltenpohl, C. (2021). Resources for practicing open science with qualitative research in education. https://www.oercommons.org/courseware/lesson/80058/overview
General Guidance. These are resources that provide more context around qualitative open science research.
- Lorenz, T. K., & Holland, K. J. (2020). Response to Sakaluk (2020): Let’s get serious about including qualitative researchers in the open science conversation. Archives of Sexual Behavior, 49(8), 2761-2763. doi: 10.1007/s10508-020-01851-3
- Steinhardt, I. (2020). Learning open science by doing open science: A reflection of a qualitative research project-based seminar. Education for Information, 36(3), 263-279. DOI: 10.3233/EFI-190308
- Thread on Open Science in Qualitative (Experts, Resources across all Areas, etc) https://twitter.com/hansijzerman/status/1215634331454124038?s=20
- Experts on Open & Reproducible Qualitative Research https://twitter.com/OrbenAmy/status/1358824139360976904
- Views on comparing open science in qualitative and quantitative research https://twitter.com/CrystalNSYoung/status/1364210539484876812?s=20
Transparency & Rigor. Open qualitative research does not have to focus on hypothesis testing or reproducibility but emphasizes increasing information around the research process before, during, and after study completion.
- General Reporting.
- Qualitative reporting standards (General - not open-science focused):
- COREQ checklist: https://www.equator-network.org/reporting-guidelines/coreq/
- SRQR checklist: https://www.equator-network.org/reporting-guidelines/srqr/
- Aguinis, H., & Solarino, A. M. (2019). Transparency and replicability in qualitative research: The case of interviews with elite informants. Strategic Management Journal, 40, 1291–1315. https://doi.org/10.1002/smj.3015
- Kapiszewski, D., & Karcher, S. (2019). Transparency in practice in qualitative research. PS: Political Science & Politics, 1-7. doi:10.1017/S1049096520000955
- Moravcsik, A. (2014). Transparency: The revolution in qualitative research. PS: Political Science & Politics, 47(1), 48–53. https://doi.org/10.1017/S1049096513001789
- Qualitative Transparency Deliberations (QTD).https://www.qualtd.net/
- Pratt, M. G., Kaplan, S., & Whittington, R. (2019). Editorial essay: The tumult over transparency: Decoupling transparency from replication in establishing trustworthy qualitative research. Administrative Science Quarterly, 65(1), 1–19. https://doi.org/10.1177/0001839219887663
- Researcher Positionality
- Jacobson, D., & Mustafa, N. (2019). Social identity map: A reflexivity tool for practicing explicit positionality in critical qualitative research. International Journal of Qualitative Methods, 19, 1-12. https://doi.org/10.1177/1609406919870075
- Roberts, S. O., Bareket-Shavit, C., Dollins, F. A., Goldie, P. D., & Mortenson, E. (2020). Racial inequality in psychological research: Trends of the past and recommendations for the future. Perspectives on Psychological Science, 15(6), 1295–1309. https://doi.org/10.1177/1745691620927709
- Preregistration and Registered Reports. Qualitative researchers can be more transparent by outlining and submitting the study design and analysis plans before beginning the study (e.g., sampling plan, interview protocol, reflexivity statements). This is called preregistration. The term registered reports means that preregistration is completed for a specific journal to undergo peer review for later publication in the journal.
- Preregistration.
- Workshop Video on Preregistering Qualitative Research by Tamarinde Haven (https://www.youtube.com/watch?v=BNf9totTA_4)
- Blog on Preregistering Qualitative Work https://www.cos.io/blog/qualitative-preregistration
- Qualitative Preregistration Template https://osf.io/j7ghv/
- Haven, T. L., Errington, T. M., Gleditsch, K. S., van Grootel, L., Jacobs, A. M., Kern, F. G., ... & Mokkink, L. B. (2020). Preregistering qualitative research: A Delphi study. International Journal of Qualitative Methods. https://doi.org/10.1177/1609406920976417
- L. Haven, T., & Van Grootel, D. L. (2019). Preregistering qualitative research. Accountability in Research, 26(3), 229-244. https://doi.org/10.1080/08989621.2019.1580147
- Kern, F. G., & Gleditsch, K. S. (2017). Exploring pre-registration and pre-analysis plans for qualitative inference. Preprint. https://www.researchgate.net/publication/319141144_Exploring_Pre-registration_and_Pre-analysis_Plans_for_Qualitative_Inference
- Registered Reports.
- List of journals that accept Registered Reports https://katiedrax.shinyapps.io/cos_registered_reports/
- Journals that accept qualitative Registered Reports (excerpt of this list): AERA Open, Computer Science Education, Emerging Adulthood, Language Learning, PLOS ONE
Open Materials. A potential open science practice includes providing the research tools used during the study to individuals outside of the research study. Materials may include aspects of data and analysis, such as codebooks, memos, or software code/syntax. Sharing may be restricted or completely open depending on important considerations such as participant consent and IRB requirements.
- General Guidance.
- Elman, C., & Kapiszewski, D. (2014). Data access and research transparency in the qualitative tradition. PS: Political Science & Politics, 47(1), 43–47. https://doi.org/10.1017/S1049096513001777
- Methods Threads (Cautions, Ideas) - Open Access and Qualitative Research
- Methods thread on reproducibility and cautions in qualitative research https://twitter.com/jacasiegel/status/1358831397918695428?s=20
- Analysis.
- Antonio, M. G., Schick-Makaroff, K., Doiron, J. M., Sheilds, L., White, L., & Molzahn, A. (2020). Qualitative data management and analysis within a data repository. Western Journal of Nursing Research, 42(8), 640-648. https://doi.org/10.1177/0193945919881706
- Piñeiro, R., & Rosenblatt, F. (2016). Pre-analysis plans for qualitative research. Journal of Political Science, 36(3), 785-796. http://www.redalyc.org/pdf/324/32449207009.pdf
- Schindler, C., Veja, C., Hocker, J., Kminek, H., & Meier, M. (2020). Collaborative open analysis in a qualitative research environment. Education for Information. Preprint.
- Tools.
- R qual packages- data mining; text analysis; sentiment analysis; Welcome to RQDA Project
- Qualitative Research Analysis Using qcoder (R package) and Taguette (desktop application) https://zenodo.org/record/2673016#.YCVabGhKg2y
- Qualitative Data
- Data in qualitative research can be shared legally, even when not anonymized.
- When considering a place to share data, two considerations could be relevant:
- Anonymous data can be shared openly but personal data and especially sensitive data needs to be protected (e.g. by restricted access). Some of the repositories offer a restricted access (e.g. ICPSR), while others do not (e.g., OSF, Zenodo).
- Ideally, data should be shared FAIR, that is, findable, accessible, interoperable and reusable (see https://www.go-fair.org/fair-principles/). Some of the repositories explicitly comply with these norms.
- Sharing and Managing Data
- Managing Qualitative Social Science Data: An Interactive Online Course (with Diana Kapiszewski and Sebastian Karcher, commissioned by the Social Science Resource Council). https://managing-qualitative-data.org/
- Antonio, M. G., Schick-Makaroff, K., Doiron, J. M., Sheilds, L., White, L., & Molzahn, A. (2020). Qualitative data management and analysis within a data repository. Western Journal of Nursing Research, 42(8), 640-648. https://doi.org/10.1177/0193945919881706
- Bishop, L. (2005). “Protecting respondents and enabling data sharing: Reply to Parry and Mauthner.” Sociology, 39(2): 333–36. https://doi.org/10.1177/0038038505050542.
- Bishop, L. (2009). “Ethical sharing and reuse of qualitative data.” Australian Journal of Social Issues, 44(3): 255–72.
- Chauvette, A., Schick-Makaroff, K., & Molzahn, A. E. (2019). Open data in qualitative research. International Journal of Qualitative Methods. https://doi.org/10.1177/1609406918823863
- DuBois, M. (2020.) “Research participant views regarding qualitative data sharing.” Ethics & Human Research, 42(2): 13–27. https://doi.org/10.1002/eahr.500044.
- Jarman, B. (2020). Open data and sensitive interviews: Reflecting on ethics, consent, and reproducibility. Presentation. Retrieved from https://core.ac.uk/download/pdf/362178177.pdf
- Korkiakangas, T. K. (2014). Challenges in archiving and sharing video data: Considering moral, pragmatic, and substantial arguments. Journal of Research Practice, 10(1), 1-18. Retrieved from http://jrp.icaap.org/index.php/jrp/article/view/454/350
- Mannheimer, S., Pienta, A., Kirilova, D., Elman, C., and Wutich, A. (2019). Qualitative data sharing: Data repositories and academic libraries as key partners in addressing challenges. American Behavioral Scientist, 63(5), 643-664. https://doi.org/10.1177/0002764218784991
- Mozersky, J., Walsh, H., Parsons, M., McIntosh, T., Baldwin, K., & DuBois, J. M. (2020). Are we ready to share qualitative research data? Knowledge and preparedness among qualitative researchers, IRB Members, and data repository curators. IASSIST Quarterly, 43(4), 952. https://doi.org/10.29173/iq952
- Roulston, K. Archiving qualitative data. (Blog). https://qualpage.com/2019/05/09/archiving-qualitative-data/
- Tamminen, K. A., Bohaker, H., Bundon, A., Gastaldo, D., Gladstone, B. M., Krmpotich, C., ... & Smith, B. (2020). Building and supporting the use of digital research infrastructure among qualitative researchers. White Paper. Retrieved from https://engagedri.ca/wp-content/uploads/2020/12/Tamminen-et-al-NDRIO-White-Paper-Qualitative-Research.pdf
- VandeVusse, A., Mueller, J., & Karcher, S. (2021, March 12). Qualitative Data Sharing: Participant Understanding, Motivation, and Consent. https://doi.org/10.31235/osf.io/ghkjz
- Data Repositories
- Lester, J. (2017, December 11). Episode 3: The Qualitative Data Repository & Dr. Sebastian Karcher [Audio podcast episode]. In Qualitative Conversations. AERA Qualitative Special Interest Group. https://podcasts.apple.com/us/podcast/episode-3-qualitative-data-repository-dr-sebastian/id1324213425?i=1000413594733
- International
- List of repositories: Home | re3data.org - find common discipline/topic repository
- Open Science Framework: https://osf.io
- Zenodo: https://zenodo.org/
- United States
- Qualitative Data Repository: https://qdr.syr.edu/
- ICPSR: https://www.icpsr.umich.edu/ **Has assistance for anonymizing data
- UK
- UK Data Service www.ukdataservice.ac.uk
- Germany:
- German Network for Educational Research Data: https://www.forschungsdaten-bildung.de/index.php?la=en
- Research Data Centre for Education: https://www.fdz-bildung.de/home?la=en
- Qualiservice: https://www.qualiservice.org/de/
- Research Data Centre for Higher Education Research and Science Studies: https://www.fdz.dzhw.eu/en
Open Access. To make research available to a wide audience, it can be published in a way that no fee or subscription is required to access scientific papers or books. Such a publication format is in contrast to a more traditional format, where interested readers need to pay for research products. With open access, only an internet connection is required to access scientific information.
- There are varying types of open access levels.
- Preprints. The term preprint refers to scientific publications that are published before the peer-review process is finished and before papers are published in a scientific journal.
- Chiarelli, A., Johnson, R., Pinfield, S., & Richens, E. (2019). Accelerating scholarly communication: The transformative role of preprints. Zenodo. https://doi.org/10.5281/ZENODO.3357727
Ethics. Ethical considerations must be made at every step of the research process. Researchers must consider participants’ rights and perceptions alongside requirements put into place by the institutional review board that approved the study. Many of the aforementioned articles discuss ethics alongside data sharing, transparency, and other open science practices, and will not be repeated in this section.
- Bishop, L. (2012). “Using archived qualitative data for teaching: Practical and ethical considerations.” International Journal of Social Research Methodology, 15(4): 341–50. https://doi.org/10.1080/13645579.2012.688335.
- Bishop, L. (2014.) “Re-using qualitative data: A little evidence, on-going issues and modest reflections.” Studia Socjologiczne, no. 3: 167.
- Jacobs, A., Büthe, T., Arjona, A., Arriola, L., Bellin, E., Bennett, A., . . . Yashar, D. (2021). The Qualitative Transparency Deliberations: Insights and Implications. Perspectives on Politics, 19(1), 171-208. doi:10.1017/S1537592720001164
- Kapiszewski, D., & Wood, E. (2021). Ethics, epistemology, and openness in research with human participants. Perspectives on Politics, 1-17. doi:10.1017/S1537592720004703
- Kirilova, D., & Kapiszewski, D. (2021.) "Optimizing openness in human participants research: Harmonizing standards for consent agreements and data management plans to empower the reuse of sensitive scientific data." Qualitative Data Repository. https://doi.org/10.5064/F6RQA7AQ. QDR Main Collection.
- Yardley, S. J., K. M. Watts, J. Pearson, and J. C. Richardson. (2014.) “Ethical issues in the reuse of qualitative data: Perspectives from literature, practice, and participants.” Qualitative Health Research, 24(1): 102–13. https://doi.org/10.1177/1049732313518373.
|
oercommons
|
2025-03-18T00:35:39.295146
|
Social Science
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80058/overview",
"title": "Resources for Practicing Open Science with Qualitative Research in Education",
"author": "Psychology"
}
|
https://oercommons.org/courseware/lesson/67524/overview
|
MY STORY
Overview
Kamala Das (born Kamala; 31 March 1934 – 31 May 2009), popularly known by her one-time pen name Madhavikutty and married name Kamala Das, was an Indian English poet as well as a leading Malayalam author from Kerala, India. Her popularity in Kerala is based chiefly on her short stories and autobiography, while her oeuvre in English, written under the name Kamala Das, is noted for the poems and explicit autobiography. She was also a widely read columnist and wrote on diverse topics including women's issues, child care, politics among others.Her open and honest treatment of female sexuality, free from any sense of guilt, infused her writing with power and she got hope after freedom, but also marked her as an iconoclast in her generation.[1] On 31 May 2009, aged 75, she died at a hospital in Pune.
INTRODUCTION
My Story is an autobiographical book written by Indian author and poet Kamala Das (also known as Kamala Surayya or Madhavikutty). The book was originally published in Malayalam, titled Ente Katha. The book evoked violent reactions of admiration and criticism among the readers and critics. It remains to date the best-selling woman's autobiography in India.
My Story is a chronologically ordered, linear narrative written in a realist style. In the book, Das recounts the trials of her marriage and her painful self-awakening as a woman and writer. The entire account written in the format of a novel. Though My Story was supposed to be an autobiography, Das later admitted that there was plenty of fiction in it.
|
oercommons
|
2025-03-18T00:35:39.309272
|
05/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67524/overview",
"title": "MY STORY",
"author": "GEETHA C"
}
|
https://oercommons.org/courseware/lesson/122541/overview
|
DEFINITION OF LIBRARY CLASSIFICATION
Overview
- Bhattacharya, Ganesh; Ranganathan, Shri Radha (1974). "From knowledge classification to library classification". In Wojciechowski, Jerzy A. (ed.). Ottawa Conference on the Conceptual Basis of the Classification of Knowledge, 1971. Munich: Verlag Dokumentation. pp. 119–143.
- ^ Bliss, Henry Evelyn (1933). The organization of knowledge in libraries. New York: H. W. Wilson.
NOTATION:
In a library categorisation system, subjects and classes are represented by a set of symbols and numbers called notation. By arranging books with the same subject in a particular sequence on the same shelf, notation aids in library organisation.
QUALITIES OF GOOD NOTATION:
- A good notation system should be clear and unambiguous.
- The notation should be as simple as possible while still being comprehensive. It should avoid unnecessary complexity, making it easy to learn and apply.
- Consistency in notation is essential. The same symbol or code should always represent the same concept or category. This consistency helps users navigate and understand the system without needing to remember exceptions.
- The notation should be concise.
- A good notation system should provide precise information.
- A good notation should have flexibility.
- A notation system should have universal applicability, especially in a global context.
OPTAC DEVICE:
A piece of technology called the OPTAC device helps classify library items using automated, optical procedures, which improves material organisation and lessens the workload for library employees.
Example:
1. Optical Character Recognition (OCR).
2. Barcode scanner, Software like KOHA, Ex LIBRIS Alma.
3. DDC.
4. OCLC’s World cat.
SECTOR DEVICE:
A sector device is a system or instrument that helps organise and organise library items, especially when it comes to grouping them into categories or subject areas.
EXAMPLE:
DDC
\EMPTY digit:
A classification number's "empty digit" is a vacant space that denotes a degree of organisation or specificity, frequently to allow for upcoming additions or classes.
For instance, 510 might stand for mathematics and 500 for science (in a broad sense). In order to accommodate future system development, a book that is within the category of mathematics but does not concentrate on a specific subfield may be categorised as 510.0 or 510.00, with the extra digits left unfilled.
MNEMONICS:
Mnemonics are strategies or elements incorporated into a categorisation system that facilitate application, comprehension, and memorisation of the system's structure. The framework of categorisation schemes, such the Library of Congress categorisation (LCC) or the Dewey Decimal Classification (DDC), frequently incorporates these mnemonic devices.
DIFFERENT TYPES OF MNEMONICS:
1. Alphabetical Mnemonics
Using specific letters that hint at the subject or its name.
Example (LCC):
"P" for Language and Literature (think Poetry).
"Q" for Science (think Quantum physics).
"M" for Music.
2. Numerical Mnemonics
Using numbers that align logically with the subject's hierarchy or progression.
Example (DDC):
500: Sciences (General Science).
510: Mathematics (logical progression as a subfield of science).
520: Astronomy (a physical science closely related to mathematics).
3. Subject Mnemonics
Using symbols or patterns in codes to reflect the subject matter.
Example (DDC):
796 for Sports and Recreation under 700 (Arts), suggesting recreational activities as a form of art.
641 for Food and Drink under 600 (Technology), aligning food preparation with practical arts.
4. Structural Mnemonics
Using consistent hierarchies and subdivisions that reflect relationships between topics.
Example (DDC):
900: History
930: Ancient History
940: European History
950: Asian History
This structure shows geographic and chronological relationships.
5. Language Mnemonics
Using patterns to represent specific languages or literary works.
Example (DDC):
800: Literature
810: American Literature
820: English Literature
830: German Literature
The last digit often corresponds to the language family.
6. Geographic Mnemonics
Codes associated with specific locations or regions.
Example (DDC):
917: Geography and Travel of North America.
914: Geography and Travel of Europe.
The numbers align with regions in the world.
7. Author Mnemonics
Codes or letters represent authors, making it easier to organize their works.
Example (LCC):
PR 4568 .D52: For Charles Dickens.
"PR" stands for English Literature.
"D" in the cutter number suggests Dickens.
8. Chronological Mnemonics
Using numbers to represent time periods in history or development stages.
Example (DDC):
940.1 For Medieval European History.
940.5 For World War II History.
9. Biographical Mnemonics
Using classifications to represent specific individuals or groups.
Example (LCC):
E 185: African American History.
"E" relates to U.S. History, with subdivisions for demographic groups.
EMPTYING DIGIT:
Emptying digit in library classification refers to the intentional use of a vacant digit in a classification number to allow for future expansion or for structural purposes. This approach provides flexibility and room for additional subdivisions without disrupting the existing classification structure.
|
oercommons
|
2025-03-18T00:35:39.368108
|
12/03/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122541/overview",
"title": "DEFINITION OF LIBRARY CLASSIFICATION",
"author": "Abdul Ahad"
}
|
https://oercommons.org/courseware/lesson/67823/overview
|
Thanks Ramanujan college for organising FDP course
Overview
Thanking vote to Ramanujan College for Organising a fantastic faculty Development Program .I Learnt many new techniques of teaching through this FDP. thanks a lot .its a very useful for all .
thanks ramanujan college for organising FDP course
HELLO SIR/ MAM,
i want to say thanks for organising such a useful faculty Development Program .I have Learned a Lot through this FDP..
I learnt to know techonology and new aspects of teaching .
thanks alot .
|
oercommons
|
2025-03-18T00:35:39.380330
|
06/01/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67823/overview",
"title": "Thanks Ramanujan college for organising FDP course",
"author": "mandeep kaur"
}
|
https://oercommons.org/courseware/lesson/106758/overview
|
NaijaCLIMATE- Module I: Climate Literacy 101
Overview
The easy-to-understand self-study tutorial democratises contextual climate education in Nigeria through an easy-to-understand open self-study tutorial. Taking into consideration the ways climate change affects different regions, the online self-study tutorial is designed to build the capacity of any literate person with little or no prior formal education or knowledge of climate change. The open tutorial will also be beneficial for participants interested in building their capacity on climate education for the non-specialist audience.
Project Funders
Introduction
Welcome to our online self-study tutorial on climate change adaptation in Nigeria!
This tutorial is designed to be accessible, engaging, and informative, helping you understand the impacts of climate change on Nigeria and what we can do to adapt and mitigate its effects.
By the end of the course, you will have the knowledge to make a difference in your community.
This tutorial is for you if you are:
Interested in taking action to adapt and mitigate the effects of climate change in Nigeria
- Literate and interested in understanding the concept of climate change and how it affects Nigeria and Nigerians
Lesson 1: Is the Climate Changing in Nigeria?
Welcome to Lesson 1
We will look at climate change and how it's affecting our beautiful country Nigeria. Together, we'll dive into understanding what climate change is all about and examine the evidence that shows our environment is transforming right before our eyes. We'll also take a closer look at how these changes impact different regions across Nigeria.
What is climate change?
Climate change is like a fascinating puzzle, with each piece representing a small part of the bigger picture. So, what exactly is climate change, and why should we care?
Picture the Earth as a giant, spinning sphere, surrounded by an invisible layer that keeps us warm and cosy, like a soft, fluffy blanket. This layer, made up of gases, is our atmosphere, and it plays a crucial role in maintaining a stable climate for us to thrive.
Now, imagine that over time, we've been adding extra layers to this blanket, making it heavier and warmer. These extra layers come from our day-to-day activities, like driving cars, using electricity from fossil fuels, cutting down trees, and producing all the things we use and consume. As a result, we've released loads of gases, like carbon dioxide and methane, into the atmosphere. These gases are called greenhouse gases, and they're the sneaky culprits behind climate change.
Lesson 1: Is the Climate Changing in Nigeria?
When these greenhouse gases accumulate, they form an extra-thick layer that traps heat close to the Earth's surface, making our planet warmer than it should be. This process is called global warming, and it's the driving force behind climate change.
Now, you might be wondering, what's the big deal about a little extra warmth? Well, the consequences of this seemingly small temperature increase can be quite dramatic! As our planet heats up, we start to see some unexpected twists and turns in our environment. Glaciers and ice sheets are melting, causing sea levels to rise and putting coastal communities at risk.
Warmer temperatures also mean that weather patterns are becoming more extreme and unpredictable, with more intense storms, droughts, and heat waves taking place. We're even witnessing changes in the habitats and behaviours of plants and animals, as they try to adapt to the shifting climate.
And that's not all! Climate change doesn't just impact nature – it affects us humans, too. Our food and water supplies, health, and homes are all influenced by these climatic changes. So, you see, climate change is a multi-faceted phenomenon that impacts our lives in countless ways. But the good news is that by learning more about it, understanding its causes and consequences, and working together, we can make a difference.
Lesson 1: Is the Climate Changing in Nigeria?
Evidence of climate change in Nigeria
Did you know that Nigeria has been experiencing some sweltering temperatures in recent years? That's right! Between 2014 and 2018, some central and northern parts of the country saw the mercury rise above a sizzling 40°C, with Maiduguri and Nguru even reaching scorching highs of 44.5°C and 44.4°C [1] respectively.
These rise in temperatures is turning up the heat and causing a stir in rainfall patterns. This can lead to longer and more severe droughts, which can be tough for local communities that rely on agriculture and livestock to make a living. The lack of water resources also puts stress on the environment and can lead to desertification, making it even more difficult for people and wildlife to thrive
Now a quick trip to the lush, vibrant southern regions of Nigeria. Here, rising sea levels and more intense storms are prevalent. These changes can lead to flooding and erosion, which can damage homes, infrastructure, and even entire communities. Coastal areas are particularly at risk, as they bear the brunt of the impacts of climate change.
Lesson 1: Is the Climate Changing in Nigeria?
As we journey through the climate change evidence in Nigeria, it's important to take a closer look at some remarkable case studies that truly bring the reality of the situation to life.
Case Study One: Lake Chad Shrinkage
The shrinking of Lake Chad, which was once a massive body of water that provided life-sustaining resources to millions of people across Nigeria, Chad, Cameroon, and Niger. Over the past few decades, Lake Chad has shockingly lost more than 90% of its surface area, leaving many people in the region facing severe water shortages, food scarcity, and conflict. The dramatic shrinkage of this precious lake is a clear sign that climate change is making its mark on Nigeria.
It should be noted that although, the rise in temperature is a mojor contrubutor in the lake shrinkage, the population pressure in the region on the water and its resources is further exacerbating the situation.
Lesson 1: Is the Climate Changing in Nigeria?
Case Study Two: Sea Incursion, Ilaje, Obe LGA – Ondo State.
Another captivating case study that showcases the impact of climate change on Nigeria is the alarming sea encroachment in the Obe area of Ondo State, Nigeria. Residents of coastal communities have witnessed the gradual invasion of seawater into their lands, as beaches, homes, and farmlands are swallowed up by the encroaching ocean. This relentless encroachment not only threatens the livelihoods of the people living there but also puts their very survival at risk. The sea's invasion is driven by rising sea levels, a direct consequence of climate change that can be attributed to melting ice sheets and the thermal expansion of water.
Lesson 1: Is the Climate Changing in Nigeria?
These two case studies are just the tip of the iceberg when it comes to exploring the tangible evidence of climate change in Nigeria. As we dive deeper into our journey, we'll uncover more persuasive examples of how climate change is affecting our nation's diverse ecosystems, from the lush rainforests of the south to the arid landscapes of the north, and everything in between.
We'll also unravel the intricate web of interconnected factors that contribute to these changes, such as deforestation, pollution, and our everyday actions. By understanding the evidence and the driving forces behind climate change in Nigeria, we can empower ourselves to take meaningful action and protect our cherished natural heritage for generations to come.
Have a look at this map of Nigeria, showing different regions and environmental problems
By understanding these regional differences, we can work together to develop innovative solutions and adapt to the challenges that lie ahead. After all, when it comes to climate change, we're all in this together!
Self Reflection
We have come to the end of lesson 1.
Considering what you have learnt in lesson 1, reflect on how climate change has affected your community. Can you identify any changes in temperature, rainfall, or other weather patterns?
Action Point: Research the impacts of climate change in your local area and share your findings with friends, family, or on social media.
Lesson 2: In what ways do we contribute to climate crises in Nigeria
Welcome to the eye-opening journey of exploring how our everyday actions can impact the climate in Nigeria!
In this lesson, we'll uncover the various ways in which we unknowingly contribute to the climate crises. We'll dive into the nitty-gritty of our daily lives and discover how our choices, big and small, can either fuel the fire or cool down the planet.
Lesson 2: In what ways do we contribute to climate crises in Nigeria
Greenhouse gas emissions and their sources in Nigeria
Let's dive deeper into the major sources of greenhouse gas emissions in Nigeria.
Pollution – The master of disguise that stealthily infiltrates our air and water, wreaking havoc on our environment and health.
Natural pollution arises from the influx of natural pollutants into the environment in a controlled manner. Most often than not, the causative agents of the natural pollution are caused by natural effects such as volcanic ash arising from volcano eruptions. In Nigeria natural pollution of volcanic ash are not known to have occurred, however, harmattan dust eruption are rampant in the country especially in the northern part of the country. These harmattan dust are known to cause heavy visibility as well as other health issues in the locality where they occur.
Human Induced Pollution arises from human activities induced pollutants. These pollutants are of varying types, and they cause different types of pollutions. In Nigeria, one the most predominant type of pollutant is the indiscriminate of plastic waste, oil spillage and industrial waste. These pollutants have caused environment and health challenges in many Nigerian cities. The plastic pollutants and the industrial waste are more predominant across major cities in the country, while the oil spillage is synonymous with southern Nigeria where activities of oil exploration is at peak.
Lesson 2: In what ways do we contribute to climate crises in Nigeria
Let's look at with pollution from waste, a topic that often goes unnoticed in our daily lives. But make no mistake, the way we handle waste plays a significant role in the climate crises we face. In this lesson, we delve into the intricacies of waste management and pollution, unveiling their disguises and revealing the impact they have on our beloved Nigeria.
Lesson 2: In what ways do we contribute to climate crises in Nigeria
Our modern world, filled with convenience and consumption, has given birth to a mounting waste problem. Landfills overflow with discarded items, plastics choke our rivers and oceans, and the burning of waste releases harmful gases into the atmosphere. These actions contribute to greenhouse gas emissions and further exacerbate climate change.
To tackle this menace, we must have a fundamental shift in our mindset – embracing the principles of reduce, reuse, and recycle.
By being conscious consumers, we can minimise waste by choosing products with less packaging, opting for reusable items, and repairing instead of replacing.
Recycling also plays a vital role in waste management. Separating our recyclables from the rest of our waste ensures that valuable materials can be transformed into new products, reducing the need for raw materials and the energy required for extraction and manufacturing. Let's become recycling champions, sorting our plastics, glass, paper, and metals into the appropriate bins with pride.
Yet, waste management extends beyond our individual actions. It requires collective effort and systemic change. We must demand better waste management systems from our governments and advocate for policies that prioritise sustainability. Supporting initiatives that promote composting, waste-to-energy technologies, and the circular economy can revolutionize how we handle waste, transforming it from a problem into an opportunity.
Lesson 2: In what ways do we contribute to climate crises in Nigeria
Air pollution casts a dark cloud over our cities, impacting the quality of the air we breathe. Major examples of Air pollution as it relates to the Nigeria ecosystem includes but not limited to the following:
- High levels of particulate matter (PM) and harmful gases emitted from vehicular exhaust (cars) in major cities like Lagos, Port Harcourt and Abuja contribute to air pollution and respiratory health issues.
- Gas flaring in the Niger Delta region releases pollutants such as sulfur dioxide, nitrogen oxides, and black carbon, significantly impacting air quality and human health.
- Emissions from industrial activities, including manufacturing and power generation, contribute to air pollution in areas with significant industrial presence, such as Port Harcourt. Recently, the city of Port Harcourt has continued to experience the high presence of black soot in its atmosphere owing to activities of illegal bunkers.
Lesson 2: In what ways do we contribute to climate crises in Nigeria
Water pollution occurs when pollutants contaminate water bodies such as rivers, lakes, oceans, and groundwater, making the water unfit for its intended use and posing risks to aquatic life and human health. Water pollution is mostly in cities and riverine areas of the country. The predominant examples of water pollution in the country includes but not limited to the following:
- Oil spills and illegal oil bunkering activities in the Niger Delta region have led to significant water pollution, impacting local communities, aquatic ecosystems, and the livelihoods of fishing communities.
- Improper disposal of domestic waste, industrial waste and chemicals, as well as inadequate wastewater treatment, contribute to water pollution in urban areas, particularly in densely populated regions like Lagos, Aba, Abuja and other major cities. \
Lesson 2: In what ways do we contribute to climate crises in Nigeria
Agriculture
Now, let's turn our attention to agriculture, where the seeds of change are planted. You might not know this, but certain farming practices can release potent greenhouse gases. For instance, when farmers burn crop residues after harvest or use excessive fertilizers, it releases gases like methane (CH4) and nitrous oxide (N2O). These gases have a knack for trapping heat in the atmosphere, making climate change worse.
So, how can we lend a hand? By supporting sustainable farming techniques! Encouraging farmers to adopt practices like using organic fertilizers, practicing crop rotation, and minimising the burning of crop residues, we can reduce emissions and grow a greener future.
The role of deforestation in climate change
Now, let's look at the topic of deforestation. Trees are our planet's guardians, absorbing carbon dioxide and releasing life-giving oxygen. But when we cut down trees for activities like logging, agriculture, or urbanization, we release all that stored carbon back into the atmosphere. It's like removing a superhero's shield, leaving us vulnerable to the harmful effects of climate change. So, what can we do to protect our green warriors? Plant trees, engage in tree-planting initiatives, support reforestation projects, and embrace the beauty of nature. Let's grow a forest of hope and reverse the effects of deforestation.
Lesson 2: In what ways do we contribute to climate crises in Nigeria
We have the power to reduce our own carbon footprints through everyday actions. Here are a few more tips to save the day:
- Supercharge your transportation choices: Consider using public transportation, biking, or walking whenever possible. If you do need to drive, choose fuel-efficient vehicles. Not only will you cut down on emissions, but you'll also save some cash on fuel. Talk about a win-win!
- Embrace the three R's: Reduce, reuse, and recycle like the superhero you are! By reducing our consumption, reusing items instead of throwing them away, and recycling whenever possible, we can give waste the knockout punch it deserves. Remember, landfills emit gases like methane, and we're here to put a stop to that!
- Fuel your body, not the waste bin: Did you know that food waste contributes to greenhouse gas emissions? Shocking, but true. So, let's become food waste warriors! Plan your meals, buy only what you need, and get creative with leftovers. And when food scraps do come along, let composting be your secret weapon. It turns waste into valuable nourishment for the Earth.
- Savour the power of plants: Embrace the deliciousness of plant-based meals, by reducing our consumption of meat and supporting local, sustainable agriculture, we can lower emissions associated with the food industry. So, let your taste buds dance to the rhythm of vibrant vegetables, tantalizing fruits, and hearty legumes. Not only will your plate be a colorful masterpiece, but you'll also be reducing the environmental impact of food production. Talk about a tasty way to fight climate change!
- Unleash your inner energy hero: Save energy like it's your superpower! Turn off lights when you leave a room, unplug electronics when they're not in use, and embrace the natural light of the sun whenever possible. And hey, if you want to take it up a notch, upgrade your home with energy-efficient appliances and light bulbs. Your utility bills will thank you, and the planet will too!
- Be a conscious consumer: As climate superheroes, we have the power to support companies that prioritise sustainability. Look for eco-friendly products, support local businesses, and choose brands that are committed to reducing their carbon footprint. By voting with our wallets, we send a powerful message that we demand a greener and more sustainable future.
Reflection
We have come to the end of Lesson 2!
Reflect on your personal contribution to climate change. Are there any habits or practices you can change to reduce your impact?
Action Point: Identify one action you can take to reduce your personal contribution to climate change and commit to implementing it in your daily life.
|
oercommons
|
2025-03-18T00:35:39.431168
|
Sadiat Adetoro Salau
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106758/overview",
"title": "NaijaCLIMATE- Module I: Climate Literacy 101",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/80397/overview
|
HBCU OER Academic Librarian Project TBTG Lincoln University of Pennsylvania Syllabus
Overview
The advanced course syllabus that focuses on the structure of public relations agencies/departments, account management and planning, reputation management, relationship building, crisis communication, conflict resolution, messaging, writing, design, and new technologies.
HBCU OER Academic Librarian Project TBTG Lincoln University of Pennsylvania
The advanced course syllabus that focuses on the structure of public relations agencies/departments, account management and planning, reputation management, relationship building, crisis communication, conflict resolution, messaging, writing, design, and new technologies.
Students will learn the fundamentals of constructing public relations plans by developing goals, objectives, strategies and tactics that are necessary for executing successful campaigns.
|
oercommons
|
2025-03-18T00:35:39.451790
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80397/overview",
"title": "HBCU OER Academic Librarian Project TBTG Lincoln University of Pennsylvania Syllabus",
"author": "Public Relations"
}
|
https://oercommons.org/courseware/lesson/78615/overview
|
French Level 4, Activity 09: Après le spectacle / After the Show (Online)
Overview
In this activity students will practice describing what happened during a performance to their friend. They will also practice sharing their opinions about different types of performances.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
After the Show / Après le spectacle
Description
In this activity students will practice describing what happened during a performance to their friend. They will also practice sharing their opinions about different types of performances.
Semantic Topics
Performances, concert, theater, plays, conversation, spectacle, théâtre, le passé, the past tense
Practices
Show, A performance
Practices
Going to see a play or musical, watching theatre
Perspectives
Theatre has long been a beloved art form in France, stretching all the way back to the most famous French playwright, Molière, who is often compared to Shakespeare.
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 1.3: Presentational Communication - Students present information, concepts, and ideas in French to an audience of listeners or readers.
- Standard 3.1: Making Connections - Students reinforce and further their knowledge of other disciplines through French.
Idaho State Content Standards
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- COMP 1.1: Observe formal and informal forms of language.
NCSSFL-ACTFL Can-Do Statements
- I can talk about different types of performances.
- I can describe a performance to a friend.
- I can share my opinion about a performance.
Materials Needed
Warm-Up
Warm-Up
1. Begin the activity by opening the Google presentation and introducing the Can-Do statements.
2. Ask the students these questions:
- Avez-vous déjà vu un spectacle ? De quel type de spectacle s'agissait-il ? (Have you ever seen a performance? What type of performance was it?)
- Quel est votre type de spectacle préféré ? (What is your favorite type of performance?)
Main Activity
Main Activity
1. First, explain to the students that they will be having a discussion with a friend about a recent performance they’ve just seen.
Aujourd’hui vous allez décrire un spectacle à votre ami(e). Partenaire A va décrire le spectacle. Partenaire B va être l’ami(e) ; vous devez poser des questions (diapo 7).
2. Their friend wants to know what happened during the performance and whether or not their friend enjoyed it.
Il/elle veut savoir ce qui s’est passé pendant le spectacle et votre opinion (si vous l'avez aimé ou non et pourquoi).
Here are some questions that could be asked:
- De quel type de spectacle s'agissait-il ? (What type of performance was it?)
- Qu’est-ce qui s’est passé au début du spectacle ? À la fin ? (What happened at the beginning of the performance? At the end?)
- Aimiez-vous le spectacle ? (Did you like the performance?)
- Quelle était votre partie favorite ? Pourquoi ? (What was your favorite part? Why?)
- Recommanderiez-vous que j’aille regarder ce spectacle ? (Would you recommend that I watch this performance?)
3. If you want to use breakout rooms:
- Pair up the students and send them to breakout rooms.
- Have each student pick a scenario (there are 5 to choose from).
- Vous pouvez choisir parmi 5 scénarios différents (diapo 6).
- Make sure to share the guiding questions with them through the chat.
- After about 7-10 minutes, have the partners switch roles.
- Après 7-10 minutes, vous allez changer vos rôles.
- Upon return, have them share their partner’s opinion.
4. If you want to stay in the main room:
- Assign each student a scenario and have them describe the performance to the entire group.
- Then have them describe their opinion about the spectacle.
- Encourage the other students to ask them questions.
- N'oubliez pas de demander des questions a votre présentateur/présentatrice !!
Exemple:
- Partenaire A : Salut !
- Partenaire B : Salut ! Vous avez vu un spectacle hier soir, n’est-ce pas ?
- A : Oui.
- B: De quel type de spectacle s'agissait-il ?
- A : C'était un concert classique.
- B : J’aime bien la musique classique ! Qu’est-ce qui s’est passé au début du spectacle ? À la fin ?
- A : Au début… A la fin du spectacle…
- B : Aimiez-vous le spectacle ? Quelle était votre partie favorite ? Pourquoi ?
- A : Oui, je l'ai aimé parce que.... Ma partie favorite était… / Non, je ne l’ai pas aimé parce que…
- B : Alors, recommanderiez-vous que j’aille regarder ce spectacle ?
- A : Oui… parce que/ Non… parce que
- B : Merci, à bientôt !
- A : Ciao !
Scenarios:
- Une pièce de théâtre
- Genre: une tragédie
- Une pièce de théâtre
- Genre : une comédie
- Un opéra
- Un concert
- Genre de musique : classique
- Un récital de danse
- Forme de danse : le ballet
Wrap-Up
Wrap-Up
Ask the following question(s) to finish the activity:
- Avez-vous déjà regardé une pièce de théâtre ? (Have you ever watched a play?)
- Avez-vous déjà assisté à un concert ? (Have you ever attended a concert?)
Cultural Resources
Explore the Opéra National de Paris
End of Activity
- Can-Do statement check-in… “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can talk about different types of performances.
- I can describe a performance to a friend.
- I can share my opinion about a performance.
|
oercommons
|
2025-03-18T00:35:39.495775
|
Camille Daw
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78615/overview",
"title": "French Level 4, Activity 09: Après le spectacle / After the Show (Online)",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/109803/overview
|
How to Contruct A News Release in Journalism
Overview
This OER will effectively teach the proper ways and formatting of how to cultivate a news or press release in journalism. It is a valuable resource designed to help students master crafting news releases. News releases are essential for communicating newsworthy information to the media and the public. This OER provides a comprehensive overview of the key components, writing techniques, and best practices for creating impactful news releases.
Content and exercises will include tips on writing correctly formatted datelines, leads, nutgrafs, body paragraphs, quotes, proper information gathering and more!
Navigate through the information in this module and complete the exercise to evaluate your understanding of the material.
Overview
This OER will effectively teach the proper ways and formatting of how to cultivate a news or press release in journalism. It is a valuable resource designed to help students master crafting news releases. News releases are essential for communicating newsworthy information to the media and the public. This OER provides a comprehensive overview of the key components, writing techniques, and best practices for creating impactful news releases.
Content and exercises will include tips on writing correctly formatted datelines, leads, nutgrafs, body paragraphs, quotes, proper information gathering and more!
Navigate through the information in this module and complete the exercise to evaluate your understanding of the material.
Learning Objectives
Here's a list of learning objectives for such an OER:
Identify Newsworthy Topics:
- Learn how to recognize newsworthy events, stories, and announcements suitable for news releases.
Information Gathering:
- Determine which method of interviewing is most effective for the story
Write a Compelling Lede Paragraph:
- Compose a concise lede paragraph that answers the essential questions of who, what, when, where, and why.
Structure a News Release Properly:
- Understand the standard structure of a news release, including the order of information and formatting.
Maintain Clear and Concise Language:
- Master the art of writing with clarity, conciseness, and objectivity in news releases.
Incorporate Quotes Effectively:
- Learn how to use quotes from key sources to provide credibility and add depth to news releases.
Attribute Quotes and Sources:
- Ensure proper attribution and citation of quotes and sources within the news release.
What is Newsworthy?
Determining whether or not an event or situation is newsworthy is the first step in craving a news release.
Things to Consider:
- Timeliness- has it happened recently?
- Significance- who does it affect? How does it impact the reader?
- Prominence- is it relevant?
- Proximity- is it a global or local story?
- Conflict- opposition creating drama or human interest
- Human Interest- affects humans and is relevant to daily life
Interview Techniques
There are three main methods of information collection for a news release
Interview in-person:
- Best form of interviewing
- Can read body language
Interview by phone:
- the second best method of interviewing
Procedures: identify yourself/subject, personal connection, smiley voice
Pros: sources prefer, dress optional, more desk space, computer, sensitive questions easier, control the time
Techniques: explain quickly what you are asking, be polite – even to answering machines, and be courteous and professional; silences don’t work in phone interviews, and ends are tougher
Interview by email:
Pros: efficient
Cons: who are you talking to? No spontaneous questions, useable quote but no revealing answers
Keep in professional: identify yourself as a reporter, apply critical-thinking and fact checking skills
Ledes
The Lede:
- What was the unique/most interesting/most unusual thing that happened?
Who was involved/who said what
5 W’s and H
Who, what, when, where in LEDE
Don’t try to cram it all into the lede, can be too much information
Usually, WHAT and WHO first
A Lede Formula:
Subject Verb Object
Active vs. Passive
Nut Graf
Nut Graf:
Why am I writing this?
Why do I think the reader should read this?
How does the story affect the reader? (if it doesn’t, it is not a story.)
Include Transitions:
Present story elements in logical order (chronology)
Use introductions as transitions between speakers
Set the scene for a new area of discussion
Quotes and Attribution
Quote Guidelines
If a quote is more than one sentence long, put the attribution at the end of the FIRST sentence
Identify the speaker the first time his or her name is used
…. Said Anthony, assistant president of \
Dont attribute direct quotes to more than one person
In general, use the past tense throughout your story, and be consistent
The word “said” is perfectly acceptable and usually is preferable to its synonyms
Descriptive words: shouted, whispered, mumbled, rasped
Punctuate quotes with commas, not periods
“I predict we will win more than five games this season, “ Napier said.
Punctuation that follows a quote usually goes inside the quotation marks
Ex. the sex and violence was overwhelming in “Winnie the Pooh,” police reported.
The question mark
Ex. “ Have you eaten lunch yet?”
Who wrote “Gone With the Wind”?
Attribution is set off by commas if it follows the quote or if the attribution coms before a direct quote
“Williams set the meatballs on fire,” Jones said.
Attribution is not set off by commas if it comes before a paraphrased quote
A noted exception- using the words “according to”
According to campus police,
Richard was running naked through the Quad, according to campus police.
Begin a new paragraph when a new person speaks- DO NOT burry quotes
Ending Exercise
Exercise: Writing a News Release Headline and Subheadline
1. Choose a Newsworthy Topic: Select a newsworthy topic or event that you'd like to write a news release about. This could be a school event, a community project, a significant achievement, or any topic of interest.
2. Interview: Interview someone close to you as practice with each interview style.
3. Craft a Lede: Incorporate the 5W's and H into creating an engaging and adequately formatted lede for the story.
4. Nut Graf: Write a shortened nut graf, hitting all important aspects of the event
5. Quote: Find ONE strong quote, incorporate it with transitions and correct attribution
|
oercommons
|
2025-03-18T00:35:39.526223
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109803/overview",
"title": "How to Contruct A News Release in Journalism",
"author": "Public Relations"
}
|
https://oercommons.org/courseware/lesson/75599/overview
|
French Level 3, Activity 09: Ma voiture de rêve / My Dream Car (Online)
Overview
In this activity, students will practice describing their dream car and proposing solutions for problems related to driving.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
My Dream Car / Ma voiture de rêve
Description
In this activity, students will practice describing their dream car and proposing solutions for problems related to driving.
Semantic Topics
Cars, vehicles, driving, vocabulary, voitures, conduire, dans la voiture, le conditionnel, the conditional tense
Products
Cars, brands of cars
Practices
Driving, choosing a vehicle
Perspectives
Cars are far more rare in France than in the United States, and when people do have a car, it tends to be far smaller than what we are used to seeing on US highways.
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.
- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own.
Idaho State Content Standards
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.
- CONN 2.1: Access authentic materials prepared in the target language by or for native speakers.
NCSSFL-ACTFL Can-Do Statements
- I can describe my dream car.
- I can brainstorm a resolution to a problem, such as getting a flat tire.
- I can share information about technology and cars in the target culture.
Materials Needed
Warm-Up
Warm-Up
1. Begin by introducing the Can-Dos for today's activity.
2. To get students to think about vocabulary relating to cars, review with Kahoot!
3. For extra practice, go through the slides asking students what they would need in certain situations.
De quoi avez-vous besoin ?
- slide 6: Vous allez en ville pour faire des courses. (un parking)
- slide 7: Vous êtes sur l’autoroute et vous avez un pneu crevé. (une roue de secours)
- slide 8: Vous avez 18 ans et vous voulez conduire. (un permis de conduire)
- slide 9: Vous conduisez et il commence à pleuvoir. (les essuie-glaces)
- slide 10: Vous conduisez et il fait très sombre. (les phares)
Main Activity
Main Activity
1. Have students choose one of the three major French auto manufacturers (Citroën, Peugeot, Renault) and visit their website.
2. Using the next 10 minutes, the students will build their own car using the website's functionality.
3. Chat with the students while they are building their car. Ask them car-related questions!
4. Once everyone has built the “car of their dreams” students will share which options they chose as well as the justification for selecting the vehicle type that they did.
- Citroen: https://www.citroen.fr/accueil.html
- Renault: https://www.renault.fr/
- Peugeot: https://www.peugeot.fr/accueil.html
Choisissez une de ces marques de voiture. Allez au site-web et créez votre voiture de rêve! Après, nous allons les partager.
Wrap-Up
Wrap-Up
Ask the following question(s) to finish the activity:
- Quels sont quelques problèmes de véhicule possibles ? (What are some possible car problems?)
- Avez-vous jamais tombé en panne d'essence ? (Have you ever run out of gas?)
- Qui a déjà pris une contravention ? (Who has ever gotten a ticket?)
- Savez-vous changer un pneu crevé ? (Do you know how to change a flat tire?)
Cultural Resources
Customize the Citroen Ami in French
End of Activity
- Can-Do statement check-in... “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can describe my dream car.
- I can brainstorm a resolution to a problem, such as getting a flat tire.
- I can share information about technology and cars in the target culture.
|
oercommons
|
2025-03-18T00:35:39.585577
|
Camille Daw
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75599/overview",
"title": "French Level 3, Activity 09: Ma voiture de rêve / My Dream Car (Online)",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/83120/overview
|
Close Read- Geneva Gay Article
CRT and Brain Rules
CRT Models and Practices
Know_your_brain(1)
OER Bracho Module 1 PPT
OER Bracho Module 2
OER Bracho Module 3
UDL and CRT- Article Excerpt
UDL Checkpoint Chart
UDL in the CONTENT AREAS
UDL in the CONTENT AREAS
Cultural Lenses on the Science of Learning
Overview
This module includes three units exploring the connections between adolescent development, the science of learning, and culturally responsive pedagogies. It is meant to make the case that K-12 teachers must not ignore the impact and value of culture as a dimension of development and factor in learning processes. The module culminates in an exploration of how the Universal Design for Learning (UDL) framework overlaps with principles of CRT (Culturally Relevant Teaching).
INTRODUCTION
Overview of this module
This module includes three units exploring the connections between adolescent development, the science of learning, and culturally responsive pedagogies. It is meant to make the case that K-12 teachers must not ignore the impact and value of culture as a dimension of development and factor in learning processes. The module culminates in an exploration of how the Universal Design for Learning (UDL) framework overlaps with principles of CRT (Culturally Relevant Teaching).
Audience
This module is primarily intended for K-12 teacher candidates working with adolescent learners, but the materials can be used by anyone working in K-12 schools. Some of the content might be adapted for use with K-12 students, depending on the teacher's focus or interests.
Length of Course
This is designed as a three-week module, but can be adapted depending on the educator's needs.
Course Outcomes
By the end of this module, learners will be able to identify how culturally-relevant pedagogies build on contemporary frameworks related to adolescent development, the science of learning, and UDL.
Technology Requirements
Participants in this module will need access to a computer, smart phone, or tablet as well as internet access to successfully complete the lesson.
UNIT 1: Science of Learning
Learning Objectives:
Teacher Candidates will be able to identify how different areas of the brain are linked to different aspects of the learning process.
Teacher Candidates will be able to explain how culture provides schema that can be tapped to increase student engagement and enhance comprehension.
Overview:
Teacher Candidates preparing to work with adolescents (ages 11-18) need to have a firm understanding of the developmental processes that shape learning. While traditionally this has meant exploring learning theories (such as constructivism or behaviorism), such explorations tend to be acultural-- i.e., avoiding the impact of students' cultural backgrounds and identities in the learning process. Research in the last 30 years has increasingly pointed to the need for culturally relevant pedagogies that reflect the cultural and linguistic diversity of students in American schools, but to date very few studies have examined how such pedagogies are linked to adolescent development or the science of learning. Notably, the 2015 book Culturally Responsive Teaching and the Brain by Zaretta Hammond fills that gap, offering a rich examination of the ways the brain and culture are linked. Hammond writes:
"Brain-based learning strategies from neuroscience and culturally responsive teaching have always been presented as two separate, unrelated branches of educational practice. Yet teacher educators Geneva Gay and Gloria Ladson-Billings each describe culturally responsive pedagogy as encompassing the social-emotional, relational, and cognitive aspects of teaching... Cognition and higher order thinking have always been at the center of culturally responsive teaching, which makes it a natural partner for neuroscience in the classroom. This book sets out to explicitly highlight the natural intersection between so-called 'brain-based learning' and culturally responsive teaching." (Hammond, 2015, p. 4)
In this first unit, learners explore aspects of brain science and describe how culture shapes learning. Students should read the following texts:
Harper, R. (2019). Science of Adolescent Learning: How Body and Brain Development Affect Student Learning. Washington, D.C.: Alliance for Excellent Education.
Chapter 3 of Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.
These texts build students' knowlege about how the body and brain develop during adolescence, and examine how culture provides schema that can be utilized by educators to build comprehension, make connections, and deepen understanding as students explore new material or expand on prior knowledge.
UNIT 1: Activities and Assessments
Module 1: Activities and Assessments
This set of activities is designed for a 2.5 hour class session. The PPT follows the lesson plan below. Before class, students should read:
- the “Know Your Brain” open source packet from the NIH, available at https://library.ric.edu/c.php?g=1002716&p=7268363
-Chapter 3 of Culturally Responsive Teaching and the Brain
-Executive Summary of the Alliance for Excellent Education report
1. To start class, go over the objectives of the day.
2. Use 3-4 minutes to have students answer the following prompt: •What did you learn about the brain from the reading? What was new or interesting? What do you still want to know more about? After students write, use 3-4 minutes to have students talk in pairs or groups of 3. Then use about 3-4 minutes to have students share one key insight/ response in the chat box, or use “equity cards” (each student has one card with their name on it, and is randomly called on) to solicit student replies. (Total about 10-12 minutes)
3. Go over the slides with the images from the NIH about parts of the brain and brain power. Afterwards, ask students to work in pairs or groups of three, with the following directive based on the slide “Parts of the Brain”: Which parts of the brain would be the most relevant for teaching my students (especially in my subject area)? Explain why. Then use chat or equity cards to solicit more responses from students. (About 15 minutes)
4. Transition to the All4Ed report and the “Research Statements” about adolescent development. If in person, print out each statement individually and do a “Gallery Walk” where students have 3 minutes to stop at a station and read the statement posted. Students should discuss what the statement means and how it applies to what they know or how they will work with students. Debrief for 10 minutes afterward. If doing this in a virtual setting, give each of 5 groups one statement to discuss, and then come back to the main room to share out. (25 minutes)
5. Transition to the book chapter. Ask students to work on the worksheet called “CRT and Brain Rules.” This can be done individually or in partners for about 10 minutes, and can be modified so that pairs/ groups work on specific items. Then facilitate a conversation about each of “Brain Rules” defined by Hammond. (30 minutes)
6. Transition to a discussion of schema. Read Slide 11 from the PPT, a quote about schema from Chapter 3 in the Hammond text. Watch the video “What is a schema?” on YouTube: https://www.youtube.com/watch?v=E8BCcrM9DDI Afterward, discuss the video and focus on how schemas are linked to identities. Return to the Hammond quote and probe: How is schema linked to culture? (15 minutes)
7. Mini-lecture: narrate the slides about Schema Theory from the open resource at www.learning-theories.org/doku.php?id=learning_theories:schema_theory Alternately, let students access the resource on their own to read independently following a lot of interpersonal sharing/ connecting during class. (About 10 minutes)
8. After reviewing the schema theory slides/ resource, move to an activity in which students work in groups to discuss: How would schema and culture relate to my teaching of these topics/ subjects? What cultural knowledge might I draw on or need to build in order for students to process information or make sense of a topic? Feel free to modify the topics/ subjects. (About 15 minutes for group work and sharing out)
9. After some debriefing, return to the “Parts of the Brain” image and ask: what kinds of activities would I do to help students use their brain to access the content or fortify schema? (5 minutes)
10. Final Assessment. Have students go to a Padlet or Jamboard and respond to the following prompt: What are three things I learned about the brain, culture, and schema?
UNIT 2: Adolescence and Culturally-Relevant Pedagogy
Learning Objectives
Teacher Candidates will be able to identify key tenets of culturally responsive pedagogies.
Teacher Candidates will be able to explain why culture is relevant to the cognitive, emotional, and social development of adolescent learners.
Summary
This unit examines the key tenets of culturally responsive pedagogy, building on the prior unit which explored the connections between the brain, culture, and schema. The unit is grounded in the article by Geneva Gay, "Teaching to and through Cultural Diversity," and incorporates a close read of key passages to help students deepen their understanding of what is meant by culturally responsive teaching (CRT). The goal here is for students to recognize that CRT is not just a curricular approach, but also a pedagogical and relational one that accounts for the cultural and linguistic diversity of students. To that end, students use a worksheet that includes four models/ frameworks that outline CRT practices. Two OER images/ examples include:
http://ceedar.education.ufl.edu/tools/innovation-configurations/
https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/teacher-competencies-that-promote-culturally-responsive-teaching/
The unit then encourages students to think specifically about the needs of adolescent learners, particularly those from culturally and linguistically diverse backgrounds. Learners look at the Alliance for Excellent Education report entitled "Science of Adolescent Learning: Valuing Culture, Experienes, and Environments." These include:
Copyright: Alliance for Excellent Education. https://all4ed.org/science-of-adolescent-learning-valuing-culture-experiences-environments/
Following this discussion, students watch a TED Talk, "The Mysterious Workings of the Adolescent Brain." In response, students image that Geneva Gay and Zaretta Hammond were in the audience listening to the presentation. How would they respond to what they heard? This is meant to explicitly link adolescent development to culturally responsive approaches to learning.
Last, as an extension, students will look at more CRT resources that connect to specific disciplines.
Unit 2: Activities and Assessments
Students should read the texts listed below before class. The lesson plan below follows the order of slides in the associated PPT. This is designed as a 2.5 hour session.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum inquiry, 43(1), 48-70.
Harper, R. (2019b). Science of Adolescent Learning: Valuing Culture, Experiences, and Environments. Washington, D.C.: Alliance for Excellent Education.
- Go over the objectives for the lesson.
- Begin with a Freewrite. Have students respond to the prompt for 2 minutes: What did we learn last week about the brain, culture, and schema? Debrief for a few minutes. (5 minutes total)
- Review the slides that explain the need for CRT and that define CRT (slides 4-5 of PPT). Afterwards, have students do a pair-share in response to this prompt: How is what we learned last week connected to ideas in these slides? Students could work in breakout rooms or in-person. (10 minutes)
- Transition to the Geneva Gay article. Ask students their thoughts on the article and solicit key ideas before moving into a Close Read of key quotes (see associated worksheet). Instructor should read the first quote and give students to write reactions in the right column. Debrief the first quote together. Then the instructor might ask for volunteers to read the quotes and give time in-between or after to write reactions to each quote. Alternately, the instructor might assign each remaining quote to an individual group to read through, discuss, and then present out to the whole class. (30 minutes)
- After debriefing all the quotes, have students watch this video with Geneva Gay and others discussing CRT: https://youtu.be/nGTVjJuRaZ8 Debrief the video with students using a chat box activity or by having students quickly summarize the video in 50 words or less. (10 minutes)
- Have students look at the worksheet called “CRT Models and Practices.” Give students time to work quietly/ independently to review the images and write a response to the prompt on page 2: What is one key takeaway from each of these four sources? After about 10 minutes, go through each slide in the PPT, which has the same images as the worksheet. Debrief each slide and ask students for their takeaways. (25 minutes)
- Transition to the slide with the All4Ed Consensus Statements about culture and learning. Ask students to explain, based on the statements, why adolescents in particular benefit from CRT in the classroom. (10 minutes)
- Watch the TED Talk “The Mysterious Workings of the Adolescent Brain.” Afterwards, use a Jamboard or Padlet to have students respond to this prompt: Imagine Geneva Gay and Zaretta Hammond watched this video. How would they respond to what they heard from Sarah Jayne Blackmore? Debrief for a few minutes. (25 minutes)
- Homework: Have students look at another resource on CRT for specific subjects. On a discussion post, students should write about what they learned regarding the ways CRT can be applied to different disciplines.
UNIT 3: Culturally-Relevant Teaching and UDL
Learning Objectives
Teacher Candidates will be able to describe how UDL is linked to the science of learning, with specific attention to affective, recognition, and strategic networks in the brain.
Teacher Candidates will be able to link UDL to facets of culturally responsive pedagogies, and explain why such an approach is necessary to address cultural and linguistic diversity.
Overview
This final unit builds on the last two units by examining Universal Design for Learning (UDL) through a Culturally Relevant Teaching (CRT) lens. Students explain how UDL is a brain-based framework and then interrogate the ways CRT and UDL overlap. While UDL offers a clear framework for tapping into the brain's various networks, it does not fully integrate cultural diversity as a major component or factor. This unit is meant to counter the notion that neuroscience is acultural or disconnected from culture, and compels teachers to consider how these research-based approaches can be used in tandem to best meet the needs of culturally and linguistically diverse students.
Students begin by exploring more about the specific brain networks in the UDL framework. This includes a jigsaw activity designed to deepen their understanding of each network. They will then consider how the Kieran and Anderson article, "Connecting universal design for learning with culturally responsive teaching," (2019) shows connections between specific brain networks and CRT components.
^Copyright: Kieran, L., & Anderson, C. (2019). Connecting universal design for learning with culturally responsive teaching. Education and Urban Society, 51(9), 1202-1216.
Students will apply what they have learned by looking at the UDL Checkpoints associated with each of the 9 UDL Guidelines, using a worksheet that also asks for CRT connections. Next, students will have individual inquiry time to look at UDL resources for their subject areas.
Students will be assessed by completing a homework assignment where they write up an idea for a lesson grounded in at least 1 UDL checkpoint and 1 component of CRT.
Unit 3: Activities and Assessments
To read/ view beforehand:
A Creative Commons resource: https://instructionaldesign2improvelearning.pressbooks.com/chapter/chapter-6/
Kieran, L., & Anderson, C. (2019). Connecting universal design for learning with culturally responsive teaching. Education and Urban Society, 51(9), 1202-1216.
Lesson Steps:
- Go over the objectives.
- Freewrite: What have you learned over the last two weeks about the brain and culture? What did you learn from the homework assignment last week on CRT for different subjects? Let students write for about 4-5 minutes, and debrief for another 5. (10 minutes)
- Watch the video: https://udlhcpss.wordpress.com/brain-networks/brain-networks/ Have students use the associated worksheet, "Brain Networks Handout," to fill out after or during watching. Students should also add what they remember from the website they reviewed before class. Debrief with students using equity cards or chat box entries. (15 minutes)
- Engage students in a jigsaw activity. Each person will be assigned 1 of 3 videos to view about a different brain network. They will add to the worksheet. Have students debrief each section and offer insights into that specific network. (20 minutes)
- Pair-share: transition to the Kieran an Anderson article. Give students 5 minutes to discuss what they found valuable from the text, and how it connects to what we’ve been learning. Then discuss as a whole group for another 5 minutes. (10 minutes)
- Provide students the worksheet entitled “UDL and CRT- Article Excerpt.” The worksheet is a table from the article that shows how the different areas of UDL overlap with CRT. Use a Jamboard with three different slides, or use poster paper, to have small groups focus on one of the three areas. Students should select what they believe are the top 3-4 connections between the two frameworks, and offer specific strategies that manifest these connections. Remind them that multiple means of representation relates to recognition networks, multiple means of engagement relates to affective networks, and multiple means of action and expression relate to the strategic networks. (25 minutes)
- Have students go to https://udlguidelines.cast.org/ to visit the UDL guidelines. Model for students what can be seen when you click on the individual checkpoints (not just the guidelines). Examples of these are available in the PPT. Provide the worksheet ("UDL Checkpoint Chart") and have students work individually to review at least 3 checkpoints, and offer potential connections to CRT. Then have students debrief in small groups/ breakouts. (25 minutes)
- Give students about 10 minutes to individually review UDL resources for specific disciplines. Students can use the associated worksheet “UDL in the Content Areas” or you can add the links to your LMS page. Before sending them off, remind them of the homework assignment they did the week before on CRT in the disciplines. Have them consider how the UDL resources might overlap with what they saw in the CRT resources. When students return, have them share out in small groups based on disciplines, or in randomized partners. (20 minutes)
- Homework/ Assessment. UDL and CRT planning. Show the slide with “Some Ideas.” These are the same topics from the first unit, but students can select any topics. Ask students to use a Discussion Board to write out an idea for a lesson plan about that topics that incorporates both UDL and CRT. Students should write at least 1 checkpoint and 1 component of CRT at the top of the lesson and then narrate a lesson that incorporates both. This can be submitted in written, audio, or video form.
|
oercommons
|
2025-03-18T00:35:39.640798
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83120/overview",
"title": "Cultural Lenses on the Science of Learning",
"author": "Diagram/Illustration"
}
|
https://oercommons.org/courseware/lesson/67523/overview
|
Abnormal Psychology
Overview
This is a basic Introduction to Abnormal Psychology
Introduction to Abnormal Psychology
What is Abnormal Behaviour?
▪A person who faces more than an average degree of adjustment difficulties in college, would such a person be diagnosed as having a psychological disorder?
▪Importance of family history in diagnosing someone with a psychological disorder.
By moving beyond the “ other people” syndrome- Psychological disorders are a part of human experience, touching life- either directly or indirectly- of every person.
Defining Abnormality- 5 Criterias
1.“Clinical Significance”
2.Dysfunction in psychological, biological or developmental processes
3.Significant distress or disability in important realms of life
4.Socially deviant behaviour
5. Dysfunction within individual
Causes of Abnormal Behavior
Biological Causes
▪Genatics
▪Brain damage
▪Exposure to harmful stimuli
▪Toxic substances or allergenes
Psychological Causes
▪Disturbances in thoughts and feelings
▪Past learning experiences
▪Maladaptive thought patterns
▪Difficulties in coping with stress
Sociocultural causes
▪Circles of influence
▪Social Stigma
The Biopsychosocial Approach
▪Interaction of biological, psychological and sociocultural factors.
▪Incorporates developmental viewpoint
▪Influence of these factors differ from disorder to disorder
▪Abnormal behaviour can be bats conceptualized as a complex interaction among multiple factors
|
oercommons
|
2025-03-18T00:35:39.683594
|
05/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67523/overview",
"title": "Abnormal Psychology",
"author": "Dr. Meghna Basu Thakur"
}
|
https://oercommons.org/courseware/lesson/104242/overview
|
Inflation Worksheet
Inflation Worksheet
Overview
This inflation worksheet offers students an opportunity to practice calculating the inflation rate by utilizing the GDP deflator and the Consumer Price Index.
Economics Worksheets
Included in the worksheets are the most current figures for the GDP deflator and CPI. Feel free to update these figures as they change to keep inflation estimates up to date.
Economic worksheets will provide practice on simple economic concepts so that students can approach more complicated concepts with more confidence.
|
oercommons
|
2025-03-18T00:35:39.701462
|
05/25/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104242/overview",
"title": "Inflation Worksheet",
"author": "Billy Lemus"
}
|
https://oercommons.org/courseware/lesson/122899/overview
|
BASE Search Engine
Overview
This is an Search Engine. It is usable Especially for student and reasearcher or any academic field related person. This paper shows how is BASE helpful? and How Is the BASE use? How to search in BASE? overall full search process present here.
Bielefeld Academic Search Engine
BASE (Bielefeld Academic Search Engine)
Introduction:
BASE is considered one of the world's most powerful academic search engines, with a collection of more than 240 million documents from more than 8,000 sources worldwide. It was developed by the Bielefeld University Library and was specifically geared towards indexing the open-access academic content offered by institutions and individuals; it offers research papers, articles, theses, reports, and other material that scholarly communities produce, making BASE unique in providing free scholarly resources and therefore supporting the movement of open-access.
BASE provides an opportunity to search in many academic disciplines and retrieve relevant content not readily available elsewhere, especially in commercial sites. The search engine indexes contents from the academic repositories, institutional archives, and other free databases. BASE search functionalities and filtering options are a great source of information for the open-access committed student, researcher, and institutions.
Searching Process:
To search for academic material using the BASE (Bielefeld Academic Search Engine) effectively, follow these step-by-step instructions. This search engine offers several different search options, filters, and tools to help narrow your search and find relevant academic material quickly.
Steps to Search in BASE:
- Access BASE
Go to the BASE website: BASE Search Engine
- Use the Basic Search Bar
When you open BASE, you will see a search bar at the top of the page. You can start by entering keywords or phrases related to your research topic.
Example: If you are looking for research on "Artificial Intelligence in Education," you can enter these terms directly into the search bar.
- Advanced Search Options
BASE also offers advanced search functionality through which you can refine and better target your searches. To do this, click on the "Advanced Search" link offered at the bottom of the screen from a basic search bar.
Filters used in the Advanced Search interface include the following;
Keywords: This involves placing a specific keyword or the keyword related to your subject matter.
Example: "artificial intelligence", "education", machine learning".
Document Type: select specific types of the document you wish to access.
Options include:
Article
Thesis
Report
Preprint
Conference proceedings
Patent
Other academic types
Subject Area: You can choose a specific subject or field, such as:
Computer Science
Medicine
Engineering
Social Sciences
Humanities
Publication Date: Filter results by date range.
Example: You can search for papers published in the last 5 years or after a particular year.
Language: You can select documents in specific languages, such as English, German, or French.
Repository Type: Filter by the type of repository, such as institutional repositories, research data repositories, etc.
Open Access: You can select to search for only open-access content (this is one of the key features of BASE).
License Type: Choose appropriate license types to access content (for example, Creative Commons).
- Boolean Operators
BASE makes it easy to use Boolean operators for refinement of your search query:
- AND: Combine words to find results with both terms.
- Example: "artificial intelligence" AND "education"
- OR: Finds at least one of the selected words.
- Example: "machine learning" OR "deep learning"
- NOT: Exclude results that have these terms.
- Example: "artificial intelligence" NOT "robotics"
- Quotation Marks: Use quotation marks to find the exact phrase.
- For example: "artificial intelligence in education"
- Perform the Search
Once you’ve entered your search terms and applied any filters, click the Search button. BASE will return a list of relevant academic documents that match your query.
- Refine Your Search Results
After performing the search, you can further refine the results using filters on the left-hand side of the results page. These filters typically include options such as:
Document type: Narrow down by articles, theses, or other types of documents.
Date range: Adjust the timeline to only include recent or older materials.
Full-text access: Filter to show only documents available for full-text access.
- View the Results
Each search result will display:
The title of the document
Authors
The source or journal name
A short description or abstract (if available)
Download or access options (if open access or available in full-text)
You can click on any result to get the full details of the document. For open access documents, BASE will usually provide a direct link to the full text, hosted by the repository.
8. Save or Export Your Search Results
BASE allows users to save or export search results in various citation formats (e.g., BibTeX, RIS, EndNote, etc.). You can either:
Export individual citations or
Export the entire list of results to a file.
To save search results:
Select the documents you want to save.
Click the Export button, and choose the citation format you prefer.
- Create an Account for Alerts (Optional)
You can also create an account with BASE to set up search alerts. This will notify you when new documents matching your search criteria are added to the database.
- Accessing the Full Text
BASE indexes contents from academic repositories and open-access sources. If the document you have searched is an open-access document, you will be redirected to the host website where you can access the full text for free. If the document is not freely accessible, BASE will usually provide the repository or journal where you can request access or require a subscription.
Conclusion:
In a nutshell, BASE is an essential and powerful tool for academic research, especially for those who consider open-access materials to be important. Its features, including advanced search, filtering, and an emphasis on open-access resources, distinguish it from other academic search engines, such as Google Scholar and JSTOR. BASE is very useful in accessing scholarly content across disciplines, which is critical for students, researchers, and educators.
However, while BASE is extremely good at open-access content, there are still weaknesses regarding the depth and width of resources indexed, mostly concerning niche academic fields. In spite of these drawbacks, BASE remains a cornerstone for free access to scholarly work and is an important asset for those engaged in this field of research.
References:
- BASE - Bielefeld Academic Search Engine. (2024). Retrieved from https://www.base-search.net/
- Smith, J., & Doe, A. (2021). Artificial Intelligence in Education: A Review. Journal of Educational Technology, 45(3), 112-130.
- Lee, K., & Park, S. (2020). Machine Learning for Adaptive Learning Systems. Proceedings of the International Conference on Education, 2020, 56-68.
|
oercommons
|
2025-03-18T00:35:39.746643
|
12/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122899/overview",
"title": "BASE Search Engine",
"author": "PRIYANKA SHIL"
}
|
https://oercommons.org/courseware/lesson/90431/overview
|
Vocabulary For ESL Students – Nationalities and Countries - Off2Class Lesson Plan
Overview
Vocabulary – Nationality
Students will love practicing the vocabulary in this introductory lesson plan on nationality! Students will work on pairing countries with nationalities and languages. Ideally, they will have a bit of prior experience identifying countries and flags. If your students are just starting out, try using this lesson along with the first unit in Off2Class’s Step-by-Step curriculum Let’s Start.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Students will love practicing the vocabulary in this introductory lesson plan on nationality! Students will work on pairing countries with nationalities and languages. Ideally, they will have a bit of prior experience identifying countries and flags. If your students are just starting out, try using this lesson along with the first unit in Off2Class’s Step-by-Step curriculum Let’s Start.
Download the lesson plan Vocabulary – Nationality here: https://www.off2class.com/lesson-plan-downloads/vocabulary-for-esl-students-six-lesson-plans-to-get-started/
|
oercommons
|
2025-03-18T00:35:39.765126
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90431/overview",
"title": "Vocabulary For ESL Students – Nationalities and Countries - Off2Class Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/97760/overview
|
Sign in to see your Hubs
Sign in to see your Groups
Create a standalone learning module, lesson, assignment, assessment or activity
Submit OER from the web for review by our librarians
Please log in to save materials. Log in
Class Resource
Demo
or
|
oercommons
|
2025-03-18T00:35:39.785786
|
10/07/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97760/overview",
"title": "Getting Started with OpenAuthor",
"author": "Thomas McClain"
}
|
https://oercommons.org/courseware/lesson/90528/overview
|
ABCD Cognitive Model Infographic(1)a
ABCD Cognitive Model Infographic
Overview
This is to help in the identification of OER materials.
ABCD Cognitive Model Infographic
This infographic is meant as a guide for building ABCD. Offered in two formats.
This work is licensed under CC-BY 4.0 International License.
|
oercommons
|
2025-03-18T00:35:39.802765
|
03/01/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90528/overview",
"title": "ABCD Cognitive Model Infographic",
"author": "Andrea Bearman"
}
|
https://oercommons.org/courseware/lesson/86596/overview
|
B.Ed & M.Ed. Study Materials
Overview
Psychology Theories
B.Ed Materials
B.Ed. and M.Ed. Psychology Theories
|
oercommons
|
2025-03-18T00:35:39.818612
|
10/08/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86596/overview",
"title": "B.Ed & M.Ed. Study Materials",
"author": "Sumathi C"
}
|
https://oercommons.org/courseware/lesson/65947/overview
|
Animal food processing
Overview
utilisation of by products of animals for live stock feeding
Importance of utilisation of By products
The need for efficient treatment of the by- product is based on:
The necessity for their rapid, hygienic disposal thus avoiding decomposition and formation of obnoxious odours. If abattoir by- product are not removed and treated properly, then these will become a serious source of contamination to fresh meat.
The efficient process of abattoir by- product, which secure some economic return on material, which would otherwise be wasted. Therefore, the efficient process of by- product is agreed on both by the meat trade and by public health authorities. So it becomes the obligation of the local authority to see the unsound meat is hygienically disposed off.
Benefits derive from the by-product:
Important of the environmental sanitation
Blood, trimmings, fleshiness, condemned organs and all unused offal’s attract flies, rats, dogs, vermin causing public health nuisance and even danger of spreading diseases. Sanitary disposal of such offal’s often present great difficulties, as offal’s tend to clot
Drinks decomposed rapidly and produce objective odours. Meat slaughtered and kept in unsanitary surrounding created by indisposed offal’s results in products not only of inferior keeping quality.
Healthier and more productive livestock
Use of bones as bone meal, as mineral supplement for stock feed improves the health of the livestock meat, bone and carcass meals contributes as valuable sources of sterile protein food supplement.
Secondary rural industry
The manufacture of by-product of animal origin leads to the establishment of secondary rural industries. Example are tanneries, tallow, soap, glue and bone meal manufacture etc..
Price structure
By- product influence the price of meat and the price paid to the producer for livestock.
Creation of new employment
The conversion of offal’s in to by-products creates new employment and skills not only at the primary industries level but also at the secondary industries levels.
Better crops
The offal’s converted into fertilizers will help in increased the yield of crops
|
oercommons
|
2025-03-18T00:35:39.832824
|
05/02/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65947/overview",
"title": "Animal food processing",
"author": "Devi Mahendran"
}
|
https://oercommons.org/courseware/lesson/104404/overview
|
Syllabus HIST 242 Soviet Union
Overview
Syllabus HIST 242 Soviet Union
Undergraduate upper division online course.
Syllabus HIST 242 Soviet Union
|
oercommons
|
2025-03-18T00:35:39.849246
|
05/30/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104404/overview",
"title": "Syllabus HIST 242 Soviet Union",
"author": "Victoria Khiterer"
}
|
https://oercommons.org/courseware/lesson/60826/overview
|
Teaching Adolescent Development_Puberty
Overview
We previously enrolled in PSYCH 310 Adolesecent And Adult Development at Boise State University and taught a section of the course on Puberty and Physical Development. We made a video pertaining to the why, what, and how we taught this section of the course.
Teaching Adolescent Development_Puberty
We preveiously enrolled in Psych 310 Adolesecent and Adult Development at Boise State University. We taught a section of the course on Puberty and Physical developmnet. We have posted a video pertaining to the why, what, and how we taught this section of the course. Please enjoy.
|
oercommons
|
2025-03-18T00:35:39.864416
|
12/16/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60826/overview",
"title": "Teaching Adolescent Development_Puberty",
"author": "Jesse Peters"
}
|
https://oercommons.org/courseware/lesson/60867/overview
|
What Parents Should Know
Overview
This is a blog that is written on what parents should know about how to teach their children about what occurs during puberty.
What Parents Should Know
Maddie Blew
Jesse Peters
When it comes to puberty, there are many topics that the parent should discuss with their child. Parents should be sure to mention the age it will happen, what changes will be made, and they should also answer the big question: what exactly is puberty? Having discussions like this early and often can help to normalize these hormonal changes and make it easier to have more conversations in the future.
One of the first things I would urge parents to discuss with their children is the rate at which these developmental changes take place and how they can be different for everyone. To be sure that kids don't feel behind in development, I would have parents emphasize that while the average age for girls beginning puberty is 9 or 10 and is 10 to 12 for boys, there is no set age when they should begin puberty (Peper & Dahl, 2013); a child is not behind if they don't start at the same time as all of their friends. It's especially important to emphasize this with females starting menstruation. Emphasizing that everyone develops at a different rate can be crucial to a child's mental state.
Parents should also have a conversation about what changes the child will experience as they reach adolescence and experience puberty. I would first try to describe that puberty is a sudden influx of hormones. The trigger for the start of puberty is a hormone called “gonadotropin releasing hormone” and is released in both boys and girls; it is released from the hypothalamus, a part of the brain. Following that, I would then go into the specifics about what happens during this rush of hormones. There will be an increase in hair growth, as well as rapid physical growth (Peper & Dahl, 2013). There will also be rapid breast development, especially in females (Peper & Dahl, 2013). During this time period there will also be changes within their social circles and how they process social cues. There are also many other internal and external changes that occur during this time period.
Personally, I feel as if I would have benefitted from my parents discussing all of this information with me early on. In fourth grade, my school had us watch a video about puberty. This helped with my understanding of the process; however, I think that having a personal talk with my parents about it as well would have helped us to have more open communication. I would have felt more comfortable talking to them about what I’m experiencing, whether it was with my body or in my social world.
Overall, I would explain to a child that puberty is a time for big changes in both their body and the external world. Having a parent really emphasize what happens and when it happens will be beneficial to the child's understanding of what puberty is and why it’s happening. I would hope that parents have these conversations early enough with their children that, when the time comes for them to start puberty, the child is comfortable enough to ask questions about anything. Lastly, having these conversations will normalize a process that we all experience.
Peper, J. S., & Dahl, R. E. (2013). The Teenage Brain. Current Directions in Psychological
Science, 22(2), 134–139. doi: 10.1177/0963721412473755
|
oercommons
|
2025-03-18T00:35:39.881099
|
12/17/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60867/overview",
"title": "What Parents Should Know",
"author": "Jesse Peters"
}
|
https://oercommons.org/courseware/lesson/60870/overview
|
Growing Up as an Only Child
Overview
This is a blog that is on socialization written by an author of whom is an only child. In it, she shares her experiences.
Growing Up as an Only child
Maddie Blew
Jesse Peters
Throughout my entire life, I have been an only child. When I have talked about being an only child with friends that have siblings, I have found that our experiences growing up were very different. The majority of socialization I had with people around my age were within my Mesosystem, which were my friends and other peers at school (Arnett, 2013). Up until my adolescent years, I spent the majority of my time around adults because I would go to functions with my parents and be surrounded by their friends. It wasn't until I got into middle school and high school that I really had a friend group my age that I spent the majority of my time with.
Not having siblings or other family members near my age made it difficult for me to transition into the school environment because I was very unsure of how to interact with people my own age. Growing up in a small family was also very uncommon and nearly unheard of in my community. This is because families in my town were very religious, unlike my family, and had four of five children in a single family. These families also all grew up near other family members, such as aunts, uncles, and cousins; all of my cousins lived far away so I was unable to gain that close family bond I saw so many of my friends have. I have grown to not have a super close relationship with anyone in my family, besides my parents, since I never was able to get to know any others while growing up.
Most African cultures vary greatly from the experience I had growing up as most families are large in number and all members greatly depend on one another for support. On average, most African families have "4.5 children " while North American families have "1.9 children,” on average (Pison & Anthropologue, 2019). While the families are bigger than what I had growing up, many African families live in poverty and are also dependent on the children working, which is not how my parents raised me. Children in Africa grew up being very independent and doing things for themselves while also working, where as I grew up completely dependent on my parents since we didn't live in poverty and it was not necessary for me to support my family (Pison & Anthropologue, 2019).
As an only child in the United States, I had a very different experience growing up compared to the adolescents in many African cultures. I missed out on the socialization that comes with siblings, but I also feel as if I had many advantages as an only child, such as not feeling the stress of being compared to older siblings. African cultures had big families and had to work for everything they had; I feel fortunate that I don’t have to, and have never had to worry about working or caring for younger siblings while focusing on my schooling.
Arnett, J. J. (2013). Adolescence and emerging adulthood: a cultural approach (Instructors 5th edition). Upper Saddle Ridge River, NJ: Pearson Education, Inc.
Pison, G., & Anthropologue. (2019, June 25). Why African families are larger than those of
other continents. Retrieved from http://theconversation.com/why-african-families-are-
larger-than-those-of-other-continents-84611
|
oercommons
|
2025-03-18T00:35:39.897940
|
12/17/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60870/overview",
"title": "Growing Up as an Only Child",
"author": "Jesse Peters"
}
|
https://oercommons.org/courseware/lesson/106227/overview
|
1-Feeding protocol procedure letter with links
2-Risk factors-template
3-Feeding observation worksheet (team)
4-Blank feeding protocol-type in
5-GENERAL GUIDELINES FOR SAFE FEEDING
6-Video permission form
7-Feeding worksheet OT section
9-Feeding worksheet SLP section
Feeding Protocol Example
Feeding Students in Educational Programs April 2015
Feeding Protocols
Overview
For therapists who are involved in their district's feeding team, resources are provided here that go over feeding protocols.
Feeding Protocols
For therapists who are involved in their district's feeding team, resources are provided here that go over feeding protocols.
Several Extension for Community Healthcare Outcomes (ECHO) sessions on safe swallowing and feeding through RSOI, Douglas School District and ODE are found using this link. There are 8 total recorded sessions, with each recording about 75 min. each.
|
oercommons
|
2025-03-18T00:35:39.923822
|
Nathaniel Baniqued
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106227/overview",
"title": "Feeding Protocols",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/72421/overview
|
Cow Pea (Economic Importance)
Overview
Cow Pea is an economically important plant having enormous usages.
Lecture notes
Botanical Name : Vigna sinensis Savi.
Common names : Cowpea, Lobia, Barbati, Black eyed pea
Family : Leguminaceae
Cowpea seed is a nutritious component in the human diet, as well as a nutritious livestock feed. Nutrient content of cowpea is numerous an economically essentially crop to study
|
oercommons
|
2025-03-18T00:35:39.940195
|
09/12/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72421/overview",
"title": "Cow Pea (Economic Importance)",
"author": "Vijaya V"
}
|
https://oercommons.org/courseware/lesson/111461/overview
|
PLANT CELL ORGANELLES
Overview
infograph on plant cell organelles.
BIOLOGY
ITS AN INFOGRAPH ON PLANT CELL ORGANELLES WHICH CONSISTS OF FOLLOWING INFORMATION:
-Role and structure of chloroplast
-Role and structure of mitochondria
-Types of photosynthetic pigments
-Types of plastids
-Functions of peroxisomes
|
oercommons
|
2025-03-18T00:35:39.957217
|
Umaima Ansari
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111461/overview",
"title": "PLANT CELL ORGANELLES",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/65816/overview
|
Navigation Support Document. reported speech
Overview
Navigation support documents are worksheets that list a set of websites with a task created around them aligned to a teaching objective.
These worksheets can guide learners from one website/ webpage to the next asking them to perform certain learning activities using each link in order to achieve the objective.
Grammar
Navigation support document
Skill developed: Grammar using websites
Sub skills developed: reported speech
Level 1: Let’s start with some examples. Visit http://www.english-zone.com/verbs/indirect.html
Read every sentence slowly. Make your own notes in the table below choosing any one verb.
A few examples are given using the verb WORK.
SIMPLE PRESENT
Work | SIMPLE PAST
Worked |
PRESENT progressive
Am working | PAST progressive
|
|
|
|
|
|
|
Visit this site for more examples and simple explanations.
https://www.englishpractice.com/improve/direct-indirect-speech-rules-change-tenses/
If you feel ready now, take a test
http://a4esl.org/q/h/9807/lm-reported.html
The site has one problem. Please note we do not need the double inverted commas “….” on answers.
Revise once more and take another test
https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-66744.php
Optional: Here is one more test ---------------
https://www.thoughtco.com/reported-speech-quiz-for-english-learners-4061537
------------------------------------------------------
Level 2: Do you need more detailed help and explanation of rules?
Go to http://www.sakshieducation.com/Story.aspx?nid=88167
This site also introduces how to report questions, requests, commands, exclamations and wishes.
Take the practice test in the page and check the answer key.
Optional: Do you need more help? Then visit all or a few of the following:
- A site that gives more explanations and additional situations for reporting
- http://www.bchmsg.yolasite.com/direct-and-indirect.php
- A few more sites about reporting wh-questions
- https://www.usingenglish.com/weblog/archives/000329.html
- http://www.english-for-students.com/How-to-change-Questions-into-Indirect-Speech.html
- One on wh and yes/no questions
- https://www.englishgrammar.org/report-wh-yesno-questions/
------------------------------------------------------------------
You’re now ready for this:
http://english-the-international-language.com/repsp.html
Take the tests at the end of the lesson. Write down your answers and then check your answers yourself.
Level 3: http://julioteacher.blogspot.com/2018/04/reported-speech.html
This site introduces how to choose your reporting verbs. So, instead of using asked, said and told, we can use other verbs.
Once you complete reading this site, read the handout to consolidate your learning.
After the handout, please take this test
After you complete the test, fill up the worksheet and email it to your teacher.
|
oercommons
|
2025-03-18T00:35:39.995949
|
05/01/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65816/overview",
"title": "Navigation Support Document. reported speech",
"author": "Kshema Jose"
}
|
https://oercommons.org/courseware/lesson/77562/overview
|
French Level 4, Activity 05: Les pays francophones du monde / Francophone Countries of the World (Online)
Overview
In this activity students will practice giving descriptions and answering guiding questions in order to lead their partner to a specific response. They will also learn about different francophone countries around the world.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
Francophone Countries of the World / Les pays francophone du monde
Description
In this activity students will practice giving descriptions and answering guiding questions in order to lead their partner to a specific response. They will also learn about different francophone countries around the world.
Semantic Topics
French, countries, francophone, français, les pays, les questions, questions
Products
Travel
Practices
Cultural awareness
Perspectives
In Europe especially, many citizens travel across the EU frequently! As such, it is seen as very important to have a good level of cultural awareness and be open minded for many French people.
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
- Standard 4.2: Students demonstrate an understanding of the concept of culture through comparisons of francophone cultures and their own.
Idaho State Content Standards
- COMM 1: Interact with others in the target language and gain meaning from interactions in the target language.
- COMM 2: Discover meaning from what is heard, read or viewed on a variety of topics in the target language.
- CONN 1: Build, reinforce, and expand knowledge of other disciplines while using the target language to develop critical thinking/creative problem solving skills.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- CLTR 1.3: Function appropriately in diverse contexts within the target culture.
- COMP 1.1: Observe formal and informal forms of language.
NCSSFL-ACTFL Can-Do Statements
- I can talk about past vacations I’ve taken and why they were enjoyable.
- I can ask for and provide descriptions of different francophones countries.
- I can talk about countries I’d like to visit and the reasons why.
Materials Needed
Warm-Up
Warm-Up
1. Begin the activity by opening the Google presentation and introducing the Can-Do statements.
2. For the warm up activity ask students these questions:
- Avez-vous souvent l’occasion de voyager ? (Do you often have the opportunity to travel?)
- Quel est le meilleur voyage que vous avez jamais fait ? (What is the best vacation you have ever taken?)
*Encourage students to elaborate on their answers.
Main Activity
Main Activity
In this activity students will be playing a game of “Guess Who” with francophone countries from around the world. This can be done in breakout rooms, or in the main room as a whole group.
Dans cette activité, nous allons jouer à un jeu de "Guess Who" avec les pays francophones.
**Before starting, run through the example on slide 6.
Avant de commencer, nous allons revoir un exemple.
Example: Slide 6
- Partner 1 will say the description: Je suis un pays en Europe. Ma capitale s’appelle Paris et la Tour d’Eiffel se trouve ici. Qui suis-je ? (I am a country in Europe. My capital's name is Paris and the Eiffel Tower is found here. Who am I?)
- If Partner 2 is unsure, they will ask elaborating questions: (slide 7) (Si partenaire 2 n'est pas certain(e), il/elle doit demander des questions. Par exemple...)
- Partner 2: Le drapeau de votre pays utilise quelles couleurs ? (What colors are on your country's flag?)
- Partner 1: Mon drapeau est bleu, rouge et blanc. Qui suis-je ? (My flag is blue, red and white. Who am I?)
- Partner 2: Je ne sais pas. Est-ce que votre pays a d’autres langues officielles ? Lesquelles ? (I don't know. Does your country have other official languages? Which ones?)
- Partner 1: Le français est la seule langue officielle. (French is the only official language.)
- Partner 2: Es-tu la France ? (Are you France?)
- Partner 1: Oui ! Tu as raison ! (Yes! You are right!)
- Click on the outline of the map to see the correct answer.
- Click on the star in the bottom left corner to return to the table of contents to pick another country. Don’t forget to switch roles!
*Notes about the Google Slide:
- Click any outline on the Table of Contents slide to be taken to that country's “Who Am I” slide (Slide 6).
- Click the country’s outline to reveal the answer.
- Click the star in the bottom right corner of the answer slide to return to the Table of Contents.
- Click the arrow on the bottom right of the “Who am I” slide if you’re ready to move on to the Wrap up.
If you want to use Breakout Rooms:
1. Pair up all of the students and explain the activity to them.
2. With their partners, they will be playing a game of “Guess Who” with francophone countries.
3. One partner will start by picking a country from the list below and sharing its general description.
- Copy-paste this document’s link into the chat. Make sure to specify that only 1 partner can have the doc open at a time. **Seulement 1 partenaire peut avoir le document ouvert à la fois !!
4. The other partner will try and guess which country was chosen. If they don’t know just from the description, they must ask their partner elaborating questions.
Si partenaire 2 n'est pas certain(e), il/elle doit demander des questions. Par exemple...
Some examples of possible questions are... (Copy-paste these questions into the chat:)
- Le drapeau de votre pays utilise quelles couleurs ? (What colors does this country's flag have?)
- Est-ce que votre pays a d’autres langues officielles ? Lesquelles ? (Does this country have other official languages? What are they?)
- Quels sont les pays voisins de votre pays ? (What are some of this country’s neighboring countries?)
5. Once both partners have guessed each other's countries, have them return to the main room and share which country their partner chose, and one thing they learned about said country.
Maintenant, vous devez partager avec le reste du groupe, le pays que votre partenaire a choisi ET une chose que vous avez apprise sur ce pays.
*Try to keep time in breakout room limited to 10 minutes per pair*
6. If there’s time, have the students pick a new country and send them to breakout rooms with different partners.
If you want to stay in the Main Room/Large group:
1. Choose a student to start off the activity. Have them pick a country from the list below and share its basic description with the group. Go to the corresponding slide.
Je vais choisir une personne de commencer l'activité. Il/elle va choisir un pays et le reste du groupe doit diviner ce pays.
- If that student needs answers to the elaborating questions, send them the List of Countries Document via the chat.
2. Have the rest of the group try and guess which country was chosen. If they don’t know just from the description, they must ask elaborating questions.
Si vous n'êtes pas certain(e), vous devez demander des questions. Par exemple...
Some examples of possible questions are... (Copy-paste these questions into the chat:)
- Le drapeau de votre pays utilise quelles couleurs ? (What colors does this country's flag have?)
- Est-ce que votre pays a d’autres langues officielles ? Lesquelles ? (Does this country have other official languages? What are they?)
- Quels sont les pays voisins de votre pays ? (What are some of this country’s neighboring countries?)
3.. Continue these steps until at least everyone has had a turn to describe a country. If there’s time, have them pick another country from the list that hasn’t been chosen yet.
List of Countries:
- Belgium (La Belgique) - Slide 10
- Je suis un pays en Europe, ma capitale s’appelle Bruxelles et je me compose de 3 communautés. Qui suis-je ?
- Les couleurs du drapeau : le noir, le jaune, le rouge
- Les pays voisins : la France, l'Allemagne, le Luxembourg, les Pays-Bas
- Les langues officielles : le français, l’allemand, le néerlandais (Dutch)
- Luxembourg (Le Luxembourg) - Slide 11
- Je suis un petit pays européen. Ma capitale est l’une des capitales de l’Union européenne et le Cour de justice de l'Union européenne se trouve ici. Qui suis-je ?
- Les couleurs du drapeau : le bleu clair, le blanc, le rouge
- Les pays voisins : la France, l'Allemagne, le Belgique
- Les langues officielles : le français, l’allemand, le luxembourgeois (Luxembourgish)
- Switzerland (La Suisse) - Slide 12
- Je suis un pays européen. J’ai beaucoup de montagnes, en particulier les Alpes. Qui suis-je ?
- Les couleurs du drapeau : le blanc, le rouge
- Les pays voisins : la France, l'Allemagne, l'Italie, l’Autriche, le Liechtenstein
- Les langues officielles : le français, l’allemand, le romanche (Romansh), l’italien
- Ivory Coast (La Côte d’Ivoire) - slide 13
- Je suis un pays africain qui se trouve à l'ouest d’Afrique. Le cacao est mon export principale. Qui suis-je ?
- Les couleurs du drapeau : le blanc, le vert, l’orange
- Les pays voisins : le Mali, le Burkina Faso, le Ghana, le Libéria, la Guinée
- Les langues officielles : le français
- Senegal (Le Sénégal) - Slide 14
- Je suis un pays africain, ma capitale est Dakar et mon drapeau a une étoile verte au milieu. Qui suis-je ?
- Les couleurs du drapeau : le vert, le jaune, le rouge
- Les pays voisins : le Mali, la Guinée, la Guinée-Bissau, la Mauritanie
- Les langues officielles : le français
- Cameroon (Le Cameroun) - Slide 15
- Je suis un pays africain et je suis aussi grande que l’Espagne. Mon drapeau a une étoile jaune au milieu. Qui suis-je ?
- Les couleurs du drapeau : le vert, le jaune, le rouge
- Les pays voisins : le Nigeria, le Tchad, la République centrafricaine, la République du Congo, le Gabon, la Guinée équatoriale
- Les langues officielles : le français, l’anglais
- Canada (Le Canada) - Slide 16
- Je suis un grand pays qui se trouve en Amérique du Nord. J’ai dix provinces et trois territoires. Qui suis-je ?
- Les couleurs du drapeau : le blanc, le rouge
- Les pays voisins : les Etats-Unis
- Les langues officielles : le français, l’anglais
- Haiti (L’Haïti) - Slide 17
- Je suis une île et ma capitale s’appelle Port-au-Prince. Je suis souvent associé aux tremblements de terre. Qui suis-je ?
- Les couleurs du drapeau : le bleu, le rouge
- Les pays voisins : la République dominicaine
- Les langues officielles : le français, le créole haïtien
- Benin (Le Bénin) - Slide 18
- Je suis un pays africain et ma capitale s’appelle Porto-Novo. J'étais une colonie française jusqu'à 1960 (mille neuf cent soixante). Qui suis-je ?
- Les couleurs du drapeau : le vert, le jaune, le rouge
- Les pays voisins : le Burkina Faso, le Nigeria, le Togo
- Les langues officielles : le français
Sources for country descriptions:
- https://www.belgium.be/sites/default/files/belgium_at_a_glance_fr_lowres.pdf
- https://www.britannica.com/place/Luxembourg/Demographic-trends
- https://www.about.ch/welcome.html
- https://www.britannica.com/place/Cote-dIvoire/Settlement-patterns#ref55127
- https://www.nationsonline.org/oneworld/senegal.htm
- https://www.nationsonline.org/oneworld/cameroon.htm
- https://www.canada.ca/fr/immigration-refugies-citoyennete/organisation/publications-guides/decouvrir-canada/lisez-ligne/regions-canada.html
Wrap-Up
Wrap-Up
Ask the following question(s) to finish the activity:
- Si vous pouviez visiter n’importe quel pays du monde, où iriez-vous et pourquoi ? (If you could visit any country in the world, where would you go and why?)
Cultural Resources
A fun list of Francophone countries and videos to accompany each one!
End of Activity
- Can-Do statement check-in… “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can talk about past vacations I’ve taken and why they were enjoyable.
- I can ask for and provide descriptions of different francophones countries.
- I can talk about countries I’d like to visit and the reasons why.
|
oercommons
|
2025-03-18T00:35:40.051758
|
Camille Daw
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77562/overview",
"title": "French Level 4, Activity 05: Les pays francophones du monde / Francophone Countries of the World (Online)",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/55618/overview
|
Routines, Transitions, and Rules
Making a Classroom Management Plan
Overview
In order to teach, you need to have good classroom management. How will you deal with routines, transitions, and rules? What will make you an effective teacher? This is geared toward Early Childhood Education, but it can be adapted for secondary.
Keys to Becoming an Effective Educator
Use lots of discussion to talk about what students have seen in classrooms where they have had field experiences. What do they like? What works? What do they want to avoid?
This PPT will review some of the more common keys to becoming effective as an educator. Use the slides to share what you have already seen in classrooms where you have had field placements. What do you like? What do you think you would do differently?
Routines, Transitions, and Rules
Discuss what students have seen in field placements. Also, share your own knowledge and experiences.
Before you have your own classroom, you will want to plan for routines, such as where to put completed assignments, transitions from one area to another or from one subject to another, and rules for the classroom. Discuss what you have seen in field placements.
|
oercommons
|
2025-03-18T00:35:40.071551
|
06/24/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/55618/overview",
"title": "Making a Classroom Management Plan",
"author": "Jeanne Burth"
}
|
https://oercommons.org/courseware/lesson/90219/overview
|
Reading - Interview With Chef Drolet - Off2Class ESL Lesson Plan
Overview
Interview With Chef Drolet – In this lesson, students will learn new vocabulary related to food and talk about the food in their own countries. Students of all ages and levels will appreciate this lesson.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Interview With Chef Drolet – In this lesson, students will learn new vocabulary related to food and talk about the food in their own countries. Students of all ages and levels will appreciate this lesson.
Download the lesson plan here: https://www.off2class.com/lesson-plan-downloads/how-to-teach-reading-to-esl-students/
|
oercommons
|
2025-03-18T00:35:40.088997
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90219/overview",
"title": "Reading - Interview With Chef Drolet - Off2Class ESL Lesson Plan",
"author": "Nutrition"
}
|
https://oercommons.org/courseware/lesson/79624/overview
|
Hobby Cards
ESL - What Are Your Hobbies? - Novice High
Overview
Students will describe what they like to do in their free time. Students will also express what new hobbies interest them or they would like to participate in.
Pathways Project / Lesson Information
Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
Looking for the English Version of this activity to adapt for your language? CLICK HERE
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.
How to use the WLRC Repository’s Activities:
1. Use the Activity as is:
Before you begin:
- Most activities are 30 minutes in duration, unless otherwise specified.
- Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.
If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.
2. Remix for Your Language Classroom:
When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.
Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:
- Google Slideshows:
- To begin, go to File -> Copy to create an editable version of the slideshow.
- Once finished with your changes, please complete the following steps to share:
- Click on Share
- Who Has Access
- Ensure link sharing is on and allow external access.
- Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.
3. Adapt for Another Language:
- See the linked English Version at the top of the activity (English Version may not be available for all activities)
What Are Your Hobbies?
Description: Students will describe what they like to do in their free time. Students will also express what new hobbies interest them or they would like to participate in.
Proficiency Level: Novice High
Keywords: Hobby, activity, free time, exercise
World-Readiness Standards:
“Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.”
“Standard 1.2 Students understand and interpret spoken and written English on a variety of topics.”
“Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of English speaking cultures.”
“Standard 3.1 Students reinforce and further their knowledge of other disciplines through English.”
Idaho Content Standards for World Languages:
COMM 1: Interact with others in the target language and gain meaning from interactions in target language.
COMM 2: Discover meaning from what is heard, read or viewed on a variety of topics in the target language.
CLTR 1: Investigate, explain and reflect on the relationship between the practices and perspectives of the cultures studied in the target language.
CONN 1.1: Compare and contrast information acquired from other content areas.
NCSSFL-ACTFL Can-Do Statements:
I can express interest in certain activities and hobbies.
I can communicate with others about what I do in my free time.
Materials Needed:
Hobby Cards (Printed or Digital)
Warm Up
Warm-up
Introduce hobbies in target language by showing students Hobby Cards.
Share your favorite hobbies with a partner, and ask each other what you like to do.
Conversation Examples
“In my free time, I like to play guitar and sing.”
“I enjoy going on hikes with friends!”
Main Activity
Main Activity
Share new (uncommon, specific) activities and hobbies that are popular among american college students
Conversation time!
Talk with a new partner from the Warm-Up Activity and share with your partner what hobbies you like to do. Hobbies are an excellent way to pass the time or increase skill in one or more subjects/areas! Whether your hobbies bring you inside or out, they can help you practice patience, reduce stress, and pass the time!
Some popular hobbies include: photography, knitting, hiking, cooking, blogging, exercise, dance, chess, guitar, soccer/sports
Answer some of these questions to get the conversation started:
What hobbies do you like?
How long have you been doing this hobby?
What new hobbies would you like to try?
Wrap Up
Wrap-up
Questions to wrap up with if time permits:
1. What is a new hobby you would like to try?
2. Is there a hobby that doesn’t appeal to you? Why or why not?
End of lab: Can-do statement check in..."Where are we?"
NCSSFL-ACTFL Can-Do Statements:
I can express interest in certain activities and hobbies.
I can communicate with others about what I do in my free time.
|
oercommons
|
2025-03-18T00:35:40.168738
|
Amber Hoye
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79624/overview",
"title": "ESL - What Are Your Hobbies? - Novice High",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/76791/overview
|
Master Your Mind
Overview
This video gives you tips on how to improve your mental health by using this acronym.
This video gives tips on how to improve your mental health by using this acronym.
|
oercommons
|
2025-03-18T00:35:40.185289
|
Rhonelee Soria
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76791/overview",
"title": "Master Your Mind",
"author": "Diagram/Illustration"
}
|
https://oercommons.org/courseware/lesson/104689/overview
|
IHE Accessibility in OER Implementation Guide
Overview
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.
May 11 - Section One: Landscape Analysis for Accessibility in OER in Local Context (Work on during May 11th implementation)
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. We exnourage to explore some of the questions from each category. You may or may not answer all of these questions, but this is an offering. We ask that you complete Parts One, Two and Six.
Part One: Initial Thoughts
What is your team's initial goal for this series?--- To inform others about what is accessibility, why its needed, and what it looks like in online education
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility? Currently there is no true measure. It is not mandated that courses are reviewed so while some may follow the direction of our online instructional designers many do not. Likewise, it is only measured via a course rating from the online instructional designers when a course is being reviewed.
What does OER look like in our organization? How do we measure access to OER? Very few faculty members use them.
Part Three: Clarifying questions for accessibility:
What is the organizational structure that supports accessibility?
Who generates most of the accessibility structures/conversation in our organization?
Where do most educators get support with accessibility?
What content areas might have the largest gaps in access to accessibility?
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
What is our organizational structure that supports OER?
Who generates most of the curricular resources in our organization?
Where do most educators get support with curricular resources?
What content areas might have the largest gaps in access to curricular resources/OER?
Part Five: Clarifying questions for Faculty learning and engagement:
What Professional Learning (PL) structures have the best participation rates for our educators?
What PL structures have the best "production" rates for our educators?
What incentive do we have to offer people for participating in learning and engagement?
Who are the educators that would be most creative with accessibility and OER?
Who are the educators that would benefit the most from accessibility and OER?
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal? We want to build a podcast series to inform faculty
Who have we not yet included while thinking about this work? Everyone possible is included (department heads, deans, instructional designers)
What barriers remain when considering this work? Time and exposure
What would genuine change look like for our organization for this work? More courses will provide students with access to great materials and learning experiences that work for everyone.
Section Two: Team Focus (Finish before May 25th to share during Implementation Session Two)
Identifying and Describing a Problem of Practice
The following questions should help your team ensure that you are focusing your collaboration.
What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work. To produce a podcast
What other partners might support this work? Everyone in the institution can assist in some way
What is your desired timeframe for this work? fall 2023
How will you include diverse voices and experiences in this work? We will strategically choose individuals
Please create a Focus Question that explains your goal and provides specific topics that you would like feedback on. This is what you will share in your breakout groups for feedback. How can we inform others about the value of accessibility
(Save for during May 25th's session.) What feedback did you receive from another team during the May 25th Implementation Session?
Section Three: Team Work Time and Next Steps (Complete by the end of Implementation Session Three)
Sharing and Next Steps
What was your redefined goal for this series? Still the same
What does your team want to celebrate? Or dedication to the idea
What did your team accomplish? If you have links to resources, please include them here. We mapped a recording plan
What are your team’s next steps? Start recording and publish
|
oercommons
|
2025-03-18T00:35:40.206577
|
06/05/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104689/overview",
"title": "IHE Accessibility in OER Implementation Guide",
"author": "Jerry Parker"
}
|
https://oercommons.org/courseware/lesson/107476/overview
|
Ellen Siem 2015 Notes for Solid State Physics (PH 461 at Southern Oregon University)
Overview
My personal notes for Solid State Physics (PH 461) at Southern Oregon University.
Dr. Ellen Siem
Ellen Siem 2015 Notes for Solid State Physics (PH 461 at Southern Oregon University)
Ellen Siem 2015 Notes for Solid State Physics (PH 461 at Southern Oregon University)
|
oercommons
|
2025-03-18T00:35:40.223152
|
Ellen Siem
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107476/overview",
"title": "Ellen Siem 2015 Notes for Solid State Physics (PH 461 at Southern Oregon University)",
"author": "Lecture Notes"
}
|
https://oercommons.org/courseware/lesson/67283/overview
|
Stat 1 vocabulary
Overview
Stat 1 vocabulary
This work “Stats; Chapter 1” is a derivative of OpenStax Introductory Statistics PowerPoint Slides” by : German Vargas, Jamil Mortada, Jose Lugo, Laura Lynch, Syvillia Averett, Treg Thompson, Victor Vega used under CC BY. “Stats: Chapter 1” is licensed under CC BY by Marla A. Sole
Vocabulary
Population a collection of persons, things, or objects that are being studied.
Sample a portion (or subset) of the population
Example
If you want to know how many hours all GCC students work per week, you could ask 20 GCC students how many hours they work per week. Describe the population and the sample.
Answer
The population consists of all GCC students.
The sample consists of the 20 GCC students surveyed.
|
oercommons
|
2025-03-18T00:35:40.248698
|
05/24/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67283/overview",
"title": "Stat 1 vocabulary",
"author": "Marla Sole"
}
|
https://oercommons.org/courseware/lesson/82223/overview
|
Quechua 1001
Overview
This is the introductory page to Quechua 1001.
Introduction
Allillanchu yachakuqkuna!
Welcome to Quechua 1001.
The Sounds of Quechua
Here are the sounds of Quechua.
Musuq Simikuna I
Here is Musuq Simikuna I
This is the introductory page to Quechua 1001.
Allillanchu yachakuqkuna!
Welcome to Quechua 1001.
Here are the sounds of Quechua.
Here is Musuq Simikuna I
|
oercommons
|
2025-03-18T00:35:40.266082
|
06/10/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82223/overview",
"title": "Quechua 1001",
"author": "Sarah Hubbel"
}
|
https://oercommons.org/courseware/lesson/116970/overview
|
FAD Syllabus: UNCCH POLI100
Overview
Syllabus shared by a UNC System faculty member.
Sample Syllabus
American Democracy in Changing Times
POLI 100
Fall/Spring XXXX
Instructor Office
Office hours TBD Email
Website
Location TBD
Time TBC
Course Description
This course is an introduction to American politics at the college level that is intended to serve both majors and non-majors. In this course we will discuss the origins of the current governmental system in America, political institutions, political behavior, and how theories of American government apply to current events and problems the government and citizens face today.
General Expectations
I expect all students to behave professionally in this class. I am generally intolerant of disruptive behavior in the classroom, including talking during lectures and the ringing of cell phones. Class discussions are expected to be civil, rational, and respectful of the opinions of others. One of my goals for this course is to develop important listening, debating, and conversational skills that allow for open-minded, meaningful and constructive dialogue about politics with respect for viewpoint diversity. To that end, I ask that you review and commit to these “Ground rules for public discussion”:
A vibrant democracy requires robust public discourse. In this course, we will sometimes discuss and debate various issues of public contention and public controversy. To ensure pro- ductive discussion and a healthy learning environment, students are expected to engage each other thoughtfully and respectively without personal attacks. Please consider the following guidelines:
- Be a charitable listener
- Speak for yourself, and listen to understand
- Consider issues from various perspectives
- Invite the opportunity for mutual transformation
- Give yourself and others permission to experiment freely with ideas
Students are expected to take an active role in their learning by completing readings before class, coming to class ready to participate directly with peers and through in-class technology, and reviewing routinely for exams. You will be held responsible for all material in the textbook and in lectures, even if you miss a class.
Office Hours
Do not feel intimidated if you have never been to a professor’s office hours. You can come alone or with a friend. Office hours are meant to give you an easy place and opportunity to connect with faculty. Please stop by to talk about the course, study skills, your interests, your background, the weather, running, politics, etc. Really, I am happy to talk about anything. You also may stop by your TA’s office hours.
Recitation Sections
As a part of this course you are also signed up for a recitation section with a teaching assistant (TA). Your teaching assistant will lead your recitation section through a set of materials that have been approved by the professor. The teaching assistants for this class are experienced, well-trained, experts in the field of American politics. I expect you to accord them the same level of respect that you would accord a professor. Recitation sections begin on the first day of classes. You will have a separate syllabus for your recitation section. You are responsible for the material on that syllabus as well. The readings from your recitation will appear on the exams for this course.
Technology in the Classroom and Poll Everywhere
Cell phones, laptops, and tablets should be silenced and generally away at all times during class. If you need an exception to this rule, please see me. I am willing to make accommodations as needed.
This course will utilize Poll Everywhere through your smart device. This means that you are required to bring a smart device to class. I prefer you use a smart phone for ease, but a laptop or tablet will work too. This device needs to be enabled for UNC wireless and Poll Everywhere access. Instructions on how to register for poll everywhere can be found here: https://poll.unc.edu. Please have your poll everywhere user name match the name on your One Card. This ensures that you get credited for your participation. Please note that you may not rely on cellular service. You must have your device connected to UNC Wireless. Be sure to do this for any devices you might use in class before the first day. See http://help.unc.edu
You must also register the device you intend to use with Poll Everywhere. Instructions on how to register can be found here: https://poll.unc.edu.
When we are not utilizing Poll Everywhere technology, please close your laptop or keep your
tablet or phone off (face down works well too). Other than utilizing our smart devices for Poll Everywhere this is a technology-free classroom.
There is a great deal of research supporting the argument that people who take notes by hand perform much better. Here is a link to an Atlantic article, which summarizes the argument: http:
//www.theatlantic.com/technology/archive/2014/05/to-remember-a-lecture-better-take-notes-by-hand/ 361478/.
Additionally, multitasking on an electronic devise during lectures has been shown to decrease grades of the multitaskers and those seated around them: http://www.cbc.ca/news/technology/
laptop-use-lowers-student-grades-experiment-shows-1.1401860.
Participation via Poll Everywhere
I cannot make you come to class, pay attention, or participate in discussion. What you get out of this class (and your entire UNC education) is up to you. To gauge participation, we will utilize Poll Everywhere through your smart device. These questions are to be done in class. You will receive a zero on this portion (10%!) of your final grade if you are found to be answering questions from a distant location. (Trust me, I have methods to determine if you are in the classroom or not.)
How are Poll Everywhere questions graded? There are two types of Poll Everywhere questions we will utilize: 1) reading assessment polls and 2) thought/activity polls. Reading assessment polls will be conducted at the outset of most class periods. These are intended to assess the extent to which students have read and understand the course material. These ques- tions will also be structured similar to those that will be on the exams, so they also serve as good multiple choice practice. Reading assessment polls will be graded as follows: 100% if you answered the question correctly; 50% if you answered the question incorrectly; and 0% if you did not answer the question/a response was not recorded. Thought/activity polls will typically be conducted during the middle of class. They will be graded as follows: 100% if you answered the question and 0% if you did not answer the question/a response was not recorded. Polls will be graded via this criteria beginning August 30, 2023. This should give everyone ample time to navigate the setup and software.
Extra Credit Opportunity At least one of the Reading Assessment Polls at the beginning of class will be labeled as providing an opportunity for earning extra credit on the next exam. If at least 80% of the class gets the demarcated question correct, one person in the class will have the opportunity to take a shot at a basketball hoop from the middle of the room (a location the instructor will choose). If the basket is made, the entire class will earn one bonus point on the next exam. The instructor will ask for volunteers who want to take the shot and will try to get different students involved each time.
What if I miss a question or my smart device does not record my answer(s) one day? There are no Poll Everywhere make-up questions! I will drop the lowest 10% of every- one’s polls to accommodate occasional absence, technology problems, athletic travel, lateness, etc. Please do not email me (or your TA) to tell me you were absent or your smart device was not working, we will have so many opportunities for participation that missing one or two days in the semester will not affect your Poll Everywhere participation grade. If you have many extended absences due to extended illness, we will address this at the end of the semester with the necessary documentation.
What if I have a Poll Everywhere issue/question that is not covered above? Please contact our grader for this course, [NAME, EMAIL ADDRESS]. But only do this after you have done all of the above.
Required Texts
- Lawless, Jennifer L. and Richard L. Fox. 2023. American Politics: A Field Guide. W.W. Norton & Company.
- I may also distribute other readings from time to time on Canvas.
- Your teaching assistant will provide more assigned readings in the recitation syllabus. These are also required and should be done prior to each recitation section. For the most part, these can be found on Canvas.
Course Components Making Up Final Grade
Exams (3) 45% of final grade Exams will be taken in class and consist of multiple choice questions, so bring a #2 pencil and a gradescope answer sheet (these can be printed). You will also need your PID number as identification on your exam sheet. You are responsible for correctly entering your PID on the gradescope sheet. Additionally, you may be asked to verify your identity, so it is required that you bring your one-card to each exam. Failure to produce a one-card if asked may result in a zero on that exam. The first exam will be taken in class on September 20. The second exam will be taken in class on October 30. The last exam will be taken during the final exam period, which is scheduled for December 14 at 8am. None of the exams are cumulative and each is worth 15% of your final grade.
Writing Assignments 20% of final grade Papers are due on your TA’s Canvas site. The first paper is 5 pages, due October 4, and is worth 10% of your grade. The second paper is 5 pages, due November 15, and is worth 10% of your grade.
Participation via Poll Everywhere 10% of final grade In class Poll Everywhere questions will make up 10% of your grade for this course. Each question will be worth a point. There are no makeup poll questions. As mentioned above, I will drop some of the possible points for everyone so that the denominator is less than the possible points you can earn. See above section Participation via Poll Everywhere for more information.
Recitation 25% Attendance and participation in recitation is required. Each recitation section will have a separate syllabus outlining expectations and requirements. Your grade for recitation is based on attendance (25%) and participation (75%). This will be specified in the recitation syllabus.
Grading and Assignments
Incompletes and Make-ups
A final grade of “incomplete” will only be given in this course under exceptional circumstances and is solely at the discretion of the instructor. Assignments (i.e. papers) turned in late will be penalized one full letter grade per day late. In addition, written assignments that do not follow the guidelines of the assignment and/or have poor grammar and spelling will be severely penalized. As a general rule, make-ups for exams will not be given. Students who must miss exams because of scheduled activities of an official University student organization, a religious holiday, or a verifiable illness should contact the instructor in advance of missing an exam so that alternative arrangements can be made.
Grading
Grading standards are meant to be high, but fair. In class exams will be multiple choice format. Your teaching assistant (TA) will grade all of your written work, but I will monitor grading standards for fairness across sections. If you have any questions about a grade on an exam or paper, please see your TA first. If s/he cannot satisfactorily answer your questions, please arrange a conference for the three of us.
Grading Scale
A 94-100, A- 90-93, B+ 87-89, B 84-86, B- 80-83, C+ 77-79, C 74-76, C- 70-73, D+ 67-69
Assignments
You are responsible for keeping a copy of all written assignments for the course. This ensures that we will not run into problems with lost assignments. You are also responsible for keeping copies of the assignments once they are handed back. Sometimes errors do happen, and a grade may not be recorded for you. If this happens you must be able to produce the graded paper to verify that the assignment was completed and that the grade is correct.
Research Participation
Students enrolled in POLI 100, POLI 130, or POLI 150 are required to participate in the De- partment of Political Science research activities as part of their course requirement. A principal goal of the requirement is for students to gain an appreciation of how political science research works, while simultaneously acquiring new knowledge about areas of the discipline that they may not encounter in their POLI courses.
The research requirement is administered by the Political Science Subject Pool (PSSP) Ad- ministrators. To satisfy the research requirement, students must complete eight (8) credits of research by participating in actual political science research studies. Research studies are typically research experiments or surveys. Typically, each study’s completion satisfies one (1) credit towards the requirement; occasionally, a study will count for more than one credit. The research requirement is fulfilled when eight (8) credits are earned. Students can participate in research studies and track their requirement fulfillment status by logging into their PSSP Portal (https://tarheels.live/psspparticipants/ ) using their UNC Onyen and password.
Students who object or fail to total eight credits through participation in research studies will be given the opportunity to fulfill the research requirement by writing a 900-word research- oriented reaction paper. More information is listed on the PSSP Portal. The total time commit- ment to complete the research requirement should not exceed 3 hours. The research requirement does not substitute for other course requirements, nor does it generate extra credit. Failure to satisfy the research requirement will result in an incomplete grade (IN) that will be removed only upon satisfaction of the requirement. For additional information and contacts, please email pssp@unc.edu.
Miscellany
Canvas Site
You will need your onyen to log on. I will post my lecture slides here. I will also post announce- ments/send emails on this site. It is your responsibility to check it and your UNC email account daily for any course announcements. I suggest you make sure in Canvas you turn on the setting to have emails sent directly to you. This way you are sure not to miss anything.
Academic Dishonesty
Academic dishonesty is broadly defined as submitting work that is not your own without attri- bution, and is not acceptable in this or any other academic course. Any academic dishonesty found on an assignment results in an failing grade for that assignment and will be prosecuted to the fullest extent permissible under University of North Carolina guidelines, which can be accessed at: http://honor.unc.edu. As a condition of joining the Carolina community, Car- olina students pledge “not to lie, cheat, or steal” and to hold themselves, as members of the Carolina community, to a high standard of academic and non-academic conduct while both on
and off Carolina’s campus. This commitment to academic integrity, ethical behavior, personal responsibility and civil discourse exemplifies the “Carolina Way, O´ and this commitment is codi-
fied in both the University’s Honor Code and in other University student conduct-related policies.
Accessibility Resources and Services
The University of North Carolina at Chapel Hill facilitates the implementation of reasonable accommodations, including resources and services, for students with disabilities, chronic medi- cal conditions, a temporary disability or pregnancy complications resulting in barriers to fully accessing University courses, programs and activities. Accommodations are determined through the Office of Accessibility Resources and Service (ARS) for individuals with documented quali- fying disabilities in accordance with applicable state and federal laws. See the ARS Website for contact information: https://ars.unc.edu or email ars@unc.edu.
Counseling and Psychological Services
CAPS is strongly committed to addressing the mental health needs of a diverse student body through timely access to consultation and connection to clinically appropriate services, whether for short or long-term needs. Go to their website: https://caps.unc.edu/ or visit their facili- ties on the third floor of the Campus Health Services building for a walk-in evaluation to learn more.
Title IX Resources
Any student who is impacted by discrimination, harassment, interpersonal (relationship) vio- lence, sexual violence, sexual exploitation, or stalking is encouraged to seek resources on cam- pus or in the community. Reports can be made online to the EOC at https://eoc.unc. edu/report-an-incident/. Please contact the University’s Title IX Coordinator (NAME
, interim: titleixcoordinator@unc.edu), Report and Response Coordinators in the Equal Op- portunity and Compliance Office (reportandresponse@unc.edu), Counseling and Psychological Services (confidential), or the Gender Violence Services Coordinators (gvsc@unc.edu; confiden- tial) to discuss your specific needs. Additional resources are available at safe.unc.edu.
Diversity Statement
In this class we will jointly value the perspectives of individuals from all backgrounds reflecting the diversity of our students. I broadly define diversity to include race, gender identity, national origin, ethnicity, religion, social class, age, sexual orientation, political background, ideology, and physical and learning ability. This classroom is an inclusive space for all students.
The Writing Center
The Writing Center is located in the Student and Academic Services Building and offers person- alized writing consultations as well as a variety of other resources. This could be a wonderful resource to help with your writing assignments in this course (and any assignments in your other courses). You do not need a complete draft of your assignment to visit; they can help you at any stage! You can chat with someone in the writing center or set up as appointment on their website: http://writingcenter.unc.edu.
Instructor Availability
If you would like to speak with me outside of class time, feel free to stop by my office during regularly scheduled office hours. If you are unable to meet during office hours, you can arrange an alternate time to see me by setting up an appointment. I also try to respond quickly to email inquiries.
Communication
Periodically the instructor may communicate with students via email, regarding assignments, schedule changes, or other course related matters. Students are responsible for the content of all such communications.
Extra Credit Opportunities
Never before have I offered extra credit besides the collective basketball shot discussed earlier. That said, one of UNC’s goals is to “promote democracy,” which fits this course topic nicely. It is also the case that students need CLE credit (campus life experiences). This fall there are several events that are being put on through UNC’s Program for Public Discourse that I will offer extra credit for. There are two events happening this fall. The first event is Wednes- day, September 20 at 5:30pm in the Carolina Union Auditorium. The event is a conversation between Irshad Manji and Dr. Leah Cox. They will be discussing diversity initiatives. The sec- ond event is on Wednesday, October 4 at 5:30pm in the Carolina Union Auditorium. The event
title is “Regulating Big Tech and the First Amendment.” Both of these events are CLE approved.
If you attend one of these events (I can verify your attendance), please write up a 1-2 page, single-spaced paper telling me what you found the most interesting about the panel and what you learned. Please email me your paper as an attachment. Be sure to include your name and PID on the paper. The paper is due by noon the day after the event. Attending an event and submitting the required paper on time will result in 2 points on an exam (the first exam for attending the first event and the second exam for attending the second event).
9
Tentative Course Outline
9
Readings should be done before the class for which they are listed.
Date | Description | Required Readings |
August 21 | Introduction | n/a |
August 23 | Concepts | Textbook How to use this book? pgs. 2-6 |
August 28 | American Founding I | Textbook Section I, segments 1-3 Articles of Confederation |
August 30 | American Founding II | Textbook Section I, segments 5 & 6 US Constitution |
September 4 | No Class—Labor Day | n/a |
September 6 | Federalism | Textbook Section I, segments 7 & 8 Federalist Papers selected by instructor |
September 11 | Congress I | Textbook Section VI, segments 32 & 34 |
September 13 | Congress II | Textbook Section VI, segments 35 & 42 |
September 18 | Catch up & Review | n/a |
September 20 | Exam 1 | n/a |
September 25 | No Class—Well-Being Day | n/a |
September 27 | Presidency | Textbook Section VI, segment 36 |
October 2 | Presidency | Textbook Section V, segment 31 |
October 4 | Bureaucracy (Paper Due) | Textbook Section VI, segment 37 |
October 9 | Bureaucracy | Textbook Section VI, segment 38 |
October 11 | Judiciary I | Textbook Section I, segment 4 |
October 16 | Judiciary II | Textbook Section VI, segments 39 & 40 |
October 18 | Public Opinion I | Textbook Section III, segments 17 & 18 |
October 23 | Public Opinion II | Textbook Section IV, segments 22 & 23 |
October 25 | Catch up & Review | n/a |
| ||
October 30 | Exam 2 | n/a |
November 1 | Elections I | Textbook Section V, segment 27 |
November 6 | Elections II | Textbook Section V 29 & 30 |
November 8 | Participation | Textbook Section III, segment 19 |
November 13 | Participation | Textbook Section III, segment 20 |
November 15 | Civil Rights & Liberties (Paper Due) | Emancipation Proclamation |
November 20 | CR & Liberties | Textbook Section II, segments 9 & 10 Gettysburg Address & MLK 1“I have a dream” or “Letters from a Birmingham Jail” |
November 22 | No Class—Thanksgiving Break | n/a |
November 27 | CR & Liberties | Textbook Section II, segments 12, 13, & 16 |
November 29 | Political Parties I | Textbook Section V, segment 28 |
December 4 | Political Parties I | Textbook Section V, segment 33 |
| ||
December 6 | Media & Budget | Section IV, segments 24-26; Section VII, segment 43 |
|
oercommons
|
2025-03-18T00:35:40.367249
|
06/18/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116970/overview",
"title": "FAD Syllabus: UNCCH POLI100",
"author": "UNC System"
}
|
https://oercommons.org/courseware/lesson/116966/overview
|
FAD Syllabus: UNCA HUM324
Overview
Syllabus shared by a UNC System faculty member.
Sample Syllabus
Humanities 324, University of North Carolina Asheville, Spring 2024 Common Syllabus, Foundations of American Democracy material is highlighted and bolded throughout in brown. Other material directly related to Foundations of American Democracy material is highlighted and bolded throughout in blue.
Before turning to the syllabus, some information about the Humanities Program at UNC Asheville is in order. For over 50 years we have required a course, essentially readings in The Humanities, for every student during each of the four years enrolled at UNCA. These readings are overwhelmingly primary source materials. The junior year the course is titled “Global Humanities: Mid-17th-20th Century,” Humanities 324 (there is an alternate course, Humanities 378 that focuses on “Race, Identity, Belonging and Cultures in the Americas.” We tend to offer three to five sections of that course every semester (my sense of it is that this course could also be modified to fit the Foundations of American Democracy requirement). Note that in our curriculum then every student that graduates from UNC Asheville takes one of these two courses no matter their major. This is already the case and figures into our overall curriculum.
HUM 324: Global Modernities – Course Description and Student Learning Outcomes
This course Investigates events, ideas and values from the 16th to the early 20th centuries during what is commonly described as the Modern era. The course presents diverse multicultural perspectives on the scientific, political, industrial and social changes that came about during this time: (e.g., the rise of globalization, feminism and international declarations of rights). Students investigate the profound influence of these historical moments on philosophy, religion, literature and the arts. Sources are drawn from multiple disciplines and include global cultural forms. The course narrative considers the intersection of local and international conditions
that led to the era’s ongoing significance. All sections meet weekly for a common lecture, and classes may include close reading, discussion, writing, presentations and project-based activities. Fall and Spring. (Fewer sections offered in the fall.)
Student Learning Outcomes
- Students demonstrate knowledge of the intellectual and cultural trends of modern civilization as global.
- Students identify different values and worldviews, with an emphasis upon understanding relationships: between government, religion, art, and science and between the individual, society, and the global community.
- Students write a well-supported, organized, and clearly articulated argument using both primary and secondary sources, and correct documentation style.
- Students critically analyze, in writing and orally, religious and secular philosophies, power-structures and their meaning in the modern world.
The Four Student Learning Outcomes above are in place currently. The following two will be incorporated into the course SLOs and specifically and applied across the board but in addition intentionally to the Foundations of American Democracy and related material (as indicated throughout the syllabus by bolding and color-code). These SLOs are already essentially present in the original four but the language will be modified and the focus made plain and transparent.
- Evaluate key concepts, principles, arguments, and contexts in founding documents of the American Republic, including the United States Constitution, the Declaration of Independence, and a representative selection of the Federalist Papers.
- Evaluate key milestones in progress and challenges in the effort to form “a more perfect Union,” including the arguments and contexts surrounding the Gettysburg Address, the Emancipation Proclamation, and the Letter from Birmingham Jail, as well as other texts that reflect the breadth of American experiences.
Sample Semester Syllabus begins on the next page following…
WEEK ONE: 1/16 – 1/19 (Classes open on Tuesday, January 16 – There will be no Faculty Talk in Lipinsky this week)
Required Core Readings: Doctrine of Discovery, “Requerimiento,” https://doctrineofdiscovery.org/requerimiento; UNC Asheville Land Acknowledgement, https://indigenous.unca.edu/university-values/land- acknowledgment/; “An Historical Cross-Cultural Introduction” by Tracey Rizzo in the Global Humanities Reader: Engaging Modern Worlds and Perspectives, pp. 1-4 (Hereafter noted as AR). Also peruse “Comprehensive Timeline: Modern Worlds Comprehensive Timeline I (1450-1750 CE), (AR, p. 32).
Further Readings and Material–Supplemental: “Why Europe?” by Jack Goldstone in Worlds of History, Volume 2: A Comparative Reader, Since 1400, ed. Kevin Reilly.
Friday: 1/19 – No Common Lecture/View Kaplan video, “Longitude.” https://youtu.be/S3OXek9BqjA?si=PWpCgNjV_B7dk3SX&t=1
WEEK TWO: 1/22 – 1/26
Required Core Readings: Galileo, “The Letter to the Grand Duchess Christina,” (AR, p. 54); Zera Yacob, Hatata, (AR, p. 44): Sor Juana Inés de
la Cruz, “Response to the Very Illustrious ‘Sor Philotea,’” (AR, p. 92); K’ang-hsi, “Self-Portrait of K’ang-hsi (The Emperor) by K’ang-hsi,” (AR, p. 115); and Isaac Newton, Principia, (PDF).
Friday 1/26 Faculty Delivered Common Lecture – Dr. Tracey Rizzo, Department of History, “What is the Enlightenment?”
WEEK THREE: 1/29 – 2/2
Core Required Readings: John Locke, “from Two Treatises on Government, (PDF); Jean-Jacques Rousseau, from The Social Contract, (PDF); Olaudah Equiano, from The Interesting Narrative…, (AR, p. 200); Immanuel Kant, “What is Enlightenment?” (PDF); and The Declaration of Independence,: https://www.archives.gov/founding- docs/declaration-transcript (Open Access at the National Archives)
Further Readings and Material–Supplemental: Francis Bacon, from Novum Organum Scientiarum (The New Method of Science, 1620), “The Four Idols.” (PDF) and Mary Wollstonecraft from A Vindication of the Rights of Women, (AR, p 320).
Friday 2/2 Faculty Delivered Common Lecture – Dr. Alvis Dunn, Department of History, “The Question of Universal Rights and the Founding Documents of the United States.”
WEEK FOUR: 2/5 – 2/9
Core Readings: Jorge Juan and Antonio de Ulloa, “The Structure of Class and Caste,” (AR, p. 496); The Constitution of the United States (https://www.archives.gov/founding-docs/constitution) and the Bill of Rights (https://www.archives.gov/founding-docs/bill-of-
rights); Benjamin Banneker and Thomas Jefferson, “Letter from Benjamin Banneker and Thomas Jefferson’s Response,” (AR, p. 208); Olympe de Gouges, “Declaration of Rights of Woman and Citizen,” (AR, p. 496); Edmund Burke, from Reflections on the Revolution in France, (PDF); Simón Bolívar, “Message to the Congress of Angostura,” (AR, p. 300); The Federalist Papers #s 9, 10 (The threat of factions), 29 (Second Amendment), 47 (Separation of Powers), and 51 (Checks and
Balances); (Open Access from The Avalon Project, Yale Law School,
https://avalon.law.yale.edu/subject_menus/fed.asp ).
Further Readings and Material–Supplemental: “An Historical Cross-Cultural Introduction: Atlantic Worlds,” by Tracey Rizzo, (AR, pp. 4-13). Also “Modern Worlds Comprehensive Timeline II (1750-1850 CE),” (AR, p. 33).
Friday 2/9 Faculty Delivered Common Lecture – Dr. Jeff Konz, Department of Economics, “Industrialization, Capitalism, and Alienation.” (Foundations of American Democracy material covered)
WEEK FIVE: 2/12 – 2/16
Core Required Readings: Adam Smith, from The Wealth of Nations, (PDF); Flora Tristan, from The Female Workers’ Union, (AR, p. 566); Karl Marx, from Manifesto of the Communist Party, (AR, p. 458); Alexis de Tocqueville, from Democracy in America, (AR, p. 373); and Friedrich Engels, from The Condition of the Working Class…, (PDF).
Friday 2/16 Faculty Delivered Common Lecture – Dr. Ellen Pearson, Department of History, “Civilization and Its Multiple Meanings.” (Foundations of American Democracy material covered) / Dr. James Perkins, Department of Physics,“The Second Scientific Revolution.”
WEEK SIX: 2/19 – 2/23
Core Required Readings: Cherokee Sources during the Removal Period,” (AR, pp. 175. [“1785: Treaty of Hopewell,” “Petitions of the Cherokee Women’s Councils, 1817, 1818,” “Memorial of the Cherokee Indians, Cherokee Nation (1829),” “Address of the Committee and Council of the Cherokee Nation, in General Council Convened, to the People of the United States, Lewis Ross et al. (1830).”] Also, “Letter to United States President Andrew Jackson, 1831 by Tuskeneah,’” (AR, p. 294). Charles Darwin, from The Origin of Species, (PDF); Ohiyesa, from The Soul of the Indian, (AR, 412).
Further Readings and Material–Supplemental: Kenneth Miller, “Finding Darwin’s God,” (PDF): https://www.faculty.umb.edu/adam_beresford/courses/phil_100_08/reading
_finding_darwins_god.pdf
Friday 2/23 Faculty Delivered Common Lecture – Dr. SarahJudson, Department of History, “Visions of Citizenship, An Unfinished Story.” (Foundations of American Democracy material covered)
WEEK SEVEN: 2/26 – 3/1
Core Required Readings: Elizabeth Cady Stanton, “Declaration of Sentiments,” (AR, p. 271); Sojourner Truth, “A’n’t I a Woman,” and “Address to the First Annual Meeting of the American Equal Rights Association,” (AR, p. 152); Frederick Douglass, from Narrative of the Life of Frederick Douglass, an American Slave, and “What to the Slave is the Fourth of July?” (AR, p. 216); “The Gettysburg Address,” (https://www.loc.gov/resource/rbpe.24404500/?st=text): "The Emancipation Proclamation," (https://www.archives.gov/exhibits/featured-documents/emancipation- proclamation#:~:text=President%20Abraham%20Lincoln%20issued%20the
,and%20henceforward%20shall%20be%20free.%22); Booker T. Washington, “Address at the World’s Fair in Atlanta,” (AR, p. 440); Ida
B. Wells, “Speaking Out Against Lynching,” (AR, p. 232); and W.E.B. Du Bois, from “Strivings of the Negro People,” (AR, p. 247).
Further Readings and Material–Supplemental: Arturo Schomburg, “The Negro Digs Up His Past,” (AR, p. 62); Anna Julia Cooper, from A Voice from The South, (AR, p. 129); (AR, p. 152); Maria Eugenia Echenique and Josefina Pelliza de Sagasta, “The Emancipation of Women: Argentina 1876,” (AR, p. 278).
Friday 3/1 Faculty Delivered Common Lecture – Dr. Rodger Payne, Department of Religious Studies, “Islam in the Modern World.”
WEEK EIGHT: 3/4 – 3 / 8
Core Required Readings: Sayyid Ahmad Khan, “The Rights of Women,” (AR, p. 314); Jamal al-Din Al-Afghani, “Response to Ernest Renan’s Criticism of Islam,” (AR, p. 84); Sami Frasheri, “Transferring the New Civilization to the Islamic Peoples,” (AR, p. 420); Halidé Edib, from Turkey Faces West, (AR, p. 84); and Mustafa Kemal, “An Exhortation to Progress,” (AR, p. 384).
Friday 3/8 – NO FRIDAY LIVE TALK
WEEK NINE:3/11 – 3/15
Friday 3/15 SPRING BREAK and No Talk
WEEK TEN: 3/18 – 3/22
Instructor’s Choice for Core Readings.
Friday 3/22 Faculty Delivered Common Lecture – Dr. Grant Hardy, Department of History, “Modernization in East Asia.”/Dr. Keya Maitra, Department of Philosophy, “Indian Feminism and Modernity.”
WEEK ELEVEN: 3/25 – 3/29
Core Required Readings: Rokheya Hossein, Sultana’s Dream, (AR, p. 560); Bhimrao Ramji Ambedkar, from Annihilation of Caste, (AR, p. 142); Rabindranath Tagore and Mahatma Gandhi, “Correspondences between Gandhi and Tagore,” (AR, p. 349); Ito Hirobumi, from Sources of Japanese Tradition, “Reminiscences of the Drafting of the New Constitution,” (AR, p. 403); Sun Yat-sen, from Fundamentals of National Reconstruction, (AR, p. 287)
Friday 3/29 Faculty Delivered Common Lecture – Dr. James Perkins, Department of Physics, “The New Physics.”
WEEK TWELVE: 4/1 – 4 / 5
Core Required Readings: Albert Einstein, “Selections from the Writings of Albert Einstein,” (AR, p. 99); C.V. Raman, “Books That Have Influenced Me,” (AR, p. 37); Euclid, from Elements (PDF); Hannah Höch, ‘The Painter” and Carl Einstein, from Negro Sculpture, (AR, p. 70).
Friday 4/5 Faculty Delivered Common Lecture – Dr. Eric Roubinek, Department of History, “Drawing Lines: World War I and the Postwar Revolutions.” (Foundations of American Democracy material covered)
WEEK THIRTEEN: 4/8 – 4/12
Core Required Readings: Lucy Parsons, “The Principles of Anarchism,” (AR, p. 479); Emma Goldman, “What I Believe,” and “Speech Against Conscription and War,” (AR, p. 336); Helena Marie Swanwick, The War and Its Effect upon Women,” (AR, p. 500); Vladimir Lenin, from Imperialism: The Highest Stage of Capitalism, (AR, p. 512); John Maynard Keynes, from The End of Laissez-Faire, (PDF); Harry Haywood, from Black Bolshevik, (AR, p. 447); Benito Mussolini, from The Political and Social Doctrine of Fascism, (AR, p. 533); and Adolph Hitler, from Mein Kampf, (AR, p. 518).
Friday 4/12 Faculty Delivered Common Lecture – Dr. Kirk Boyle, Department of English, “Modernism: Aesthetic History, Political Contradictions.” (Foundations of American Democracy material covered)
WEEK FOURTEEN: 4/15 – 4/19
Core Required Readings: Gertrude Stein, “Picasso,” (PDF ); Radclyffe Hall, from The Well of Loneliness, (AR, p. 573); Anne Bethel Spencer, “White Things,” (AR, p. 254); Langston Hughes, “I, too,” (AR, p. 196); Christopher Isherwood, from The Berlin Stories, (AR, p. 159); Hannah Höch, ‘The Painter” and Carl Einstein, from Negro Sculpture, (AR, p. 70); Ralph Ellison, from The Invisible Man, (PDF); Gabriela Mistral, “Teaching and Telling Stories (“Contar”), (AR, p. 122).
Further Readings and Material–Supplemental: Frantz Kafka, “The Country Doctor”: (PDF).
Friday 4/19 Faculty Delivered Common Lecture – Dr. Duane Davis, Department of Philosophy, “Existentialism: Modernity as Crisis.”
WEEK FIFTEEN: 4/22 – 4/26
Core Required Readings: Simone de Beauvoir, from The Second Sex, (AR, p. 554); Albert Camus, from The Myth of Sisyphus, (PDF); Jean-Paul Sartre, “The Republic of Silence,” (PDF); Hannah Arendt, from The Origins of Totalitarianism, (AR, p. 527); Frantz Fanon, from The Wretched of The Earth, (AR, p. 579); C.L.R. James, “The Revolution and the Negro,” (AR, p. 541); Juan José Arevalo, “A New Guatemala,” (AR, p. 307); and Primo Levi, from “The Drowned and the Saved,” (PDF); Martin Luther King, Jr.,
“Letter from a Birmingham Jail,” (https://teachingamericanhistory.org/document/letter-from-birmingham-city- jail-excerpts/).
Friday 4/26 Faculty Delivered Common Lecture – Dr. Regine Criser, Department of Languages and Literatures, “Remembering the Holocaust Today.”
WEEK SIXTEEN: 4/29 and 4/30 – Final Week (Classes meet on Monday and Tuesday)
Core Required Readings: Monica Sone, from Nisei Daughter, (AR, p. 226); Ruth Klüger, from Still Alive: A Holocaust Girlhood Remembered, (AR, p. 238).
Further Readings and Material–Supplemental: Clint Smith, “Monuments to the Unthinkable”: https://learnonline.unca.edu/pluginfile.php/1350812/mod_page/content/1/M onumentsToTheUnthinkable.pdf
|
oercommons
|
2025-03-18T00:35:40.451329
|
06/18/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116966/overview",
"title": "FAD Syllabus: UNCA HUM324",
"author": "UNC System"
}
|
https://oercommons.org/courseware/lesson/104760/overview
|
Chapter 4: Manage Your Time
Overview
LEARNING OBJECTIVES
By the end of this chapter, you will be able to:
- Understand the relationship between goals and time management.
- Consider how your priorities impact your time.
- Identify your time management personality.
- Assess your current use of time.
- Understand the basic principles of time management and planning.
- Use a calendar planner and daily to-do list to plan ahead for study tasks and manage your time effectively.
- Explore time management tips and strategies.
- Identify procrastination behaviors and strategies to avoid them.
Manage Your Time
Manage Your Time
Goals And Time
Now that you have spent some time exploring your values and your goals, you can easily see how you need to manage your time well in order to accomplish your goals. When you have a long-term goal and break it down into mid-term and short-term goals, it leads to the question, “What do I need to do today in order to achieve my goal?” This question is at the heart of time management. Your goals guide how you spend your time and resources. Having clearly defined goals with specific deadlines leads you to be deliberate in planning your time and makes it easier to establish an effective time management system.
As most students discover, college is not the same as high school. For many students, college is the first time they are “on their own” in an environment filled with opportunity. And while this can be exciting, you may find that social opportunities and job responsibilities conflict with academic expectations. For example, a free day before an exam, if not wisely spent, can spell trouble for doing well on the exam. It is easy to fall behind when there are so many choices and freedoms.
One of the main goals of a college education is learning how to learn. In this section, we zoom in on learning how to skillfully manage your time. To be successful in college, it’s imperative to be able to effectively manage your time and to manage all aspects of your life including school, work, and social opportunities. Time management isn’t actually difficult, but you do need to learn how to do it well.
In the following Alleyoop Advice video, Alleyoop (Angel Aquino) discusses what many students discover about college: there is a lot of free time—and just as many challenges to balance free time with study time.
Identifying Your Priorities
Thinking about your goals gets you started, but it’s also important to think about priorities. We often use the word “priorities” to refer to how important something is to us. We might think, This is a really important goal, and that is less important. Try this experiment: go back to the goals you wrote in the last chapter and see if you can rank each goal as a 1 (top priority), 2 (middle priority), or 3 (lowest priority).
It sounds easy, but do you actually feel comfortable doing that? Maybe you gave a priority 1 to passing your courses and a priority 3 to playing your guitar. So what does that mean—that you never play guitar again, or at least not while in college? Whenever you have an hour free between class and work, you have to study because that’s the higher priority? What about all your other goals—do you have to ignore everything that’s not a priority 1? And what happens when you have to choose between different goals that are both number 1 priorities?
In reality, priorities don’t work quite that way. It doesn’t make a lot of sense to try to rank goals as always more or less important. The question of priority is really a question of what is more important at a specific time. It is important to do well in your classes, but it’s also important to earn money to support yourself and have a social life. You shouldn’t have to choose between these, except at any given time. Priorities always involve time: what is most important to do right now. Time management is mostly a way to juggle priorities so you can meet all your goals.
When you manage your time well, you don’t have to ignore some goals completely in order to meet other goals. In other words, you don’t have to give up your life when you register for college, but you may need to work on managing your life and time more effectively.
But, time management works only when you’re committed to your goals. Attitude and motivation are very important. If you haven’t yet developed an attitude for success, all the time management skills in the world won’t keep you focused and motivated to succeed.
The Eisenhower Method
One way to help you identify your priorities is with the “Eisenhower Box,” a tool to help evaluate urgency and importance. Items may be placed at more precise points within each quadrant.
The “Eisenhower Method” stems from a quote attributed to Dwight D. Eisenhower: “I have two kinds of problems, the urgent and the important. The urgent are not important, and the important are never urgent.”
Using the Eisenhower Decision Principle, tasks are evaluated using the criteria important/unimportant and urgent/not urgent, and then placed in according quadrants in an Eisenhower Matrix (also known as an “Eisenhower Box” or “Eisenhower Decision Matrix”). It is important to understand the difference between urgency and importance. An urgent item needs to be dealt with immediately. An item that is important needs to be dealt with but may or may not needs to be dealt with immediately. Tasks are then handled as follows:
- Important/Urgent quadrant items must be taken care of immediately. Examples include:
- Crises like accidents
- A flat tire
- A screaming baby
- A broken water heater
- Last minute deadlines
- Pressing problems
- Important/Not Urgent quadrant items need to be accomplished but have an end date or due date that isn’t urgent or pressing. Examples include:
- Homework
- Studying for an upcoming exam
- Exercise
- Planning an upcoming trip
- Time with friends, family, and relationships
- Unimportant/Urgent quadrant are items that can often feel urgent but they really aren’t. Although they may feel like they need to be attended to immediately, they are not very important and can actually wait. Examples include:
- Text messages
- Social media alerts
- Some phone calls
- Junk mail
- Unimportant/Not Urgent quadrant are are your time wasters, things that are not important and not urgent. Examples include things like:
- Television
- Video games
- Hanging out with friends (not planned social events)
- Web surfing
As you can see, the Urgent/Important category (#1) needs to be attended to first and should top your list of priorities, followed by the Not Urgent/Important category (#2). You can imagine that the Category #1 is a stressful place, with emergencies and crises, and one you would like to avoid. Life will bring you plenty of Category #1 items so try your best to keep things out of that category. Work productively in Category #2 so items don’t unnecessarily end up being urgent. For example, a paper or a test shouldn’t be urgent, as they aren’t last minute crisis. The more you focus on Category #2, the more you accomplish with less stress.
Identify Your Time Management Style
People’s attitudes toward time vary widely. One person seems to be always rushing around but actually gets less done than another person who seems unconcerned about time and calmly goes about the day. Since there are so many different “time personalities,” it’s important to realize how you approach time. Try the following activity to help you identify your personal time management style.
Activity 1: Identify your Time Management Style
The following self-assessment survey can help you determine your time-management personality type. Read each question in the Questions column. Then read the possible responses. Select one response for each question. Each response should reflect what you probably would do in a given situation, not what you think is the “right” answer. Put a checkmark in the My Time Management Type column next to your likely response.
| QUESTIONS | RESPONSES: Which response most closely matches what you would do? In the right column, check one response (a, b, c or d) for each question. | MY TIME MANAGEMENT TYPE | |
|---|---|---|---|
| 1 | Your instructor just gave your class the prompts for your first essay, which is due in two weeks. How do you proceed from here? | a. Choose a prompt and begin working on a thesis immediately. Better to get it out of the way! | Ο Early bird |
| b. Read over the prompts and let them sink in for a week or so. You’ll still have one more week to finish the assignment, right? | Ο Balancing act | ||
| c. Read the prompts and maybe start playing around with ideas, but wait to really start writing until the day before. You swear it’s all in your head somewhere! | Ο Pressure cooker | ||
| d. Look at the prompts the morning that assignment is due and quickly type up your essay. This makes you late for class, but at least you got it turned in on time. | Ο Improviser | ||
| 2 | You are working on a group assignment that requires you to split up responsibilities with three other classmates. When would you typically finish your part? | a. First. Then you’re done and don’t have to worry about it. Plus it could give you time in case you want to tweak anything later. | Ο Early bird |
| b. After one or two of the others have submitted their materials to the group, but definitely not last. You wanted to see how they approached it first. | Ο Balancing act | ||
| c. Maybe last, but definitely before the assignment due date and hopefully before any of the other group members ask about it. | Ο Pressure cooker | ||
| d. Definitely last. You’ll wait until everyone else has done their work, so you can make sure you are not duplicating efforts. Whatever, this is why you hate group work. | Ο Improviser | ||
| 3 | Your instructor just shared the instructions for your next assignment and you read them but don’t quite understand what he’s asking for in a certain part. What would you probably do? | a. Send the instructor an email that afternoon. When he doesn’t respond that night, email him again. This is your worst nightmare—you just want to know what he wants!! | Ο Early bird |
| b. Send him an email asking for clarification, giving yourself enough time to wait for his response and then complete the assignment. Better to be safe than sorry. | Ο Balancing act | ||
| c. Try to figure it out for yourself. You’re pretty sure what he’s trying to say, and you’ll give it your best shot. | Ο Pressure cooker | ||
| d. Don’t say anything until after the assignment is due. Other people in the class felt the same way too, probably! | Ο Improviser | ||
| 4 | The course you are taking requires you to post in a weekly discussion forum by Sunday night each week so the class can talk about everyone’s posts on Monday. When do you submit your posts? | a. Tuesday night, after the first day of class that week. Then it’s out of the way. | Ο Early bird |
| b. Thursday or Friday night. You want to let the week’s discussion sink in a little so you can collect your thoughts. | Ο Balancing act | ||
| c. Sunday night. You always forget over the weekend! | Ο Pressure cooker | ||
| d. Monday at 3 AM. That still counts as Sunday night, right? | Ο Improviser | ||
| 5 | You have an important assignment due Monday morning, and you have a social/work/family obligation that will keep you busy for most of the weekend. It is now the Wednesday before the assignment is due. How would you approach this dilemma? | a. You already finished it yesterday, the day it was assigned. Done! | Ο Early bird |
| b. You tell yourself that you’ll finish it by Friday night, and you manage this by chipping away at it over those 3 days. …Little. By. Little. | Ο Balancing act | ||
| c. You tell yourself that you’ll finish it by Friday night, so you can have your weekend free, but you still have a little left to do on Sunday—no big deal. | Ο Pressure cooker | ||
| d. You tell yourself that you’ll take the weekend off, then stay up late on Sunday or wake up early on Monday to finish it. It’s not a final or anything, and you have a life. | Ο Improviser | ||
| 6 | You have to read 150 pages before your next class meeting. You have 4 days to do so. What would you most likely do? | a. 150 pages divided by 4 days means… a little less than 40 pages a day. You like to chunk it this way because then you’ll also have time to go over your notes and highlights and come up with questions for the instructor. | Ο Early bird |
| b. 150 pages divided by…well … 2 days (because it’s been a long week), means 75 pages a day. Totally doable. | Ο Balancing act | ||
| c. 150 pages, the day before it is due. You did this to yourself, it’s fine. | Ο Pressure cooker | ||
| d. How much time does it take to skim the text for keywords and/or find a summary online? | Ο Improviser |
Assessing Your Responses
Which of the four basic time-management personality types did you select the most? Which did you select the least? Do you feel like these selections match the student you have been in the past? Has your previous way of doing things worked for you, or do you think it’s time for a change? Remember, we can all always improve!
Learn more below about your tendencies. Review traits, strengths, challenges, and tips for success for each of the four time-management personality types.
The Early Bird
- Traits: You like to make checklists and feel great satisfaction when you can cross something off of your to-do list. When it comes to assignments, you want to get started as soon as possible (and maybe start brainstorming before that), because it lets you stay in control.
- Strengths: You know what you want and are driven to figure out how to achieve it. Motivation is never really a problem for you.
- Challenges: Sometimes you can get more caught up in getting things done as quickly as possible and don’t give yourself enough time to really mull over issues in all of their complexity.
- Tips for Success: You’re extremely organized and on top of your schoolwork, so make sure you take the time to really enjoy learning in your classes. Remember, school isn’t all deadlines and checkboxes—you also have the opportunity to think about big-picture intellectual problems that don’t necessarily have clear answers.
The Balancing Act
- Traits: You really know what you’re capable of and are ready to do what it takes to get the most out of your classes. Maybe you’re naturally gifted in this way or maybe it’s a skill that you have developed over time; in any case, you should have the basic organizational skills to succeed in any class, as long as you keep your balance.
- Strengths: Your strength really lies in your ability to be well rounded. You may not always complete assignments perfectly every time, but you are remarkably consistent and usually manage to do very well in classes.
- Challenges: Because you’re so consistent, sometimes you can get in a bit of a rut and begin to coast in class, rather than really challenging yourself.
- Tips for Success: Instead of simply doing what works, use each class as an opportunity for growth by engaging thoughtfully with the material and constantly pushing the boundaries of your own expectations for yourself.
The Pressure Cooker
- Traits: You always get things done and almost always at the last minute. Hey, it takes time to really come up with good ideas!
- Strengths: You work well under pressure, and when you do finally sit down to accomplish a task, you can sit and work for hours. In these times, you can be extremely focused and shut out the rest of the world in order to complete what’s needed.
- Challenges: You sometimes use your ability to work under pressure as an excuse to procrastinate. Sure, you can really focus when the deadline is tomorrow but is it really the best work you could produce if you had a couple of days of cushion?
- Tips for Success: Give yourself small, achievable deadlines, and stick to them. Make sure they’re goals that you really could (and would) achieve in a day. Then don’t allow yourself to make excuses. You’ll find that it’s actually a lot more enjoyable to not be stressed out when completing schoolwork. Who would have known?
The Improviser
- Traits: You frequently wait until the last minute to do assignments, but it’s because you’ve been able to get away with this habit in many classes. Sometimes you miss an assignment or two, or have to pretend to have done reading that you haven’t, but everyone does that sometimes, right?
- Strengths: You think quickly on your feet, and while this is a true strength, it also can be a crutch that prevents you from being really successful in a class.
- Challenges: As the saying goes, old habits die hard. If you find that you lack a foundation of discipline and personal accountability, it can be difficult to change, especially when the course material becomes challenging or you find yourself struggling to keep up with the pace of the class.
- Tips for Success: The good news is you can turn this around! Make a plan to organize your time and materials in a reasonable way, and really stick with it. Also, don’t be afraid to ask your instructor for help, but be sure to do it before, rather than after, you fall behind.
People also differ in how they respond to schedule changes. Some go with the flow and accept changes easily, while others function well only when following a planned schedule and may become upset if that schedule changes. If you do not react well to an unexpected disruption in your schedule, plan extra time for catching up if something throws you off. This is all part of understanding your time personality.
Another aspect of your time personality involves the time of day. If you need to concentrate, such as when writing a class paper, are you more alert and focused in the morning, afternoon, or evening? Do you concentrate best when you look forward to a relaxing activity later on, or do you study better when you’ve finished all other activities? Do you function well if you get up early, or stay up late, to accomplish a task? How does that affect the rest of your day or the next day? Understanding this will help you better plan your study periods.
While you may not be able to change your “time personality,” you can learn to manage your time more successfully. The key is to be realistic. The best way to improve your time management is to take an honest look at how you are currently spending your time.
Assess Your Use Of Time
The best way to know how you spend your time is to record what you do all day in a time log, every day for a week, and then add that up. First, you want to take your best guess at how you are currently spending your time so you can compare that with how you are actually spending your time. This helps you identify the areas you need to work on.
Activity 2: Where Does the Time Go?
See if you can account for a week’s worth of time. For each of the activity categories listed, make your best estimate of how many hours you spend in a week. (For categories that are about the same every day, just estimate for one day and multiply by seven for that line.)
| Category of activity | Estimated Hours per week | Actual Hours per week |
|---|---|---|
| Sleeping | ||
| Eating (including preparing food) | ||
| Personal hygiene (i.e., bathing, etc.) | ||
| Working (employment) | ||
| Volunteer service or internship | ||
| Chores, cleaning, errands, shopping, etc. | ||
| Attending class | ||
| Studying, homework, reading, and researching (outside of class) | ||
| Transportation to work or school | ||
| Getting to classes (walking, biking, etc.) | ||
| Organized group activities (clubs, church services, etc.) | ||
| Time with friends (include television, video games, etc.) | ||
| Attending events (movies, parties, etc.) | ||
| Time alone (include television, video games, surfing the Web, etc.) | ||
| Exercise or sports activities | ||
| Reading for fun or other interests done alone | ||
| Time on the phone, texting, Facebook, Twitter, etc. | ||
| Other—specify: ________________________ | ||
| Other—specify: ________________________ | ||
| TOTAL (168 hours in a week) |
Now use your calculator to total your estimated hours. Is your number larger or smaller than 168, the total number of hours in a week? If your estimate is higher, go back through your list and adjust numbers to be more realistic. But if your estimated hours total fewer than 168, don’t just go back and add more time in certain categories. Instead, ponder this question: Where does the time go? We’ll come back to this question.
Next, print the Time Log and carry it with you throughout the week. Every few hours, fill in what you have been doing. Do this for a week before adding up the times; then enter the total hours in the categories in Activity 2. You might be surprised that you spend a lot more time than you thought just hanging out with friends, or surfing the Web or playing around with Facebook or any of the many other things people do. You might find that you study well early in the morning even though you thought you are a night person, or vice versa. You might learn how long you can continue at a specific task before needing a break.
Time Log
| SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY | |
| 6-7 am | |||||||
| 7-8 | |||||||
| 8-9 | |||||||
| 9-10 | |||||||
| 10-11 | |||||||
| 11-12 | |||||||
| 12-1 pm | |||||||
| 1-2 | |||||||
| 2-3 | |||||||
| 3-4 | |||||||
| 4-5 | |||||||
| 5-6 | |||||||
| 6-7 | |||||||
| 7-8 | |||||||
| 8-9 | |||||||
| 9-10 | |||||||
| 10-11 | |||||||
| 11-12 | |||||||
| 12-1 am | |||||||
| 1-2 | |||||||
| 2-3 | |||||||
| 3-4 | |||||||
| 4-5 | |||||||
| 5-6 |
Establishing A Time Management System
Now that you’ve evaluated how you have done things in the past, you’ll want to think about how you might create a schedule for managing your time well going forward. The best schedules have some flexibility built into them, as unexpected situations and circumstances will likely arise during your time as a student.
For every hour in the classroom, college students should spend, on average, about two to three hours on that class reading, studying, writing papers, and so on. Look at the following scenarios to get an idea of how many hours you should be spending on your classes outside of class time.
12 credit hours over a 15-week session = 12 hours a week in class + 24-36 hours outside of class
6 credit hours over a 15-week session = 6 hours a week in class + 12-18 hours outside of class
3 credit hours over a 6-week session = 8 hours a week in class + 16-24 hours outside of class
If you’re a full-time student with twelve hours a week in class plus your study time, that 36-42 hours is about the same as a typical full-time job, which is why you are considered to be a full-time student. If you work part-time or have a family, time management skills are even more essential. To succeed in college, everyone has to develop effective strategies for dealing with time.
Look back at the number of hours you wrote in Activity 2 for a week of studying. Do you have two to three hours of study time for every hour in class? Many students begin college not knowing this much time is needed, so don’t be surprised if you underestimated this number of hours. Remember this is just an average amount of study time—you may need more or less for your own courses. To be safe, and to help ensure your success, add another five to ten hours a week for studying.
To reserve this study time, you may need to adjust how much time you spend on other activities. Activity 3 will help you figure out what your typical week should look like.
Activity 3: Where Should Your Time Go?
Plan for the ideal use of a week’s worth of time. Fill in your hours in this order:
- Hours attending class
- Study hours (2 times the number of class hours plus 5 or more hours extra)
- Work, internships, and fixed volunteer time
- Fixed life activities (sleeping, eating, hygiene, chores, transportation, etc.)
Now subtotal your hours so far and subtract that number from 168. How many hours are left? ____________ Then portion out the remaining hours for “discretionary activities” (things you don’t have to do for school, work, or a healthy life).
- Discretionary activities
| CATEGORY OF ACTIVITY | HOURS PER WEEK |
| Attending class | |
| Studying, reading, and researching (outside of class) | |
| Working (employment) | |
| Transportation to work or school | |
| Sleeping | |
| Eating (including preparing food) | |
| Personal hygiene (i.e., bathing, etc.) | |
| Chores, cleaning, errands, shopping, etc. | |
| Volunteer service or internship | |
| Getting to classes (walking, biking, etc.) | |
| Subtotal: | |
| Discretionary activities: | |
| Organized group activities (clubs, church services, etc.) | |
| Time with friends (include television, video games, etc.) | |
| Attending events (movies, parties, etc.) | |
| Time alone (include television, video games, surfing the Web, etc.) | |
| Exercise or sports activities | |
| Hobbies or other interests done alone | |
| Time on the phone, texting, Facebook, Twitter, etc. | |
| Other—specify: ________________________ | |
| Other—specify: ________________________ |
Activity 3 shows most college students that they do actually have plenty of time for their studies without losing sleep or giving up their social life. But you may have less time for discretionary activities, like video games or watching movies, than in the past. Something, somewhere has to give. That’s part of time management and why it’s important to keep your goals and priorities in mind.
Below is an example of a student’s weekly schedule, with designated times for class, work and study time.
Kai’s Schedule
Since Kai’s Spanish class starts his schedule at 9:00 every day, Kai decides to use that as the base for his schedule. He doesn’t usually have trouble waking up in the mornings (except on the weekends), so he decides that he can do a bit of studying before class. His Spanish practice is often something he can do while eating or traveling, so this gives him a bit of leniency with his schedule.
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | |
| 7:00 AM | |||||||
| 8:00 AM | Spanish 101 | Spanish 101 | Spanish 101 | Spanish 101 | Spanish 101 | ||
| 9:00 AM | Spanish 101 | Spanish 101 | Spanish 101 | Spanish 101 | Spanish 101 | ||
| 10:00 AM | US History I | Spanish 101 | US History I | Spanish 101 | US History I | Work | |
| 11:00 AM | College Algebra | Intro to Psychology (ends at 12:30) | College Algebra | Intro to Psychology (ends at 12:30) | College Algebra | ||
| 12:00 PM | Spanish 101 | Spanish 101 | Spanish 101 | ||||
| 1:00 PM | Spanish 101 | Work (start 12:30 end 4:30) | Work (start 12:30 end 4:30) | Work (start 12:30 end 4:30) | Spanish 101 | ||
| 2:00 PM | US History I | Work | Work | Intro to Psych | |||
| 3:00 PM | |||||||
| 4:00 PM | |||||||
| 5:00 PM | College Algebra | College Algebra | College Algebra | ||||
| 6:00 PM | |||||||
| 7:00 PM | |||||||
| 8:00 PM | Intro to Psych | Intro to Psych | |||||
| 9:00 PM | US History I | US History I | |||||
| 10:00 PM |
Creating a Planner
Now that you know what you need to be spending your time on, let’s work on getting it put into a schedule or calendar. The first thing you want to do is select what type of planner or calendar you want to use. There are several to choose from. The following chart outlines some pros and cons to different systems. online calendars, weekly calendars, monthly calendars and wall calendars.
| Type | Example | Cost | Pros | Cons |
| Weekly Planner | $5-$10 |
|
| |
| Monthly Planner | $5-$15 |
|
| |
| Daily Planner | $5-$10 |
|
| |
| Electronic Calendar | Free |
|
| |
| Dry Erase Calendar | $15 – $20 |
|
|
What Goes in Your Planner?
Now that you have selected your planner, it’s time to fill it in. But what goes in it? Well, everything! Start by putting in your top priorities and then move on to your discretionary time.
Priorities
- Class time
- Work Time
- Designated study time (2-3 hours per hour in class)
- Assignment due dates (check your syllabus)
- Exam dates and quizzes (check your syllabus)
- Appointments
- Birthdays of family and friends
Discretionary Time
- Social events
- Parties
- Exercise
- Club activities
- Church activities
Reminders
- Birthdays
- Anniversaries
- Holidays
Your schedule will vary depending on the course you’re taking. So pull out your syllabus for each class and try to determine the rhythm of the class by looking at the following factors:
- Will you have tests or exams in this course? When are those scheduled?
- Are there assignments and papers? When are those due?
- Is there any group or collaborative assignments? You’ll want to pay particular attention to the timing of any assignment that requires you to work with others.
Remember your goals. Does your schedule reflect your goals? Set your short and long-term goals accordingly. Ask yourself the following:
- What needs to get done today?
- What needs to get done this week?
- What needs to get done by the end the first month of the semester?
- What needs to get done by the end the second month of the semester?
- What needs to get done by the end of the semester?
Don’t try to micromanage your schedule. Don’t try to estimate exactly how many minutes you’ll need two weeks from today to read a given chapter in a given textbook. Instead, just choose the blocks of time you will use for your studies. Don’t yet write in the exact study activity, just reserve the block. Next, look at the major deadlines for projects and exams that you wrote in earlier. Estimate how much time you may need for each and work backward on the schedule from the due date.
Plan Backwards
As a college student, you will likely have big assignments, papers, or projects that you are expected to work on throughout the semester. These are often tricky for students to schedule since it isn’t a regularly occurring event, like a weekly quiz or a homework assignment. These big projects often feel overwhelming so students have a tendency to shy away from them and procrastinate on them. This often results in a lot of last-minute stress and panic when the deadline is looming. A way to plan for these big projects is to plan backward. Start at the final project and then figure out all the steps that come before it and assign due dates for yourself. For example, you have a research paper due May 1. Start there!
| Assignment | Due Date |
| Research Paper Due | May 1 |
| Final Draft | April 28 |
| Rough Draft | April 21 |
| Final Outline | April 7 |
| Find sources | March 24 |
| Thesis statement | March 17 |
| Select topic | March 10 |
You have now created a series of assignments for yourself that will keep you on track for your project. Put these dates in your planner the same way you would any other assignment.
Establish A To-Do List
People use to-do lists in different ways, and you should find what works best for you. As with your planner, consistent use of your to-do list will make it an effective habit.
Some people prefer not to carry their planner everywhere but instead, copy the key information for the day onto a to-do list. Using this approach, your daily to-do list starts out with your key scheduled activities and then adds other things you hope to do today. This is a good fit for those that prefer to keep a wall calendar at home rather than carry their planner with them.
Some people use their to-do list only for things not included in their planners, such as short errands, phone calls or e-mail, and the like. This still includes important things, but they’re not scheduled out for specific times like your planner is.
Although we call it a daily list, the to-do list can also include things you may not get to today but don’t want to forget about. Keeping these things on the list, even if they’re a low priority, helps ensure that eventually, you’ll get to it.
Just as there are several options for planners, there are different types of to-do lists. Check your planner to see if it has one incorporated. If not, get a small notebook or pad of paper that you will designate as your to-do list. Of course, there’s always an app for that! Your smartphone likely came with a Reminder App or another type of To-Do List app. There are also many free apps to choose from and there are apps to help you manage your homework and assignments. Take a few minutes to look through your options to pick the best one for you.
Your To-Do list should be a reflection of your goals and priorities and should support your planner Your To-Do List should answer the question, “What do I have to do today, this week, this month?”
Here are some examples of different to-do lists.
Use whatever format works best for you to prioritize or highlight the most important activities.
Here are some more tips for effectively using your daily to-do list:
- Be specific: “Read history chapter 2 (30 pages)”—not “History homework.”
- Put important things high on your list where you’ll see them every time you check the list.
- Make your list at the same time every day so that it becomes a habit.
- Don’t make your list overwhelming. If you added everything you eventually need to do, you could end up with so many things on the list that you’d never read through them all. If you worry you might forget something, write it in the margin of your planner’s page a week or two away.
- Use your list. Lists often include little things that may take only a few minutes to do, so check your list anytime during the day you have a moment free.
- Cross out or check off things after you’ve done them—doing this becomes rewarding.
- Don’t use your to-do list to procrastinate. Don’t pull it out to find something else you just “have” to do instead of studying!
Time Management Strategies
Following are some strategies you can begin using immediately to make the most of your time:
- Prepare to be successful. When planning ahead for studying, think yourself into the right mood. Focus on the positive. “When I get these chapters read tonight, I’ll be ahead in studying for the next test, and I’ll also have plenty of time tomorrow to do X.” Visualize yourself studying well!
- Use your best—and most appropriate—time of day. Different tasks require different mental skills. Some kinds of studying you may be able to start first thing in the morning as you wake, while others need your most alert moments at another time.
- Break up large projects into small pieces. Whether it’s writing a paper for class, studying for a final exam, or reading a long assignment or full book, students often feel daunted at the beginning of a large project. It’s easier to get going if you break it up into stages that you schedule at separate times—and then begin with the first section that requires only an hour or two.
- Do the most important studying first. When two or more things require your attention, do the more crucial one first. If something happens and you can’t complete everything, you’ll suffer less if the most crucial work is done.
- If you have trouble getting started, do an easier task first. Like large tasks, complex or difficult ones can be daunting. If you can’t get going, switch to an easier task you can accomplish quickly. That will give you momentum, and often you feel more confident in tackling the difficult task after being successful in the first one.
- If you’re feeling overwhelmed and stressed because you have too much to do, revisit your time planner. Sometimes it’s hard to get started if you keep thinking about other things you need to get done. Review your schedule for the next few days and make sure everything important is scheduled, then relax and concentrate on the task at hand.
- If you’re really floundering, talk to someone. Maybe you just don’t understand what you should be doing. Talk to your instructor or another student in the class to get back on track.
- Take a break. We all need breaks to help us concentrate without becoming fatigued and burned out. As a general rule, a short break every hour or so is effective in helping recharge your study energy. Get up and move around to get your blood flowing, clear your thoughts, and work off stress.
- Use unscheduled times to work ahead. You’ve scheduled that hundred pages of reading for later today, but you have the textbook with you as you’re waiting for the bus. Start reading now, or flip through the chapter to get a sense of what you’ll be reading later. Either way, you’ll save time later. You may be amazed at how much studying you can get done during downtimes throughout the day.
- Keep your momentum. Prevent distractions, such as multitasking, that will only slow you down. Check for messages, for example, only at scheduled break times.
- Reward yourself. It’s not easy to sit still for hours of studying. When you successfully complete the task, you should feel good and deserve a small reward. A healthy snack, a quick video game session, or social activity can help you feel even better about your successful use of time.
- Just say no. Always tell others nearby when you’re studying, to reduce the chances of being interrupted. Still, interruptions happen, and if you are in a situation where you are frequently interrupted by a family member, spouse, roommate, or friend, it helps to have your “no” prepared in advance: “No, I really have to be ready for this test” or “That’s a great idea, but let’s do it tomorrow—I just can’t today.” You shouldn’t feel bad about saying no—especially if you told that person in advance that you needed to study.
- Have a life. Never schedule your day or week so full of work and study that you have no time at all for yourself, your family and friends, and your larger life.
- Use a calendar planner and a daily to-do list.
Watch this supplemental video, College Survival Tips: Time Management for Beginners by MyCollegePalTeam6, for a brief re-cap of effective time management strategies.
Time Management Tips for Students Who Work
If you’re both working and taking classes, you seldom have large blocks of free time. Avoid temptations to stay up very late studying, for losing sleep can lead to a downward spiral in performance at both work and school. Instead, try to follow these guidelines:
- If possible, adjust your work or sleep hours so that you don’t spend your most productive times at work. If your job offers flex time, arrange your schedule to be free to study at times when you perform best.
- Try to arrange your class and work schedules to minimize commuting time. If you are a part-time student taking two classes, taking classes back-to-back two or three days a week uses less time than spreading them out over four or five days. Working four ten-hour days rather than five eight-hour days reduces time lost to travel, getting ready for work, and so on.
- If you can’t arrange an effective schedule for classes and work, consider online courses that allow you to do most of the work on your own time.
- Use your daily and weekly planner conscientiously. Anytime you have thirty minutes or more free, schedule a study activity.
- Consider your “body clock” when you schedule activities. Plan easier tasks for those times when you’re often fatigued and reserve alert times for more demanding tasks.
- Look for any “hidden” time potentials. Maybe you prefer the thirty-minute drive to work over a forty-five-minute train ride. But if you can read on the train, that’s a gain of ninety minutes every day at the cost of thirty minutes longer travel time. An hour a day can make a huge difference in your studies.
- Can you do quick study tasks during slow times at work? Take your class notes with you and use even five minutes of free time wisely.
- Remember your long-term goals. You need to work, but you also want to finish your college program. If you have the opportunity to volunteer for some overtime, consider whether it’s really worth it. Sure, the extra money would help, but could the extra time put you at risk for not doing well in your classes?
- Be as organized on the job as you are academically. Use your planner and to-do list for work matters, too. The better organized you are at work, the less stress you’ll feel—and the more successful you’ll be as a student also.
- If you have a family as well as a job, your time is even more limited. In addition to the previous tips, try some of the strategies that follow.
Time Management Tips for Students with Family
Living with family members often introduces additional time stresses. You may have family obligations that require careful time management. Use all the strategies described earlier, including family time in your daily plans the same as you would hours spent at work. Don’t assume that you’ll be “free” every hour you’re home, because family events or a family member’s need for your assistance may occur at unexpected times. Schedule your important academic work well ahead and in blocks of time you control. See also the earlier suggestions for controlling your space: you may need to use the library or another space to ensure you are not interrupted or distracted during important study times.
Students with their own families are likely to feel time pressures. After all, you can’t just tell your partner or kids that you’ll see them in a couple years when you’re not so busy with job and college! In addition to all the planning and study strategies discussed so far, you also need to manage your family relationships and time spent with family. While there’s no magical solution for making more hours in the day, even with this added time pressure there are ways to balance your life well:
- Talk everything over with your family. If you’re going back to school, your family members may not have realized changes will occur. Don’t let them be shocked by sudden household changes. Keep communication lines open so that your partner and children feel they’re together with you in this new adventure. Eventually, you will need their support.
- Work to enjoy your time together, whatever you’re doing. You may not have as much time together as previously, but cherish the time you do have—even if it’s washing dishes together or cleaning house. If you’ve been studying for two hours and need a break, spend the next ten minutes with family instead of checking e-mail or watching television. Ultimately, the important thing is being together, not going out to movies or dinners or the special things you used to do when you had more time. Look forward to being with family and appreciate every moment you are together, and they will share your attitude.
Overcoming Procrastination
Procrastination Checklist
Do any of the following descriptions apply to you?
- My paper is due in two days and I haven’t really started writing it yet.
- I’ve had to pull an all-nighter to get an assignment done on time.
- I’ve turned in an assignment late or asked for an extension when I really didn’t have a good excuse not to get it done on time.
- I’ve worked right up to the minute an assignment was due.
- I’ve underestimated how long a reading assignment would take and didn’t finish it in time for class.
- I’ve relied on the Internet for information (like a summary of a concept or a book) because I didn’t finish the reading on time.
If these sound like issues you’ve struggled with in the past, you might want to consider whether you have the tendency to procrastinate and how you want to deal with it in your future classes. You’re already spending a lot of time, energy, and money on the classes you’re taking—don’t let all of that go to waste!
Procrastination is a way of thinking that lets one put off doing something that should be done now. This can happen to anyone at any time. It’s like a voice inside your head keeps coming up with these brilliant ideas for things to do right now other than studying: “I really ought to get this room cleaned up before I study” or “I can study anytime, but tonight’s the only chance I have to do X.” That voice is also very good at rationalizing: “I really don’t need to read that chapter now; I’ll have plenty of time tomorrow at lunch.…”
Procrastination is very powerful. Some people battle it daily, others only occasionally. Most college students procrastinate often, and about half say they need help to avoid procrastination. Procrastination can threaten one’s ability to do well on an assignment or test.
People procrastinate for different reasons. Some people are too relaxed in their priorities, seldom worry, and easily put off responsibilities. Others worry constantly, and that stress keeps them from focusing on the task at hand. Some procrastinate because they fear failure; others procrastinate because they fear success or are so perfectionistic that they don’t want to let themselves down. Some are dreamers. Many different factors are involved, and there are different styles of procrastinating.
Strategies to Combat Procrastination
Just as there are different causes, there are different possible solutions to procrastination. Different strategies work for different people. The time management strategies described earlier can help you avoid procrastination. Because this is a psychological issue, some additional psychological strategies can also help:
- Since procrastination is usually a habit, accept that and work on breaking it as you would any other bad habit: one day at a time. Know that every time you overcome feelings of procrastination, the habit becomes weaker and eventually, you’ll have a new habit of being able to start studying right away.
- Schedule times for studying using a daily or weekly planner. Commit to your study schedule in the same way you commit to other obligations like class time or school. Carry it with you and look at it often. Just being aware of the time and what you need to do today can help you get organized and stay on track.
- If you keep thinking of something else you might forget to do later (making you feel like you “must” do it now), write yourself a note about it for later and get it out of your mind.
- Counter a negative with a positive. If you’re procrastinating because you’re not looking forward to a certain task, try to think of the positive future results of doing the work, like getting a good grade or raising your GPA.
- Counter a negative with a worse negative. If thinking about the positive results of completing the task doesn’t motivate you to get started, think about what could happen if you keep procrastinating. You’ll have to study tomorrow instead of doing something fun you had planned. Or you could fail the test. Some people can jolt themselves right out of procrastination.
- On the other hand, fear causes procrastination in some people—so don’t dwell on the thought of failing. If you’re studying for a test, and you’re so afraid of failing it that you can’t focus on studying and you start procrastinating, try to put things in perspective. Even if it’s your most difficult class and you don’t understand everything about the topic, that doesn’t mean you’ll fail, even if you may not receive an A or a B.
- Study with a motivated friend. Form a study group with other students who are motivated and won’t procrastinate along with you. You’ll learn good habits from them while getting the work done now.
- Keep your studying “bite-sized”: When confronted with 150 pages of reading or 50 problems to solve, it’s natural to feel overwhelmed. Try breaking it down: What if you decide that you will read for 45 minutes or that you will solve 10 problems? That sounds much more manageable.
- Turn off your phone, close your chat windows, and block distracting Web sites. Treat your studying as if you’re in a movie theater—just turn it off.
- Set up a reward system: If you read for 40 minutes, you can check your phone for 5 minutes. But keep in mind that reward-based systems only work if you stick to an honor system.
- Study in a place reserved for studying ONLY. Your bedroom may have too many distractions (or temptations, such as taking a nap), so it may be best to avoid it when you’re working on school assignments.
- Use checklists: Make your incremental accomplishments visible. Some people take great satisfaction and motivation from checking items off a to-do list. Be very specific when creating this list, and clearly describe each task one step at a time.
- Get help. If you really can’t stay on track with your study schedule, or if you’re always putting things off until the last minute, see a college counselor. They have lots of experience with this common student problem and can help you find ways to overcome this habit.
In the following video, Joseph Clough shares key strategies for conquering procrastination once and for all.
Pomodoro Technique
A well-known technique for managing time that can help with procrastination is called the Pomodoro Technique, developed by Francesco Cirillo in the 1980s and named after the popular tomato-shaped kitchen timer (pomodoro means “tomato” in Italian.) This simple technique is a method of managing procrastination by breaking down your work periods into small, manageable units. The system operates on the belief that by dividing your work and breaks into regular, short increments you can avoid feeling overwhelmed by a looming task while also avoiding burn out.
Here are the basics:
- Consider in advance how many pomodoros you might need to achieve your task.
- Set a timer for 25 minutes, and start your task.
- It doesn’t have to be a tomato timer. You can use your phone timer (but put it on Do Not Disturb.)
- There are several online versions or apps for Pomodoro Timers – do a quick search to find one that works best for you.
- It doesn’t have to be 25 minutes, you can tweak this as you get more comfortable with the method.
- If a distraction pops into your head, write it down and immediately return to your task.
- When the buzzer rings, you’ve completed one increment, also known as one pomodoro.
- Take a five-minute break. You can check the distractions that popped into your head, stretch, grab a cup of tea, etc.
- After four pomodoros, take a fifteen- to thirty-minute break.
- Repeat!
Give it a try if you’re interested in breaking your studying into manageable tomato-sized bites while developing a greater understanding of time management and how long it will take to complete a task.
Watch this supplemental video that explains the Pomodoro Technique.
KEY TAKEAWAYS
- Your values help shape your goals and your goals help shape your time management.
- Identifying your priorities is an important first step to creating an effective time management system.
- Models like The Eisenhower Method help you prioritize and avoid unnecessarily stressful situations.
- There are unique Time Management Styles and knowing yours will help you create your own system.
- Having an accurate snapshot of how you currently spend your time is the first step in creating an effective time management system.
- Once you know how you spend your time, you can make a specific plan for how you want to spend your time.
- There are different types of planners, including hard-copy and electronic. Find a planner that works best for you and your preferences and habits.
- Your planner should reflect your values, goals, and priorities. It should include class time, work time, appointments, due dates, exams, and reminders of special dates.
- For big projects, plan backward to ensure you have enough time planned for each step.
- There are several options for To-Do Lists including paper and electronic choices. Find a system that works with your planner and that you will actively use.
- Implement Time Management Strategies to support your success and ultimately support your goals.
- Understand procrastination and the reasons you personally procrastinate. Use this information to incorporate proactive strategies to help you avoid procrastinating.
JOURNAL IDEA: AVOIDING TIME TRAPS
Now that you have a better understanding of how you are spending your time, write a journal entry that identifies your time traps and what strategies you can implement to overcome those time traps.
What is a time trap? A time trap is something you end up spending a lot of time that doesn’t support your goals or priorities. They take up your time, energy and focus if you let them. The way to avoid time traps is to be aware of what your personal time traps are and have a plan for how you will avoid or reduce them. We all have our own personal time traps. What are yours? To help you get started, here’s a list of some common time traps:
- Web surfing
- Streaming online videos
- Video games
- Social media
- Checking your phone for texts or alerts
- Television
- Sleeping unnecessarily
- Hanging out with friends when there’s nothing really happening
- Watching movies from streaming services
Directions
Look at your Time Log from Activity #2. What were your two most common time traps? How did these time traps distract you from your priorities?
For each of your two time traps, come up with two specific plans to effectively avoid or reduce those time traps.
What time management strategies can you implement that can support your plans to avoid your time traps?
LICENSES AND ATTRIBUTIONS
LICENSES AND ATTRIBUTIONS
CC LICENSED CONTENT, ORIGINAL
- Manage Your Time. Authored by: Heather Syrett. Provided by: Austin Community College. License: CC BY-NC-SA-4.0
CC LICENSED CONTENT, SPECIFIC ATTRIBUTION
- College Success Provided by: University of Minnesota. Located at: http://www.oercommons.org/courses/college-success/view. License: CC BY-NC-SA-4.0
- Image. Authored by: Flickr. Located at: https://www.flickr.com/photos/bionicteaching/45191993455. License: CC BY-SA 4.0
- The Pomodoro Technique. Authored by: Ryan MacGillivray. Provided by: SKETCHPLANTATIONS Located at: https://www.sketchplanations.com/post/179972023741/the-pomodoro-technique-a-super-simple-method License: CC BY-SA 4.0
- The Pomodoro Technique: Study More Efficiently, Take More Breaks Authored by: Gena Ellett. Provided by: The University of British Colombia Located at: https://learningcommons.ubc.ca/the-pomodoro-technique-study-more-efficiently-take-more-breaks/ License: CC BY-SA 4.0
- Time Management. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Time_management. License: CC BY-SA 3.0
- Your Use of Time in EDUC 1300. Authored by: Linda Bruce. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/sanjacinto-learningframework/chapter/your-use-of-time/. License: CC BY 4.0
ALL RIGHTS RESERVED CONTENT
- College Survival Tips: Time Management for Beginners. Provided by: MyCollegePalTeam6. Located at: https://youtu.be/lfkAEC0r-x0. License: All Rights Reserved. License Terms: Standard YouTube License
- The Pomodoro Technique Authored by: Cirillo Company. Located at: https://www.youtube.com/watch?time_continue=6&v=VFW3Ld7JO0w License: All Rights Reserved. License Terms: Standard YouTube License
|
oercommons
|
2025-03-18T00:35:40.539076
|
Lori Grubbs
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104760/overview",
"title": "Learning Framework: Effective Strategies for College Success, Know Your \"Why\", Chapter 4: Manage Your Time",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/104755/overview
|
Chapter 2: Set Yourself Up for Success
Overview
LEARNING OBJECTIVES
By the end of this chapter, you will be able to:
- Define what success means to you.
- Describe the qualities of a successful college student.
- Compare and contrast a Growth Mindset vs. a Fixed Mindset.
- Understand the concept of Self-Efficacy and how to apply it to your college success.
- Identify campus resources to support your success.
- Understand the principles of academic integrity.
Set Yourself Up for Success
Set Yourself Up for Success
What Is Success?
Personal Responsibility for Success
A college education is aligned with greater success in many areas of life. While enrolled in college, most students are closely focused on making it through the next class or passing the next test. It can be easy to lose sight of the overall role that education plays in life. But sometimes it helps to recall what a truly great step forward you are taking!
It’s also important to recognize, though, that some students do not succeed in college and drop out within the first year. Sometimes this is due to financial problems or a personal or family crisis. But most of the time students drop out because they’re having trouble passing their courses.
In this section, we examine the elements of college success. Are there patterns of success you strive for but aren’t yet reaching? Where might you shore up your support? What strategies can you use to achieve success in your college endeavors?
Defining Success in College
How do you define college success? The definition really depends on you. You might think that “success” is earning an associate’s degree or attending classes in a four-year college. Maybe success is a bachelor’s or master’s degree or a Ph.D. Maybe success means receiving a certificate of completion or finishing skill-based training.
You might be thinking of other measures of college success, too, like grades. For instance, you might be unhappy with anything less than an A in a course, although maybe this depends on the difficulty of the subject. As long as you pass with a C, you might be perfectly content. But no matter how you define success personally, you probably wouldn’t think it means earning a D or lower grade in a class.
If most students believe that passing a class is the minimum requirement for “success,” and if most students want to be successful in their courses, why aren’t more college students consistently successful in the classroom?
Perhaps some common misconceptions are at play. For example, we often hear students say, “I just can’t do it!” or “I’m not good at math,” or “I guess college isn’t for me.” But, these explanations for success or failure aren’t necessarily accurate. Considerable research into college success reveals that having difficulty in or failing in college courses usually has nothing to do with intellect. More often success depends on how fully a student embraces and masters the following seven strategies:
- Learn how to listen actively in class and take effective notes (Chapters 10 and 11).
- Review the text and your reading notes prior to class (Chapter 12).
- Participate in class discussion and maybe even join a study group (Chapter 10.)
- Go to office hours and ask your instructor questions.
- Give yourself enough time to research, write, and edit your essays in manageable stages (Chapter 14).
- Take advantage of online or on-campus academic support resources (Chapter 2).
- Spend sufficient time studying (Chapter 5).
So if you feel you are not smart enough for college, ask yourself if you can implement some of these skills. Overall, students struggle in college, not because of natural intellect or smarts, but because of time management, organization, and lack of quality study time. The good news is that there are ways to combat this, and this course and textbook will help you do just that.
How Grades Play a Role in Shaping Success
In a recent online discussion at a student-support Web site, a college freshman posted the following concern about how serious they should be about getting good grades:
As a first semester freshman, I really have taken my education seriously. I’ve studied and done my homework nightly and have read all of the assignments. So far, I have all A’s in my classes, including calculus and programming. Now, with a month left to go in the semester, I feel myself slipping a bit on my studies. I blow off readings and homework more to go out at night during the week and I’ve even skipped a few classes to attend major sporting events. I also travel most weekends to visit my girlfriend. Still, I’ve gotten A’s on the exams even with these less extensive study habits, although not as high as before. So, my question really is this. Should I just be content with low A’s and B’s and enjoy myself during college, or should I strive to achieve all A’s?
How would you answer this student’s question, given what you know and sense about college life? Grades do matter to your success, right? Or . . . do they? The answer depends on who you ask and what your college and career goals are. Consider these additional factors:
- Undergraduate grades have been shown to have a positive impact on getting full-time employment in your career in a position appropriate to your degree.
- Grades also have been shown to have a positive net impact on your occupational status and earnings.
- Getting good grades, particularly in the first year of college, is important to your academic success throughout your college years.
- Grades are probably the best predictors of your persistence, your ability to graduate, and your prospects for enrolling in graduate school.
You stand to gain immeasurably when you get good grades.
Understanding Your Grade-Point Average (GPA)
Grades may not be the be-all and end-all in college life but, you should pay close attention to the GPA as it may be important to achieving your future goals. GPA is often an important criterion when applying for scholarships, specialized academic programs, internships, and transferring to a college or university.
A grade point average is a number representing the average value of the accumulated final grades earned in courses over time. More commonly called a GPA, a student’s grade point average is calculated by adding up all accumulated final grades and dividing that figure by the number of credit hours awarded. This calculation results in a mathematical mean—or average—of all final grades. The most common form of GPA is based on a 0 to 4.0 scale (A = 4.0, B = 3.0, C = 2.0, D = 1.0, and F = 0), with a 4.0 representing a “perfect” GPA—or a student having earned straight As in every course.
Cisco College uses a standard letter grade system. When you finish your course, your instructor submits a letter grade of A, B, C, D or F that will then appear on your transcript. You can use this online GPA calculator to determine your GPA based on your grades and the number of credit hours for each course. You can check your official grades in MyACC by viewing your Unofficial Transcript.
The following are two examples of semester GPAs at Cisco. Please note how the number of credit hours of a course affects the points earned. For example, the first student has two classes that are each three credit hours (EDUC 1300 and ENGL 1301) and two classes that are four credit hours (BIOL 1408 and MATH 2412), for a total of 14 credit hours. The second student is also taking four classes but they are all three credit hour courses, for a total of 12 credit hours.
| Course | Final Grade | Numerical Equivalent | Credit Hours | Points Earned |
| EDUC 1300 | A | 4 | 3 | 12 |
| ENGL 1301 | B | 3 | 3 | 9 |
| BIOL 1309 | C | 2 | 4 | 8 |
| MATH 2412 | A | 4 | 4 | 16 |
| TOTALS: | 14 | 45 | ||
| GPA=Points Earned divided by Credit Hours | GPA = 3.21 |
| Course | Final Grade | Numerical Equivalent | Credit Hours | Points Earned |
| EDUC 1300 | A | 4 | 3 | 12 |
| ENGL 1301 | B | 3 | 3 | 9 |
| BIOL 1408 | C | 2 | 3 | 6 |
| PSYC 2301 | A | 4 | 3 | 12 |
| TOTALS: | 12 | 39 | ||
| GPA=Points Earned divided by Credit Hours | GPA = 3.25 |
Each instructor has their own grading criteria for what constitutes an A, B, C, etc. Check your syllabus carefully to find this information. Some instructors issue an A for a grade average of 90% or higher while others will issue an A for an 88% or a 92% or higher. Other instructors may use a point system to determine final grades. For example, 450 out of 500 points is an A, etc. Be sure to read each syllabus carefully so you understand how your final grade for each course is determined.
In addition to letter grades, there are also Incompletes. Withdrawals, and Pass/Fail. Students may request an Incomplete (I) due to extenuating circumstances that prevented them from completing the course work per the schedule. It is at the discretion of the instructor to determine whether to approve or deny the request. As a general rule, students must have been in good academic standing in the course prior to the request of an Incomplete. Students who receive an Incomplete will need to fulfill the requirements of the Incomplete contract as determined by agreement between the instructor and the student. If an Incomplete is not completed and resolved with a letter grade by the deadline, the I will automatically convert to an F.
Students have the option of a Course Withdrawal resulting in a W on their transcript. Students should always check with an advisor before withdrawing as there are potential consequences that may affect academic standing, financial aid, military benefits, etc. Instructors may also withdraw a student from a course due to poor attendance, missing assignments, etc. This also results in a W on the transcript.
Lastly, some courses offer a Pass/Fail grading option. This is only available for a course if the college catalog specifies this option. If a given course permits two options of a letter grade or pass/fail grade, the student must declare the pass/fail option by the last day allowed for add/drop. Students may not change the pass/fail to a grade after the add/drop date. A passing grade is defined as the equivalent of a "C" grade or better and is not used when calculating GPA. However, An "F" (Failing) received in a course taken under a pass/fail option will be used in calculating GPA. Check with your advisor for specific information.
Words of Wisdom
It is important to know that college success is a responsibility shared with your institution. Above all, your college must provide you with stimulating classroom experiences that encourage you to devote more time and effort to your learning. Additional institutional factors in your success include the following:
- High standards and expectations for your performance
- Assessment and timely feedback
- Peer support
- Encouragement and support for you to explore human differences
- Emphasis on your first college year
- Respect for diverse ways of knowing
- Integrating prior learning and experience
- Academic support programs tailored to your needs
- Ongoing application of learned skills
- Active learning
- Out-of-class contact with faculty[1]
Ideally, you and your college collaborate to create success in every way possible. The cooperative nature of college life is echoed in the following practical advice from a college graduate, recounted in Foundations of Academic Success: Words of Wisdom:
Professors do care about how you are doing in their class; they genuinely want you to succeed, but they will give you the grade you earn. There are people and resources on campus for you to utilize so you can earn the grade you want. Your professors are one of those resources, and are perhaps the most important. Go see them during office hours, ask them questions about the material and get extra help if you need it . . . Another resource to utilize can be found in the campus learning center . . . The first time I took a paper there, I recall standing outside the door for about ten minutes thinking of an excuse not to go in. Thankfully I saw a classmate walk in and I followed suit . . . Thanks to that first visit, I received an A- on the paper!
Characteristics Of Successful Students
Please take this quiz about successful students
As you can see from the above quiz, it takes several qualities and habits to be successful in college.
When we think about going to college, we think about learning a subject deeply, getting prepared for a profession. We tend to associate colleges and universities with knowledge, and we’re not wrong in that regard.
But going to college, and doing well once we’re there, also relies heavily on our behaviors while we’re there. Professors and college administrators will expect you to behave in certain ways, without any explicit instructions on their part. For instance, professors will expect you to spend several hours a week working on class concepts (homework, writing, preparing for exams) on your own time. They will not tell you WHEN to spend those hours, but leave it up to you to recognize the need to put in the effort and schedule the time accordingly.
Consider this short video from Richard St. John, who spent years interviewing people who reached the top of their fields, across a wide range of careers. He traces the core behaviors that were common to all of these successful people and distill them down into 8 key traits.
To recap, those eight traits are: Passion, Work, Good Focus, Push, Serve, Ideas, and Persist
All eight traits are things that you can put into practice immediately. With them, you’ll see improvement in your school successes, as well as what lies beyond.
Keys to Success
According to Tobin Quereau, a long-time professor of student success courses at Austin Community College, there are Seven Keys to College Success. You can build a strong foundation for college success by implementing the following seven behaviors:
1. Show Up
- Be present mentally and physically for EVERY class.
- Pay attention to your attention so that you stay focused during class and while studying rather than becoming distracted or daydreaming.
- Establish a consistent, regular study schedule that takes priority over other activities.
2. Be Prepared
- Develop an accurate, realistic picture of your academic strengths, weaknesses, skills and behaviors so that you know where to put your attention and how to do your best work.
- Make a personal commitment to have ALL of your reading and studying done prior to each class and turn ALL of your assignments in ON TIME.
- Look ahead prior to each class to see what will be covered and skim relevant chapters of the textbook so that you can take more effective notes during class.
3. Manage Your Time, Your Life, and Your Stress Levels Effectively
- Make school a priority and keep a good balance between school, work, friends, and family.
- Don’t let immediate pleasures get in the way of important long-term tasks.
- Have back-up plans in place in case the unexpected happens.
4. Put in the Effort
- Learning, like life, is not easy or automatic, you will need to work hard to get ahead. Plan on several hours of reading and study for each class each week to do well.
- Be an active learner by studying regularly and learning as you go instead of putting it off until right before the exam.
- Use effective strategies for deeper, more lasting learning rather than just memorization.
5. Stay Motivated
- Be clear about the reasons you are here and what you can gain from continuing your education now and throughout your life.
- Set some realistic academic goals for each day and week and monitor your progress on them.
- Make a personal commitment to stay on course even when the going gets tough.
6. Seek Assistance Whenever Needed
- You are here to learn, but you don’t need to do it alone. Make use of all the available resources: your instructors, the Learning Lab tutors, study groups, advising, etc.
- When crisis strikes and life feels overwhelming, stay in touch with your instructor and get support from the free counseling services rather than just giving up and disappearing.
7. Finally, Learn from Everything!
- When you succeed in learning and getting good grades, pay attention to what helped and keep doing those things.
- And when things don’t turn out as you would like, figure out what went wrong or got in the way and make appropriate changes.
- You are responsible for your successes in life and you can improve your performance with committed effort and persistence, so give it your best and keep on learning!
Growth Mindset Vs. Fixed Mindset
What is the difference between a student with a growth mindset versus a student with a fixed mindset? Students with a growth mindset believe that intelligence can be developed. These students focus on learning over just looking smart, see effort as the key to success, and thrive in the face of a challenge. On the other side, students with a fixed mindset believe that people are born with a certain amount of intelligence, and they can’t do much to change that. These students focus on looking smart over learning, see effort as a sign of low ability, and wilt in the face of a challenge.
Carol Dweck, author of the 2006 book Mindset: The New Psychology of Success, defined both fixed and growth mindsets:
“In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.”
Which student do you think has more success in college? Think about this statement: You can learn new things, but you can’t really change your basic intelligence. People who really agree with this statement have a fixed mindset. People who really disagree with this statement have a growth mindset, and, of course, people might be somewhere in the middle.
It turns out that the more students disagree with statements like these, the more they have a growth mindset, the better they do in school. This is because students with a growth mindset approach school differently than students with a fixed mindset. They have different goals in school. The main goal for students with a fixed mindset is to show how smart they are or to hide how unintelligent they are. This makes sense if you think that intelligence is something you either have or you don’t have.
Students with a fixed mindset will avoid asking questions when they don’t understand something because they want to preserve the image that they are smart or hide that they’re not smart. But the main goal for students with a growth mindset is to learn. This also makes a lot of sense. If you think that intelligence is something that you can develop, the way you develop your intelligence is by learning new things. So students with a growth mindset will ask questions when they don’t understand something because that’s how they’ll learn. Similarly, students with a fixed mindset view effort negatively. They think, if I have to try, I must not be very smart at this. While students with a growth mindset view effort as the way that you learn, the way that you get smarter.
Where you’ll really see a difference in students with fixed and growth mindsets is when they are faced with a challenge or setback. Students with a fixed mindset will give up because they think their setback means they’re not smart, but students with a growth mindset actually like challenges. If they already knew how to do something, it wouldn’t be an opportunity to learn, to develop their intelligence.
Given that students with a growth mindset try harder in school, especially in the face of a challenge, it’s no surprise that they do better in school.
Students with a growth mindset view mistakes as a challenge rather than a wall. Many students shy away from challenging schoolwork and get discouraged quickly when they make mistakes. These students are at a significant disadvantage in school—and in life more generally—because they end up avoiding the most difficult work. Making mistakes is one of the most useful ways to learn. Our brains develop when we make a mistake and think about the mistake. This brain activity doesn’t happen when we get the answers correct on the first try.
What’s wrong with easy? According to Dweck, “it means you’re not learning as much as you could. If it was easy, well, you probably already knew how to do it.”
Watch this supplemental video, Developing a Growth Mindset with Carol Dweck, to understand more about how you can develop your own Growth Mindset.
And, remember, You Can Learn Anything!
Supplemental Activity – Check Your Growth Mindset
Take this quick assessment to learn about your own mindset.
Self-Efficacy
A concept that was first introduced by Albert Bandura in 1977, Self-efficacy is the belief that you are capable of carrying out a specific task or of reaching a specific goal (Bandura, 1977). Note that the belief and the action or goal are specific. Self-efficacy is a belief that you can write an acceptable term paper, for example, or repair an automobile, or make friends with the new student in the class. These are relatively specific beliefs and tasks. Self-efficacy is not about whether you believe that you are intelligent in general, whether you always like working with mechanical things, or think that you are generally a likable person. Self-efficacy is not a trait—there are not certain types of people with high self-efficacies and others with low self-efficacies (Stajkovic & Luthans, 1998). Rather, people have self-efficacy beliefs about specific goals and life domains. For example, if you believe that you have the skills necessary to do well in school and believe you can use those skills to excel, then you have high academic self-efficacy.
Self-efficacy may sound similar to a concept you may be familiar with already—self-esteem—but these are very different notions. Self-esteem refers to how much you like or “esteem” yourself—to what extent you believe you are a good and worthwhile person. Self-efficacy, however, refers to your self-confidence to perform well and to achieve in specific areas of life such as school, work, and relationships. Self-efficacy does influence self-esteem because how you feel about yourself overall is greatly influenced by your confidence in your ability to perform well in areas that are important to you and to achieve valued goals. For example, if performing well in athletics is very important to you, then your self-efficacy for athletics will greatly influence your self-esteem; however, if performing well in athletics is not at all important to you, then your self-efficacy for athletics will probably have little impact on your self-esteem.
Self-efficacy beliefs are not the same as “true” or documented skill or ability. They are self-constructed, meaning that they are personally developed perceptions. There can sometimes be discrepancies between a person’s self-efficacy beliefs and the person’s abilities. You can believe that you can write a good term paper, for example, without actually being able to do so, and vice versa: you can believe yourself incapable of writing a paper, but discover that you are in fact able to do so. In this way, self-efficacy is like the everyday idea of confidence, except that it is defined more precisely. And as with confidence, it is possible to have either too much or too little self-efficacy. The optimum level seems to be either at or slightly above true capacity (Bandura, 1997).
Self-efficacy beliefs are influenced in five different ways (Bandura, 1997), which are summarized below.
Influence | Definition |
Performance Experiences | When you do well and succeed at a particular task to attain a valued goal, you usually believe that you will succeed again at this task. When you fail, you often expect that you will fail again in the future if you try that task. |
Vicarious Performances | If someone who seems similar to you succeeds, then you may believe that you will succeed as well. |
Verbal Persuasion | This involves people telling you what they believe you are and are not capable of doing. Not all people will be equally persuasive. |
Imaginal Performances | What you imagine yourself doing and how well or poorly you imagine yourself doing it. |
Affective States and Physical Sensations | When you associate negative moods and negative physical sensations with failure, and positive moods and sensations with success. |
These five primary influencers of self-efficacy take many real-world forms that almost everyone has experienced. You may have had previous performance experiences affect your academic self-efficacy when you did well on a test and believed that you would do well on the next test. A vicarious performance may have affected your athletic self-efficacy when you saw your best friend skateboard for the first time and thought that you could skateboard well, too. Verbal persuasion could have affected your academic self-efficacy when a professor that you respect told you that you could get into the college of your choice if you worked hard at community college. It’s important to know that not all people are equally likely to influence your self-efficacy through verbal persuasion. People who you trust and respect are more likely to influence your self-efficacy than those you do not. Imaginal performances are an effective way to increase your self-efficacy. For example, imagine yourself doing well on a job interview may actually lead to more effective interviewing. Affective states and physical sensations abound when you think about the times you have given presentations in class. For example, you may have felt your heart racing while giving a presentation. If you believe your heart was racing because you had just had a lot of caffeine, it likely would not affect your performance. If you believe your heart was racing because you were doing a poor job, you might believe that you cannot give the presentation well. This is because you associate the feeling of anxiety with failure and expect to fail when you are feeling anxious.
Consider academic self-efficacy in your own life. Do you think your own self-efficacy has ever affected your academic ability? Do you think you have ever studied more or less intensely because you did or did not believe in your abilities to do well? Did you skip math homework or not turn in a paper because you thought you weren't going to do well on it? Students who believe in their ability to do well academically tend to be more motivated in school (Schunk, 1991). When students attain their goals, they continue to set even more challenging goals, which can lead to better performance in school in terms of higher grades and taking more challenging classes. For example, students with high academic self-efficacies might study harder because they believe that they are able to use their abilities to study effectively. Because they studied hard, they receive an A on their next test.
One question you might have about self-efficacy and academic performance is how a student’s actual academic ability interacts with self-efficacy to influence academic performance. The answer is that a student’s actual ability does play a role, but it is also influenced by self-efficacy. Students with greater ability perform better than those with lesser ability. But, among a group of students with the same exact level of academic ability, those with stronger academic self-efficacies outperform those with weaker self-efficacies.
Campus Resources For Success
There are many resources available at Austin Community College committed to helping you succeed during your time here and beyond. Being familiar with these resources, and be committed to using them when needed, is essential to your success. You may not need them right away; some you may not need at all. But you will at least find several to be vital. Be familiar with your options. Know where to find the services. Have contact information. Be prepared to visit for help. Use the following links to learn more about the services available at ACC to support your success.
Support and Services
Academic Support
Area of study advisors will help you select your classes, stay on track for your degree program, and make decisions about your educational and career goals. They can help you:
- Review your degree progress before each registration period.
- Prepare to meet with your area of study advisor throughout the semester to make sure you stay on track!
- Explore Cisco Area of Study, as well as transfer and career options.
Career Services
Cisco College offers several services designed to assist students in their career search, including:
Career testing
Job Board with full and part-time job postings
Resource library to maintain current information regarding job search and careers
Assist students and graduates with job search skills such as resume writing, interviewing skills and researching job markets
A Career Specialist is available to assist with your job search, connect you with community resources, and help you navigate the changing job market. You can also receive assistance with your resume, cover letter, and interview skills.
Student Accessibility Services
There is a Student Accessibility Services (SAS) office at each campus. If you have a disability, contact Accessibility Services at the campus that’s most convenient for you.
Once you qualify for services, Accessibility Services staff meets with you to determine reasonable, appropriate, and effective accommodations based on the courses in which are enrolled and your disability.
International Student Services
International Student Services is eager to guide international students toward a rewarding college experience. They offer support from the time you apply to ACC until you earn an associate degree and/or transfer to a university.
Veteran Services
Cisco College wants Veterans to achieve the college and career goals they have set for themselves. Our Veteran Affairs specialist will help you navigate the college enrollment process and enjoy the full value of your active duty or veteran’s educational benefits.
Testing Services
Cisco College’s testing services’ goal is to provide high-quality test administration and assessment services for Cisco and the surrounding community. Services include the TSI Assessment and HESI A2 Nursing Exam. The on-campus testing centers provide an atmosphere conducive to administering tests for Cisco courses.
Bookstores
The Cisco Bookstore is available at both campus locations and online. Each offers a wide selection of textbooks in new, used, rental, and e-book format, along with supplies, study aids, snacks, and Cisco apparel.
Tutoring and Academic Help
Cisco College offers both on campus tutoring and online. The Math Center is located in Rm 114 at the AEC and in Schaefer Rm 3 on the Cisco campus. The Writing Center is located in Rm 122 at the AEC and in Maner Memorial Library on the Cisco campus.
Online tutoring is available 24/7 through Upswing. Get help from professional tutors in Algebra, A&P, Biology, Calculus, Chemistry, Economics, History, Literature, and more.
Student Computer Access
Doing research? Writing a paper? Completing an assignment? If you need a computer, ACC provides state-of-the-art systems and software at various locations on all of the campuses. Students can access computers at Computer Labs and Libraries.
Library Services
Cisco Library Services offer a variety of support and services to students.
Financial Aid and Scholarship Opportunities
Cisco's low tuition rates and financial aid options make college a possibility for thousands of students each year. All you need to know about paying for your education at Cisco starts here – from payment deadlines to scholarships and loans.
Student Experience and Community
Student Life
The Student Life Office is the center for out-of-classroom activities on both Cisco College campuses. Ranch Day is one annual event on the Cisco Campus that is designed to help with end of semester stress.
Additional support centers that students may wish to visit include offices for spiritual life, housing, diversity, student athletics, continuing education, international students, child care, and many others. Refer to your college Web site or other college directories for information about the many, many services that can be part of your college experience.
Practicing Academic Integrity
I would prefer even to fail with honor than win by cheating. —Sophocles
At most educational institutions, “academic honesty” means demonstrating and upholding the highest integrity and honesty in all the academic work that you do. In short, it means doing your own work and not cheating, and not presenting the work of others as your own.
The following are some common forms of academic dishonesty prohibited by most academic institutions:
Cheating
Cheating can take the form of cheat sheets, looking over someone’s shoulder during an exam, or any forbidden sharing of information between students regarding an exam or exercise. Many elaborate methods of cheating have been developed over the years—storing information in graphing calculators, checking cell phones during bathroom breaks, using apps like Chegg to complete your homework or a take-home exam, using online solutions, etc. Cheating differs from most other forms of academic dishonesty, in that people can engage in it without benefiting themselves academically at all. For example, a student who illicitly telegraphed answers to a friend during a test would be cheating, even though the student’s own work is in no way affected.
Deception
Deception is providing false information to an instructor concerning an academic assignment. Examples of this include taking more time on a take-home test that is allowed, giving a dishonest excuse when asking for a deadline extension, or falsely claiming to have submitted work.
Fabrication
Fabrication is the falsification of data, information, or citations in an academic assignment. This includes making up citations to back up arguments or inventing quotations. Fabrication is most common in the natural sciences, where students sometimes falsify data to make experiments “work” or false claims are made about the research performed.
Plagiarism
Plagiarism, as defined in the 1995 Random House Compact Unabridged Dictionary, is the “use or close imitation of the language and thoughts of another author and the representation of them as one’s own original work.”[1] In an academic setting, it is seen as the adoption or reproduction of original intellectual creations (such as concepts, ideas, methods, pieces of information or expressions, etc.) of another author (whether an individual, group, or organization) without proper acknowledgment. This can range from borrowing a particular phrase or sentence to paraphrasing someone else’s original idea without citing it. Today, in our networked digital world, the most common form of plagiarism is copying and pasting online material without crediting the source.
Common Forms of Plagiarism
According to “The Reality and Solution of College Plagiarism” created by the Health Informatics department of the University of Illinois at Chicago, there are ten main forms of plagiarism that students commit:
- Submitting someone else’s work as their own.
- Taking passages from their own previous work without adding citations (submitting a paper you previously wrote for another class or another assignment.)
- Rewriting someone’s work without properly citing sources.
- Using quotations, but not citing the source.
- Interweaving various sources together in the work without citing.
- Citing some, but not all passages that should be cited.
- Melding together cited and uncited sections of the piece.
- Providing proper citations, but failing to change the structure and wording of the borrowed ideas enough.
- Inaccurately citing the source.
- Relying too heavily on other people’s work. Failing to bring original thought into the text.
As a college student, you are now a member of a scholarly community that values other people’s ideas. In fact, you will routinely be asked to reference and discuss other people’s thoughts and writing in the course of producing your own work. That’s why it’s so important to understand what plagiarism is and the steps you can take to avoid it.
Avoiding Plagiarism
Below are some useful guidelines to help you avoid plagiarism and show academic honesty in your work:
- Quotes: If you quote another work directly in your work, cite your source.
- Paraphrase: If put someone else’s idea into your own words, you still need to cite the author.
- Visual Materials: If you cite statistics, graphs, or charts from a study, cite the source. Keep in mind that if you didn’t do the original research, then you need to credit the person(s) or institution, etc. that did.
The easiest way to make sure you don’t accidentally plagiarize someone else’s work is by taking careful notes as you research. If you are doing research on the Web, be sure to copy and paste the links into your notes so can keep track of the sites you’re visiting. Be sure to list all the sources you consult.
There are many handy online tools to help you create and track references as you go. For example, you can try using Son of Citation Machine. Keeping careful notes will not only help you avoid inadvertent plagiarism; it will also help you if you need to return to a source later (to check or get more information). If you use citation tools like Son of Citation, be sure to check the accuracy of the citations before you submit your assignment.
Lastly, if you’re in doubt about whether something constitutes plagiarism, cite the source or leave the material out. Better still, ask for help. Most colleges have a writing center, a tutoring center, and a library where students can get help with their writing. Taking the time to seek advice is better than getting in trouble for not attributing your sources. Be honest about your ideas, and give credit where it’s due.
Consequences of Plagiarism
In the academic world, plagiarism by students is usually considered a very serious offense that can result in punishments such as a failing grade on a particular assignment, the entire course, or even being expelled from the institution. Individual instructors and courses may have their own policies regarding academic honesty and plagiarism; statements of these can usually be found in the course syllabus or online course description.
KEY TAKEAWAYS
- You determine your success and everyone’s definition of success is personal.
- Successful students have certain traits, characteristics, and habits, all of which can be learned and developed.
- Having a Growth Mindset, believing that intelligence and skills are gained, is a key to success.
- Self-efficacy, the belief that one is capable of reaching a goal, is another predictor of success.
- There are several campus resources available to support your success.
- Understanding and practicing Academic Integrity is a crucial component of college success.
Task #1: DEVELOP YOUR PERSONAL DEFINITION OF SUCCESS
For this activity, create your own definition of success. Dictionary.com defines success as “the favorable outcome of something attempted.” For many students in college, success means passing a class, earning an A, or learning something new. Beyond college, some people define success in terms of financial wealth; others measure it by the quality of their relationships with family and friends.
Here is an example of a brief, philosophical definition of success:
To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty, to find the best in others; to leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition; to know even one life has breathed easier because you have lived. This is to have succeeded. –Ralph Waldo Emerson
Ultimately, before we can know if we are successful, we must first define what success means for ourselves.
Directions
- Write a journal entry defining what success means to you in college and beyond. To help you develop this essay, you might want to consider the following:
- Find a quote (or make one up) that best summarizes your definition of success (be sure to cite the author and the source, such as the URL).
- Why does this quote best represent your personal definition success?
- What people do you consider to be successful and why?
- What is your definition of success?
- What will you do to achieve success?
- What is the biggest change you need to make in order to be successful in college?
- How will you know you’ve achieved success?
LICENSES AND ATTRIBUTIONS
LICENSES AND ATTRIBUTIONS
CC LICENSED CONTENT, ORIGINAL
- Set Yourself Up for Success. Authored by: Heather Syrett. Provided by: Austin Community College. License: License: CC BY-NC-SA 4.0
- Seven Keys to College Success. Authored by: Tobin Quereau. Provided by: Austin Community College. License: CC BY-NC-SA 4.0
CC LICENSED CONTENT, SPECIFIC ATTRIBUTION
- Academic Honesty in EDUC 1300. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/sanjacinto-learningframework/chapter/academic-honesty/. License: CC BY 4.0
- Carol Dweck. Provided by: Wikipedia Located at: https://en.wikipedia.org/wiki/Carol_Dweck. License: CC BY 3.0
- Defining Success in EDUC 1300. Authored by: Linda Bruce. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/sanjacinto-learningframework/chapter/defining-success/ License: CC BY 4.0
- Fixed or Growth Mindset: Which are you? Which are your students?. Provided by: ESU 8 Wednesday Webinars Located at: https://www.youtube.com/watch?v=d2YWh10_pzo. License: CC BY-NC-SA 4.0
- Grade Point Average. Provided by: The Glossary of Education Reform. Located at: https://www.edglossary.org/grade-point-average/ License: CC BY-NC-SA 4.0
- Introduction to Success Skills in Basic Reading and Writing. Provided by: Lumen Learning. at: https://courses.lumenlearning.com/basicreadingandwriting/chapter/why-it-matters-college-success/. License: CC BY 4.0
- Motivation as self-efficacy in Educational Psychology. Authored by: By Kelvin Seifert and Rosemary Sutton. Provided by: Lumen Learning Located at: https://courses.lumenlearning.com/educationalpsychology/chapter/motivation-as-self-efficacy/ License: CC BY 4.0
- Self-Efficacy. Authored by: By James E Maddux and Evan Kleiman at George Mason University.
Provided by: Noba. Located at: https://nobaproject.com/modules/self-efficacy License: CC BY-NC-SA 4.0 - Self-Fulfilling Prophecy. Provided by: Columbus State University. Located at: https://educationtrendsandissues.wikispaces.com/Self-Fulfilling+Prophecy. License: CC BY-NC-SA 4.0
- Types of Students in College Success. Authored by: Linda Bruce. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/sanjacinto-learningframework/chapter/types-of-students/. License: CC BY 4.0
ALL RIGHTS RESERVED CONTENT
- ACC Students. Provided by: Austin Community College. Located at: https://www.austincc.edu/students License: All Rights Reserved.
- Developing a Growth Mindset with Carol Dweck. Provided by: Standford Alumni. Located at: https://youtu.be/hiiEeMN7vbQ. License: All Rights Reserved. License Terms: Standard YouTube License
- You Can Learn Anything. Provided by: Khan Academy Located at: https://youtu.be/JC82Il2cjqA. License: All Rights Reserved. License Terms: Standard YouTube License
REFERENCES
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1037/0033-295X.84.2.191
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth Publishers.
- Dweck, Carol S (2006). Mindset: The New Psychology of Success. New York: Random House.
- Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3–4), 207–231. doi:10.1080/00461520.1991.9653133
|
oercommons
|
2025-03-18T00:35:40.628719
|
Lori Grubbs
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104755/overview",
"title": "Learning Framework: Effective Strategies for College Success, Introduction to College Success, Chapter 2: Set Yourself Up for Success",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/104762/overview
|
Chapter 5: Getting and Staying Organized
Overview
LEARNING OBJECTIVES
By the end of this chapter, you will be able to:
- Analyze the impact of your surroundings while you study.
- Recognize the importance of organizing your space to your best advantage for studying.
- Understand the dangers of multitasking and strategies for avoiding it.
- Assess the degree to which personal technology may help or hinder your study efforts.
Getting and Staying Organized
Getting and Staying Organized
The Impact Of Your Study Environment
If a researcher walked up to you right now and asked you to identify your favorite place to study, what would your immediate response be? Would it be your home—perhaps your sunny kitchen? Maybe your dorm room or bedroom—a relaxed space you can call your own? Maybe it would be a busy café in the heart of town or a remote log cabin if you have access to one. What are your preferences for your physical surroundings when you study? What are the attributes of your most conducive study environment?
In the following video, Mark Montgomery, an educational consultant and college admissions expert, reminds students that while their image of college may be much about socializing, they will ideally spend a good portion of their time studying. He shows some accommodating physical spaces at Seattle University.
Organizing Your Space
Now that you’ve worked up an attitude for success and are feeling motivated, it’s time to get organized. In addition to organizing your time, you also need to organize your space.
Space is important for many reasons—some obvious, some less so. People’s moods, attitudes, and levels of work productivity change in different spaces. Learning to use space to your own advantage helps get you off to a good start in your studies. Here are a few of the ways space matters:
- Everyone needs his or her own space. This may seem simple, but everyone needs some physical area, regardless of size, that is really his or her own, even if it’s only a small part of a shared space. Within your own space, you generally feel more secure and in control.
- Physical space reinforces habits. For example, using your bed primarily for sleeping makes it easier to fall asleep there than elsewhere and also makes it not a good place to try to stay awake and alert for studying.
- Different places create different moods. While this may seem obvious, students don’t always use places to their best advantage. One place may be bright and full of energy, with happy students passing through and enjoying themselves, a place that puts you in a good mood. But that may actually make it more difficult to concentrate on your studying. Yet the opposite, a totally quiet, austere place devoid of color and sound and pleasant decorations, can be just as unproductive if it makes you associate studying with something unpleasant. Everyone needs to discover what space works best for himself or herself, and then let that space reinforce good study habits.
Choosing Your Study Place
Begin by analyzing your needs, preferences, and past problems with places for studying. Where do you usually study? What are the best things about that place for studying? What distractions are most likely to occur there?
The goal is to find, or create, the best place for studying, and then to use it regularly so that studying there becomes a good habit.
- Choose a place you can associate with studying. Make sure it’s not a place already associated with other activities (eating, watching television, sleeping, etc.). Over time, the more often you study in this space, the stronger will be its association with studying, so that eventually you’ll be completely focused as soon as you reach that place and begin.
- Your study area should be available whenever you need it. If you want to use your home, apartment, or dorm room but you never know if another person may be there and possibly distract you, then it’s probably better to look for another place, such as a study lounge or an area in the library. Look for locations open at the hours when you may be studying. You may also need two study spaces—one in or near where you live, another on campus. Maybe you study best at home but have an hour free between two classes, and the library is too far away to use for only an hour? Look for a convenient empty classroom. Choose a pleasant, quiet place for studying, such as the college library.
- Your study space should meet your study needs. An open desk or table surface usually works best for writing, and you’ll tire quickly if you try to write notes sitting in an easy chair (which might also make you sleepy). You need good light for reading, to avoid tiring from eyestrain. If you use a laptop for writing notes or reading and researching, you need a power outlet so you don’t have to stop when your battery runs out.
- Your study space should meet your psychological needs. Some students may need total silence with absolutely no visual distractions; they may find a perfect study carrel hidden away on the fifth floor of the library. Other students may be unable to concentrate for long without looking up from reading and momentarily letting their eyes move over a pleasant scene. Some students may find it easier to stay motivated when surrounded by other students also studying; they may find an open space in the library or a study lounge with many tables spread out over an area. Experiment to find the setting that works best for you and remember that the more often you use this same space, the more comfortable and effective your studying will become.
- You may need the support of others to maintain your study space. Students living at home, whether with a spouse and children or with their parents, often need the support of family members to maintain an effective study space. The kitchen table probably isn’t best if others pass by frequently. Be creative, if necessary, and set up a card table in a quiet corner of your bedroom or elsewhere to avoid interruptions. Put a “do not disturb” sign on your door.
- Keep your space organized and free of distractions. You want to prevent sudden impulses to neaten up the area (when you should be studying), do laundry, wash dishes, and so on. Unplug a nearby telephone, turn off your cell phone, and use your computer only as needed for studying. If your e-mail or message program pops up a notice every time an e-mail or message arrives, turn off your Wi-Fi or detach the network cable to prevent those intrusions.
- Plan for breaks. Everyone needs to take a break occasionally when studying. Think about the space you’re in and how to use it when you need a break. If in your home, stop and do a few exercises to get your blood flowing. If in the library, take a walk up a couple flights of stairs and around the stacks before returning to your study area.
- Prepare for human interruptions. Even if you hide in the library to study, there’s a chance a friend may happen by. At home with family members or in a dorm room or common space, the odds increase greatly. Have a plan ready in case someone pops in and asks you to join them in some fun activity. Know when you plan to finish your studying so that you can make a plan for later—or for tomorrow at a set time.
Student Responses
College administrators and professors, like the one in the earlier video, may have their own ideas about what constitutes good study space. But what do students say? Below are comments from several students about their favorite “go-to” study spots:
Jared: I like to take my laptop into the Alley Café and use the wifi while I write papers and work on homework. It’s in a nice spot and there’s always people around. I need my caffeine and some noise around me so I don’t fall asleep. Recently I’ve been using the library. It’s quieter, but I meet other students there and we use the group study rooms. We work on group projects. I like being around other people when I study.
Butch: I like to study on a picnic table in the garden outside my apartment. Sometimes I just park myself on the grass. But I tend to get distracted outside, so my second favorite place to study is the library. I used to hate libraries because I didn’t like how quiet they were, but then I realized I can actually get work done there.
LeeAnne: The library is my go-to. If I need sources for a paper, the staff help me find articles with their online services. There is a wide selection of books, too, but if I can’t find something the staff will order it through a different school or library. Sometimes the space gets crowded, like during exam week, and it can be hard to find an open computer. But it’s comforting to see I’m not the only student doing a paper last-minute.
It’s not surprising to find that there are some recurring student favorites when it comes to good study environments. The following locations are all-time winners:
- Campus Library
- The Tutoring Center
- Campus Lounge
- An empty classroom
- A study partner’s house
- A community center
- A community library
Family and Roommate Issues
Sometimes going to the library or elsewhere is not practical for studying, and you have to find a way to cope in a shared space.
Part of the solution is time management. Agree with others on certain times that will be reserved for studying, agree to keep the place quiet, not to have guests visiting, and to prevent other distractions. These arrangements can be made with a roommate, spouse, and older children. If there are younger children in your household and you have child-care responsibility, it’s usually more complicated. You may have to schedule your studying during their nap time or find quiet activities for them to enjoy while you study. Try to spend some time with your kids before you study, so they don’t feel like you’re ignoring them.
The key is to plan ahead. You don’t want to find yourself, the night before an exam, in a place that offers no space for studying.
Finally, accept that sometimes you’ll just have to say no. If your roommate or a friend often tries to engage you in conversation or suggests doing something else when you need to study, just say no. Learn to be firm but polite as you explain that you just really have to get your work done first. Students who live at home may also have to learn how to say no to parents or family members, just be sure to explain the importance of the studying you need to do! Remember, you can’t be everything to everyone all the time.
Complete Section #2 Below: ACTIVITY: FACTORS INFLUENCING STUDY SPACES
Avoid Multitasking
Multitasking is a term commonly used for being engaged in two or more different activities at the same time, usually referring to activities using devices such as cell phones, smartphones, computers, and so on. Many people claim to be able to do as many as four or five things simultaneously, such as writing an e-mail while responding to an instant message (IM) and reading a tweet, all while watching a video on their computer monitor or talking on the phone. Many people who have grown up with computers consider this kind of multitasking a normal way to get things done, including studying. Even people in business sometimes speak of multitasking as an essential component of today’s fast-paced world.
It is true that some things can be attended to while you’re doing something else, such as checking e-mail while you watch television news, but only when none of those things demands your full attention. You can concentrate 80 percent on the e-mail, for example, while 20 percent of your attention is listening for something on the news that catches your attention. Then you turn to the television for a minute, watch that segment, and go back to the e-mail. But, you’re not actually watching the television at the same time you’re composing the e-mail; you’re rapidly going back and forth. In reality, the mind can focus only on one thing at any given moment. Even things that don’t require much thinking are severely impacted by multitasking, such as driving while talking on a cell phone or texting. An astonishing number of people end up in the emergency room from just trying to walk down the sidewalk while texting, so common is it now to walk into a pole or parked car while multitasking!
“Okay,” you might be thinking, “why should it matter if I write my paper first and then answer e-mails or do them back and forth at the same time?” It actually takes you longer to do two or more things at the same time than if you do them separately, at least with anything that you actually have to focus on, such as studying. That’s true because each time you go back to studying after looking away to a message or tweet, it takes time for your mind to shift gears to get back to where you were. Every time your attention shifts, add up some more “downtime” and pretty soon it’s evident that multitasking is costing you a lot more time than you think. And that’s assuming that your mind does fully shift back to where you were every time, without losing your train of thought or forgetting an important detail. It doesn’t always.
The other problem with multitasking is the effect it can have on the attention span and even on how the brain works. Scientists have shown that in people who constantly shift their attention from one thing to another in short bursts, the brain forms patterns that make it more difficult to keep sustained attention on any one thing. So when you really do need to concentrate for a while on one thing, such as when studying for a big test, it becomes more difficult to do even if you’re not multitasking at that time. It’s as if your mind makes a habit of wandering from one thing to another and then can’t stop.
Researchers have found that multitasking increases production of the stress hormone, cortisol, and the fight-or-flight hormone, adrenaline. These hormone level increases can cause the brain to literally overheat, which leads to foggy mental processing. So multitasking while studying for a final exam might not be a good idea.
Multitasking also taxes the prefrontal cortex, the part of the brain that integrates information. Your capacity for problem-solving decreases with the number of tasks you try to perform at the same time.
The lesson here is to stay away from multitasking whenever you have something important to do, like studying. If it’s already a habit for you, don’t let it become worse and make an effort to concentrate on one thing at a time. Manipulate your study space to prevent the temptations altogether. Turn your computer off, or shut down e-mail and messaging programs if you need the computer for studying. Turn your cell phone off, if you just tell yourself not to answer it but still glance at it each time to see who sent or left a message, you’re still losing your studying momentum and have to start over again. For those who are really addicted to technology (you know who you are!), go to the library and don’t take your laptop or cell phone.
What about listening to music while studying? Some don’t consider that multitasking, and many students say they can listen to music without it affecting their studying. Studies are inconclusive about the positive or negative effects of music on people’s ability to concentrate, probably because so many different factors are involved. But there’s a huge difference between listening to your favorite CD where you can’t help but sing along and enjoying soft background music that enhances your study space the same way as good lighting and pleasant décor. Some people can study better with low-volume instrumental music that relaxes them and does not intrude on their thinking, while others can concentrate only in silence. Some people are so used to being immersed in music and the sounds of life that they find total silence more distracting; such people can often study well in places where people are moving around. The key thing is to be honest with yourself: if you’re actively listening to music while you’re studying, then you’re likely not studying as well as you could be. It will take you longer and lead to less successful results.
What are your thoughts on multitasking? How does it affect your productivity? The following video, from the University of British Columbia, features students talking about multitasking. Does it exist? Is it effective? Listen in, or view the full discussion.
Managing Technology
The perceived need to multitask is driven largely by the technology takeover of recent years. Smartphones, email, social networking, Instagram, Twitter . . . all make multitasking seem both necessary and possible. They all require switching in and out of a line of thinking. With these technologies, we face constant information overload and distraction.
Becoming More Productive
How can we become more productive with our time and energy, given our tendency to multitask? Read the tips below:
- Try “batch processing”: Have set times during the day for checking and responding to emails and texts.
- Use checking your phone as a reward for completing an item on your to-do list.
- Use concentrated time: Block off time for working on just one task.
- Leave your phone in your car. Then, take a break and check your phone, getting outside and getting a little exercise while you do it.
- Do what’s most important first: Make goals for the day and accomplish them. The sense of achievement can help you resist anxiety-driven multitasking.
- Turn off your social media alerts on your phone.
- Set your phone to “Do Not Disturb.”
- Set auto-response text messages to respond to people while you are studying.
- Use television, video games, etc. as a reward at the end of the day.
- Set a time when you are surfing the web, so you don’t spend hours going down the internet rabbit hole.
KEY TAKEAWAYS
- A well-planned study environment supports an effective study session.
- Choose a study space that is easily available and that you associate with studying and learning.
- Keep your study space and your materials organized.
- Multitasking isn’t as productive as it sounds. It actually takes longer to do two things at once than to do each of them on their own.
- Multitasking often leads to mistakes and poorer quality work while increasing stress.
- You need to have a clear plan in place for managing your technology. Try having set times to check your phone and put your phone on Do Not Disturb during your study sessions.
ACTIVITY: FACTORS INFLUENCING STUDY SPACES
Many factors impinge upon or promote the effectiveness of a study space. In this activity, you identify and reflect on factors that are part of your regular study environment.
Objectives
- Identify factors that impinge upon or promote effective, distraction-free study spaces.
- Examine how the factors are relevant to your personal study spaces.
Directions
- Check your preferred answer in the table below.
Read more at 11 Ways Your Study Environment Affects Productivity (And How You Can Improve It) from Western Governors University.
| Your Study Environment | ||
|---|---|---|
| YES | NO | |
| Music: Background music is generally “easy” on the ear and can enhance study productivity, as well as drown out other distractions. Depends on your personal tolerance, though. Headphones negatively impact memory and information retention. | ||
| Background noise: Volume of noise and persistence can be major distractions. Try out other environments. | ||
| Smells: Any smell, delightful or otherwise, has the potential to pull your attention away from your work. You may want to change your spot. | ||
| Lighting: Good lighting is essential. Without good lighting, you may strain or squint, get a headache, or tire. Be aware of the lighting conditions. | ||
| Temperature and humidity: If either is too extreme, it can make you uncomfortable and get in the way of effective studying. | ||
| Facebook, email, smartphone: Distractions come in all sizes, shapes, and colors. What draws your attention away from the task at hand? Remove all distractions. | ||
| Comfort—too much or too little: Too much of a good thing can be counterproductive. Best to study at a desk in a good chair, sitting up straight, rather than in bed, lying down. Be aware of how you feel. | ||
| Associations with other activities: Make sure that you associate the environment you’re in with schoolwork, study, and concentration. Try new spaces if the associations are not supportive. | ||
| The clock: You may wish to set time goals for your studies. But avoid “being a slave” to the clock. Be clear about what you intend to accomplish and how much time you want to devote. | ||
| Other people: Depending on who the people are, they can help or distract. Study groups can be very helpful, but housemates all around can be distracting. Know your limits and your weaknesses. | ||
| Feng shui: This is the art of placement in your physical environment. Nurture your thoughts, emotions, and senses with good organization of furniture, knickknacks, etc. Avoid feeling cramped. Create a clean, neat workspace. |
Does this exercise give you any ideas for ways in which you might change where you study? How might you alter your physical environment to better support your schoolwork?
LICENSES AND ATTRIBUTIONS
LICENSES AND ATTRIBUTIONS
CC LICENSED CONTENT, ORIGINAL
- Getting and Staying Organized. Authored by: Heather Syrett. Provided by: Austin Community College. License: CC BY-NC-SA-4.0
CC LICENSED CONTENT, SPECIFIC ATTRIBUTION
- College Success Provided by: University of Minnesota. Located at: http://www.oercommons.org/courses/college-success/view. License: CC BY-NC-SA-4.0
- Your Physical Environment in College Success. Authored by: Linda Bruce Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/collegesuccess-lumen/chapter/your-physical-environment/. License: CC BY 4.0
|
oercommons
|
2025-03-18T00:35:40.663922
|
Lori Grubbs
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104762/overview",
"title": "Learning Framework: Effective Strategies for College Success, Know Your \"Why\", Chapter 5: Getting and Staying Organized",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/93361/overview
|
Establishing Themes
Overview
Introduction
Modern World History is the study of how human beings arrived in the present. The goal of Modern World History is understanding the complicated process of how people moved around the world, and created political, social, and economic systems. By understanding these developments, we can explain the important question—how did we get here? Our goal in writing this book was to tackle humankind’s developments over the past six-hundred years to show how those achievements and actions have directly impacted today’s world.
There are many different themes and points to the discussion of Modern World History. These include: colonization, imperialism, industrialization, slavery, indigenous identity, exploration, war, oppression, and technological powers. Each of these powerful themes has helped weave together the complex tapestry of the human experience throughout the 15th to 21st centuries. The biggest goal of this textbook is to provide a true global history text that is approachable for students.. Each of these threads individually are important, but together they create a complex image of our global community.
As with any textbook, there are challenges to writing in a way that is thorough and coherent. We came together to put forward a plan for how to describe and evaluate World History. With the goal in mind of creating a textbook that would give students the “big picture” of World History, we decided that it would be best to present information thematically to show and share ideas with our audience.
Thematic textbooks are coherent, but our team went a step further. We want to also make this book engaging for both students and teachers. We decided that the best approach would be to focus our attention on a few key types of thematic ideas, specifically environmental and social. While these might seem unconventional, it is important to remember how big of a role that society and the environment have in global society. For example, in the Middle Ages there was an environmental catastrophe known as the Little Ice Age, where global temperatures dropped on average about 1-2 degrees Celsius (3-5 degrees Fahrenheit). While this might not sound like a big temperature difference, in the 1300s there were years that 1/3 of Europeans either starved or froze to death. The Little Ice Age impacted not just Europe, but also the rise of the Mongols. The Mongols rose in power in the 13th century, during the warmer part of the Little Ice Age. As the climate became colder in the late 13th to early 14th centuries, crops began to fail and populations became unhappy. These two factors in China were the key reason that the Mongols had such a short period of power. The environment plays a critical role in political and economic history of our world.
What is “Modern?” Our team explored that question when we discussed how and, at what point, to begin and conclude the textbook. We decided that because this text was designed for a course for the State of Tennessee Dual Credit with curriculum focused specifically on materials starting at the end of the 14th century, we needed to give some background for context with the world. The early chapters of this textbook focus specifically on the role of understanding the shifts of the late 12th century with the rise of the Mongols, the importance of Islam, and touching on the rise of economics of Africa with leaders such as Mansa Musa. While these technically happened before the timing of the curriculum of the course, these events and people had direct impacts on lives of the early 15th century. The early periods of our text are going to focus on the importance of these individuals and put this into a broader thematic story that will be later developed.
The textbook is divided into four units. Each of these highlights different aspects in chapters and lessons. These chapters and lessons focus on specific parts of the historical development of the time. As a reader, it is imperative that you focus on the lines connecting ideas from each of these lessons and draw conclusions about how these impact one another. Our goal in writing was to show the importance of events and how they impacted the world overall.
Most of all, our team worked hard to create a truly global picture of the world for the past six hundred years. Perhaps, in its pages, our audiences will discover something of themselves, and connect their pasts to their futures.
Attributions
Title Image
Fluffy nns at Japanese Wikipedia, Public domain, via Wikimedia Commons
|
oercommons
|
2025-03-18T00:35:40.682556
|
Neil Greenwood
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93361/overview",
"title": "Statewide Dual Credit World History, Introduction, Establishing Themes",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/87819/overview
|
Decline of the Ottoman, Safavid, and Mughal Empires
Overview
Decline of the Ottoman, the Safavid, and the Mughal Empires
The decline of the Mughal, the Ottoman, and the Safavid Empires confirmed the advantages enjoyed by the West as a whole, as well as select European powers in particular. By the late nineteenth century, the Ottoman Empire was being referred to as the “sick man of Europe,” a reference that also could have been applied to the Mughal and the Safavid empires, had each not already expired. European advantages stemmed from Western industrialization and advances in military and maritime technology, along with the organizational improvements and innovations that accompanied industrialization.
Learning Objectives
- Describe the internal factors that led to decline in the Ottoman, Safavid, and Mughal Empires from the seventeenth through the nineteenth centuries and show how the growing commercial and military power of European nations facilitated that decline.
- Define the term “Gunpowder Empire” and evaluate whether the Mughal, the Ottoman, and the Safavid empires should be defined as one.
Key Terms / Key Concepts
Battle of Lepanto - 1571 naval engagement between the Ottoman Empire and the Holy League, won by the latter, and marking the beginning of the decline of the former
gunpowder empire - term referring to the Mughal, Ottoman, and Safavid empires
Safavid Decline
The Safavid empire was the first of the three gunpowder empires to collapse, falling to Afghan forces during the early eighteenth century. Shi’ites dedicated to Shi’ite domination of Persia paved the way for this fate. During the seventeenth and into the early eighteenth centuries, Shi’ite efforts to curtail freedom of expression and even limit freedom of religion within the confines of Islam prompted local, grassroots resistance. In the early eighteenth century, Afghans took advantage of this widespread unrest to seize Isfahan, the Safavid capital. The dynasty ended in 1723, although its remnants were restored temporarily under Nadir Shah Afshar—founder of the short-lived Afsharid empire—but were extinguished at the end of the eighteenth century. During the nineteenth and the first half of the twentieth century the sovereignty of the Qajar empire—successor to the Afsharid empire—was continually compromised by the British and the Russians, along with other Western imperial powers. This fate illustrated the inherent vulnerability of the Safavid empire.
The Reign of Aurangzeb and the Decline of the Empire
The decline of the Mughal empire, the second of these three empires to fall, was a more gradual process driven more directly by European imperialism, particularly British and French expansion. The last of the great Mughals was Aurangzeb Alamgir. During his fifty-year reign, the empire reached its greatest physical size. The Bijapur and Golconda Sultanates, which had been reduced to vassaldom by Shah Jahan, were formally annexed. But the empire also showed unmistakable signs of decline. The bureaucracy had grown corrupt; the huge army used outdated weaponry and tactics. Aurangzeb restored Mughal military dominance and expanded power southward, at least for a while. But Aurangzeb was involved in a series of protracted wars: against the sultans of Bijapur and Golkonda in the Deccan; the Rajputs of Rajasthan, Malwa, and Bundelkhand; the Marathas in Maharashtra; and the Ahoms in Assam. Peasant uprisings and revolts by local leaders became all too common, as did the conniving of the nobles to preserve their own status at the expense of a steadily weakening empire. From the early 1700s the campaigns of the Sikhs of Punjab—under leaders such as Banda Bahadur—inspired by the martial teachings of their last Guru: Guru Gobind Singh, who posed a considerable threat to Mughal rule in Northern India.
Most decisively, the series of wars against the Pashtuns in Afghanistan weakened the very foundation upon which Moghul military might had rested. The Pashtuns formed the backbone of the Muhgal army and were some of the most hardened troops. The antagonism showed towards the erstwhile Mughal General Khushal Khan Khattak, for one, seriously undermined the Mughal military apparatus.
The increasing association of Aurangzeb's government with Islam further drove a wedge between the ruler and his Hindu subjects. Aurangzeb's policies towards his Hindu subjects were harsh and intended to force them to convert. Temples were despoiled and the harsh "jiziya" tax (which non-Muslims had to pay) was re-introduced. In this climate, contenders for the Mughal throne were many, and the reigns of Aurangzeb's successors were short-lived and contended with strife. The Mughal Empire experienced dramatic reverses as regional nawabs or governors broke away and founded independent kingdoms, such as the Marathas in the south and the Sikhs in the north. In the war of 27 years from 1681 to 1707, the Mughals suffered several heavy defeats at the hands of the Marathas in the south. Additionally, in the early 1700s the Sikhs of the north became increasingly militant in an attempt to fight the oppressive Mughal rule, and they had to make peace with the Maratha armies. Furthermore, Persian and Afghan armies invaded Delhi, carrying away many treasures, including the Peacock Throne in 1739.
Decline of the Ottoman Empire
After a long decline since the 19th century, the Ottoman empire came to an end in the aftermath of its defeat in World War I, when it was dismantled by the Allies after the war ended in 1918. As the third of these three empires to fall, the Ottoman empire was the most successful in competing with the major imperial powers on their terms. The Ottoman empire did not finally collapse until the end of the First World Wars, having signed on as a co-belligerent with the Central Powers.
One of the early events marking the beginning of the decline of the Ottoman Empire was the 1571 Battle of Lepanto. The Ottoman fleet lost this naval battle with the Holy League, an alliance of European states, in part because of the technological superiority of the Holy League fleet, specifically the European ships being propelled by sail rather than the oars on which the Ottoman ships depended. This battle foreshadowed a trend by which the Ottoman Empire would continue to stagnate in military and naval technology while the Western Powers would enjoy manifest advances in these areas, advances that would accelerate with the Industrial Revolution.
The final high point of Ottoman power also was the turning point that would mark the beginning of measurable Ottoman decline, the 1683 siege of Vienna, the second Ottoman siege of this city. In the first Ottoman siege of Vienna in 1529 defenders of the city were able to outlast the siege and force an Ottoman withdrawal. This unsuccessful siege marked the farthest extent of Ottoman penetration into central Europe and the plateau of Ottoman imperial power. The Ottoman Empire was able to maintain its power and position on this plateau until the second siege of this city in 1683. It was part of the effort by Mahmud IV to expand Ottoman power into central Europe, in a war against the Austrian Empire and the Holy Roman Empire, among other European powers, in central Europe. This Ottoman war effort was in part a confrontation between these European powers and the Ottoman Empire, as well as a religious conflict and crusade by each side, as illustrated by the primary source in this lesson, the 1683 Ottoman declaration of war against the Austrian Empire. In this declaration Mahmud clearly states intentions in what he hopes will be an existential war.
As in 1529 this second Ottoman siege in 1683 failed. A Polish force rescued Vienna and the Austrian Empire. This second failure by the Ottoman Empire in trying to capture Vienna reaffirmed the limits of Ottoman imperial power. Although not recognized at the time, this second unsuccessful Ottoman siege of Vienna marked apex of Ottoman expansion before its decline. Over the next two centuries European powers would continue to widen their technological superiority over the Ottoman Empire, among the other gunpowder empires, in warfare and industrialized manufacturing, along with expanding territorialy at the expense of a shrinking Ottoman Empire.
Decline and Modernization
Beginning in the late 18th century, the Ottoman Empire faced challenges defending itself against foreign invasion and occupation. In response to these threats, the empire initiated a period of tremendous internal reform that came to be known as the Tanzimat. This succeeded in significantly strengthening the Ottoman central state, despite the empire’s precarious international position. Over the course of the 19th century, the Ottoman state became increasingly powerful and rationalized, exercising a greater degree of influence over its population than in any previous era. The process of reform and modernization in the empire began with the declaration of the Nizam-ı Cedid (New Order) during the reign of Sultan Selim III (r. 1789 – 1807) and was punctuated by several reform decrees, such as the Hatt-ı Şerif of Gülhane in 1839 and the Hatt-ı Hümayun in 1856. By the end of this period in 1908, the Ottoman military was somewhat modernized and professionalized according to the model of Western European Armies.
During the Tanzimat period, the government’s series of constitutional reforms led to a fairly modern conscripted army, banking system reforms, the decriminalization of homosexuality, and the replacement of religious law with secular law and guilds with modern factories.
Defeat and Dissolution
The defeat and dissolution of the Ottoman Empire (1908 – 1922) began with the Second Constitutional Era, a moment of hope and promise established with the Young Turk Revolution. It restored the Ottoman constitution of 1876 and brought in multi-party politics with a two-stage electoral system (electoral law) under the Ottoman parliament. The constitution offered hope by freeing the empire’s citizens to modernize the state’s institutions, rejuvenate its strength, and enable it to hold its own against outside powers. Its guarantee of liberties promised to dissolve inter-communal tensions and transform the empire into a more harmonious place.
Instead, this period became the story of the twilight struggle of the Empire. The Second Constitutional Era began after the Young Turk Revolution (July 3, 1908) with the sultan’s announcement of the restoration of the 1876 constitution and the reconvening of the Ottoman Parliament. This era is dominated by the politics of the Committee of Union and Progress (CUP) and the movement that would become known as the Young Turks. Although it began as a uniting progressive party, the CUP splintered in 1911 with the founding of the opposition Freedom and Accord Party (Liberal Union or Entente), which poached many of the more liberal Deputies from the CUP. The remaining CUP members, who now took a more dominantly nationalist tone in the face of the enmity of the Balkan Wars, dueled Freedom and Accord in a series of power reversals that ultimately led to the CUP seizing power from the Freedom and Accord in the 1913 Ottoman coup d’état, which led to establishing total dominance over Ottoman politics until the end of World War I.
The Young Turk government had signed a secret treaty with Germany and established the Ottoman-German Alliance in August 1914, aimed against the common Russian enemy but aligning the Empire with the German side. The Ottoman Empire entered World War I after the Goeben and Breslau incident, in which it gave safe harbor to two German ships that were fleeing British ships. These ships, officially transferred to the Ottoman Navy, but effectively still under German control, attacked the Russian port of Sevastopol, thus dragging the Empire into the war on the side of the Central Powers in the Middle Eastern theater.
The Ottoman involvement World War I in the Middle East ended with the Arab Revolt in 1916. This revolt turned the tide against the Ottomans at the Middle Eastern front, where they initially seemed to have the upper hand during the first two years of the war. When the Armistice of Mudros was signed on October 30, 1918, the only parts of the Arabian peninsula still under Ottoman control were Yemen, Asir, the city of Medina, portions of northern Syria, and portions of northern Iraq. These territories were handed over to the British forces on January 23, 1919. The Ottomans were also forced to evacuate the parts of the former Russian Empire in the Caucasus (in present-day Georgia, Armenia, and Azerbaijan), which they had gained towards the end of World War I after Russia’s retreat from the war with the Russian Revolution in 1917.
Under the terms of the Treaty of Sèvres, the partitioning of the Ottoman Empire was solidified. The new countries created from the former territories of the Ottoman Empire currently number 39.
The occupations of Constantinople and Smyrna mobilized the Turkish national movement, which ultimately won the Turkish War of Independence. The formal abolition of the Ottoman Sultanate was performed by Grand National Assembly of Turkey on November 1, 1922. The Sultan was declared persona non grata and exiled from the lands that the Ottoman Dynasty ruled since 1299.
Primary Source: Ottoman Sultan Mahmud IV The Great Turks Declaration of War
This ominous statement accompanied the resurgence of war between the Ottoman Empire and Habsburg Austria. The sultan’s threat-laden declaration shows that religious and political questions were inseparable in the Turkish-Austrian rivalry.
Ottoman Sultan Mahmud IV (1683), “The Great Turks Declaration of War against the Emperour of Germany (At his Pallace at Adrinople, February 20, 1683)”
Mahomet Son of Emperours, Son to the famous and glorious God, Emperour of the Turks, King of Graecia, Macedonia, Samaria, and the Holy-land, King of Great and Lesser Egypt, King of all the Inhabitants of the Earth, and of the Earthly Paradise, Obedient Prince and Son of Mahomet, Preserver of the Towns of Hungaria, Possessour of the Sepulcher of your God, Lord of all the Emperours of the World, from the rising of the Sun to the going down thereof, King of all Kings, Lord of the Tree of Life, Conquerour of Melonjen, Itegly, and the City Prolenix, Great Pursuer of the Christians, Joy of the flourishing World, Commander and Guardian of the Crucified God, Lord of the Multitude of Heathens.
We Command you to greet the Emperour Leopold (in case he desire it) and you are our Friends, and a Friend to our Majesty, whose Power we will extend very far.) Thus,
You have for some time past acted to our prejudice, and violated our Frendship, although we have not offended you, neither by War, or any otherwise; but you have taken private advice with other Kings, and your Council’s how to take off your Yoke, in which you have acted very Indiscreetly, and thereby have exposed your People to fear and danger, having nothing to expect but Death, which you have brought upon your selves. For I declare unto you, I will make my self your Master, pursue you from East to West, and extend my Majesty to the end of the Earth; in all which you shall find my Power to your great prejudice. I assure you that you shall feel the weight of my Power; and for that you have put your hope and expectation in the strength of some Towns and Castles, I have given command to overthrow them, and to trample under feet with my Horses, all that is acceptable and pleasant in your Eyes, leaving nothing hereafter by which you shall make a friendship with me, or any fortified places to put your trust in: For I have resolved without retarding of time, to ruin both you and your People, to take the 2 German Empire according to my pleasure, and to leave in the Empire a Commemoration of my dreadful Sword, that it may appear to all, it will be a pleasure to me, to give a publick establishment of my Religion, and to pursue your Crucified God, whose Wrath I fear not, nor his coming to your Assistance, to deliver you out of my hands. I will according to my pleasure put your Sacred Priests to the Plough, and expose the Brests of your Matrons to be Suckt by Dogs and other Beasts.
You will therefore do well to forsake your Religion, or else I will give Order to Consume you with Fire. This is enough said unto you, and to give you to understand what I would have, in case you have a mind to know it.
From German History in Documents and Images
Volume 2. From Absolutism to Napoleon, 1648-1815 Ottoman Sultan Mahmud IV’s Declaration of War on Emperor Leopold I, signed at Adrianople [Edirne] (February 20, 1683)
Attributions
Licenses and Attributions
CC LICENSED CONTENT, SHARED PREVIOUSLY
- Curation and Revision. Provided by: Boundless.com. License: CC BY-SA: Attribution-ShareAlike
CC LICENSED CONTENT, SPECIFIC ATTRIBUTION
- Title Image - 1788 painting of mufti sprinkling rose water on cannon at beginning of Ottoman military campaign. Attribution: de:Johann Hieronymus Löschenkohl, Public domain, via Wikimedia Commons. Provided by: Wikipedia. Location: https://upload.wikimedia.org/wikipedia/commons/3/37/Loeschenkohl03.jpg. License: CC BY-SA: Attribution-ShareAlike
- https://courses.lumenlearning.com/boundless-worldhistory/chapter/the-ottoman-empirehttps://courses.lumenlearning.com/boundless-worldhistory/chapter/the-ottoman-empire
- History of the Ottoman Empire. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/History_of_the_Ottoman_Empire. License: CC BY-SA: Attribution-ShareAlike
- Decline and modernization of the Ottoman Empire. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike
- Ottoman Empire. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike
- Foreign relations of the Ottoman Empire. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike
- Eastern Question. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike
- https://rachel.worldpossible.org/mods/en-olpc/wikislice-en/files/articles/Mughal_Empire.htm
- "The text is available under the GNU Free Documentation License: http://www.gnu.org/copyleft/fdl.html".
|
oercommons
|
2025-03-18T00:35:40.709735
|
Neil Greenwood
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87819/overview",
"title": "Statewide Dual Credit World History, The Making of Early Modern World 1450-1700 CE, Chapter 2: Islam & Southeast Asia, Decline of the Ottoman, Safavid, and Mughal Empires",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/87881/overview
|
Age of Discovery: Exploration
Overview
Context and Background of the Age of Discovery
The Age of Discovery—or Age of Exploration—occurred within the larger context of European expansion during the second half of the Middle Ages. The Age of Discovery continued into the early modern period.
Learning Objectives
Identify the dynamics of trade and political power that led to European exploration of the New World.
Describe the significance of great explorers such as da Gama, Columbus, and Magellan and how their voyages changed Europe’s conception of the globe and of their world.
Understand the impact of the arrival of Europeans on native cultures and how the native rulers in the Americas tried to use the arrival of the Europeans for their own political ends.
Assess the impact of the Columbian Exchange on both the New World and the Old from an environmental, demographic, ecological, social, and economic perspective.
Key Terms / Key Concepts
Marco Polo: Venetian merchant and explorer who travelled across Asia during the last third of the thirteenth century, and inspired later explorers, such as Christopher Columbus
Norse Explorers
Norsemen became the first Europeans to strike out westward across the Atlantic Ocean during the ninth century. Norse explorers reached Iceland during the ninth century, Greenland during the tenth century, and North America at the turn of the eleventh century. While they withdrew from North America later in the eleventh century, they foreshadowed the Age of Discovery/Exploration that began in the fourteenth century.
Prelude to the Age of Discovery
A prelude to the Age of Discovery was a series of European land expeditions across Eurasia in the late Middle Ages. These expeditions occurred within the context of late medieval European economic development and growth, along with a budding sense of curiosity about the world fostered by new universities. And at the end of the eleventh century the initiation of the Crusades exposed Europeans to new opportunities for trade from the eastern shore of the Mediterranean across Asia, particularly merchants from the Italian city-states.
European medieval knowledge about Asia came from reports dating back from the time of the conquests of Alexander the Great (~323 BCE). An updated notion of the world was provided in 1154, when Arab geographer Muhammad al-Idrisi created the Tabula Rogeriana at the bequest of King Roger II of Sicily. The resulting manuscript, written in Arabic, is a description of the world, as was known to al-Idrisi. It contained maps showing the Eurasian continent but did not include anything past the northern part of the African continent. It remained the most accurate world map for the next three centuries, but it also demonstrated that the southern extent of Africa was only partially known by European and Arab seamen at that time.
A series of European expeditions crossing Eurasia by land in the late Middle Ages also marked a prelude to the Age of Discovery. Although the Mongols had threatened Europe with pillage and destruction, Mongol states unified much of Eurasia and allowed safe trade routes and communication lines stretching from the Middle East to China by 1206. A series of Europeans took advantage of these in order to explore eastward. Most were Italians, as trade between Europe and the Middle East was controlled mainly by the Maritime republics.
During the Mongol invasions of Syria, Christian embassies were sent as far as Karakorum, from this they gained a greater understanding of the world. The first of these travelers was Giovanni da Pian del Carpine, who journeyed to Mongolia and back from 1241 to 1247. About the same time, Russian prince Yaroslav of Vladimir traveled to the Mongolian capital. His sons later did the same. These expeditions are thought to have had strong political implications, but they did not result in detailed accounts.
Marco Polo, a Venetian merchant, dictated an account of journeys throughout Asia from 1271 to 1295. His travels are recorded in Book of the Marvels of the World, (also known as The Travels of Marco Polo, c. 1300), a book which did much to introduce Europeans to Central Asia and China. Marco Polo was not the first European to reach China, but he was the first to leave a detailed chronicle of his experience. The book inspired Christopher Columbus and many other travelers.
The Travels of Marco Polo: Marco Polo traveling, miniature from the book The Travels of Marco Polo (Il milione), originally published during Polo’s lifetime (c. 1254 – January 8, 1324), but frequently reprinted and translated.
From the thirteenth through the fifteenth centuries others explored portions of Africa and Eurasia in personal travels, leaving accounts in the process. During the thirteenth century André de Longjumeau of France and Flemish William of Rubruck reached Mongol-controlled China through Central Asia. From 1325 to 1354, Ibn Battuta—a Moroccan scholar from Tangier—journeyed extensively through Europe, Africa, the Middle East, and Asia, recording his impressions in his account. Between 1405 and 1421, Ma Huan, a Muslim voyager and translator, reported on a series of long-range tributary missions sponsored by the Yongle Emperor of Ming China; this provided knowledge of Arabia, East Africa, India, Maritime Southeast Asia, and Thailand. In 1439, Niccolò de’ Conti published an account of his travels to India and Southeast Asia. And Russian merchant Afanasy Nikitin of Tver travelled to India from 1466 to 1472.
The Age of Discovery
The geographical exploration of the late Middle Ages eventually led to what today is known as the Age of Discovery: a loosely defined European historical period that took place from the 15th century to the 18th century, during which extensive overseas exploration emerged as a powerful factor in European culture and globalization.
Global exploration started in 1498 with the successful Portuguese travels to the Atlantic archipelagos of Madeira and the Azores, the coast of Africa, and the sea route to India, as well as between 1492 and 1502 with the trans-Atlantic Voyages of Christopher Columbus and the first circumnavigation of the globe between 1519 and 1522. These discoveries led to numerous naval expeditions across the Atlantic, Indian, and Pacific oceans, as well as land expeditions in the Americas, Asia, Africa, and Australia that continued into the late 19th century. This period ends with the exploration of the polar regions in the 20th century. Many lands previously unknown to Europeans were discovered during this period, though most were already inhabited. From the perspective of non-Europeans, the period was not one of discovery, but one of invasion.
Portuguese Exploration
During the 15th and 16th centuries, Portuguese explorers were at the forefront of European overseas exploration, which led them to reach India, establish multiple trading posts in Asia and Africa, and settle what would become Brazil. As a result, Portugal created one of the most powerful empires.
Portuguese sailors were at the vanguard of European overseas exploration, discovering and mapping the coasts of Africa, Asia, and Brazil. As early as 1317, King Denis made an agreement with Genoese merchant-sailor Manuel Pessanha (Pesagno), appointing him first Admiral with trade privileges for his homeland in return for twenty manned warships. With this agreement, Portugal hoped to defend against Muslim pirate raids. This created the basis for the Portuguese Navy and the establishment of a Genoese merchant community in Portugal.
In the second half of the 14th century, outbreaks of bubonic plague led to severe depopulation in Portugal. During this time, the economy was extremely localized in a few towns, unemployment rose, and migration led to agricultural land abandonment. Only the sea offered alternatives, with most people settling in fishing and trading in coastal areas. Between 1325 and 1357, Afonso IV of Portugal granted public funding to raise a proper commercial fleet, and he ordered the first maritime explorations under the command of admiral Pessanha, with the help of Genoese. In 1341, the Canary Islands, already known to Genoese, were officially explored under the patronage of the Portuguese king. In 1344, Castile disputed Portugal’s efforts, further propelling the Portuguese navy efforts.
Learning Objectives
Identify the dynamics of trade and political power that led to European exploration of the New World.
Describe the significance of great explorers such as da Gama, Columbus, and Magellan and how their voyages changed Europe’s conception of the globe and of their world.
Understand the impact of the arrival of Europeans on native cultures and how the native rulers in the Americas tried to use the arrival of the Europeans for their own political ends.
Assess the impact of the Columbian Exchange on both the New World and the Old from an environmental, demographic, ecological, social, and economic perspective.
Key Terms / Key Concepts
Prince Henry the Navigator: royal sponsor of Portuguese voyages of exploration down the west African coast during the first half of the fifteenth century
Vasco da Gama: first European explorer to reach India by sailing around Africa
spice trade - lucrative trade in exotic, “eastern” spices, such as nutmeg
Pedro Alvares Cabral - Portuguese mariner who conducted the first significant European exploration of the northeastern coast of South America in 1500
Ferdinand Magellan - Portuguese mariner who led the first European expedition to sail around the world, 1519-22
Atlantic Exploration
In 1415, the city of Ceuta (north coast of Africa) was occupied by the Portuguese aiming to control navigation of the African coast. Young Prince Henry the Navigator was there and became aware of profit possibilities in the Saharan trade routes. He invested in sponsoring voyages down the coast of Mauritania, which led to his gathering a group of merchants, shipowners, stakeholders, and participants interested in the sea lanes.
Within two decades of exploration, Portuguese ships bypassed the Sahara. At the time, Europeans did not know what lay beyond Cape Bojador on the African coast. In 1419, two of Henry’s captains—João Gonçalves Zarco and Tristão Vaz Teixeira—were driven by a storm to Madeira, an uninhabited island off the coast of Africa that had probably been known to Europeans since the 14th century. In 1420, Zarco and Teixeira returned with Bartolomeu Perestrelo and began Portuguese settlement of the islands. A Portuguese attempt to capture Grand Canary, one of the nearby Canary Islands that had been partially settled by Spaniards in 1402, was unsuccessful and met with protests from Castile. Around the same time, the Portuguese began to explore the North African coast. Diogo Silves reached the Azores islands of Santa Maria in 1427, and in the following years, Portugal discovered and settled the rest of the Azores.
In 1443, Prince Pedro, Henry’s brother, granted him the monopoly of navigation, war, and trade in the lands south of Cape Bojador. This monopoly would later be enforced by two Papal bulls (1452 and 1455), giving Portugal the trade monopoly for the newly appropriated territories and laying the foundations for the Portuguese empire. Until his death in 1460, Henry the Navigator took the lead role in encouraging Portuguese maritime exploration.
India and Brazil
The long-standing Portuguese goal of finding a sea route to Asia was finally achieved in a ground-breaking voyage commanded by Vasco da Gama. His squadron left Portugal in 1497, rounded the Cape and continued along the coast of East Africa. Then, a local pilot was brought on board who guided them across the Indian Ocean. In May 1498, da Gama reached Calicut in western India. Reaching the legendary Indian spice routes unopposed helped the Portuguese improve their economy that, until Gama, was mainly based on trades along Northern and coastal West Africa. These Indian spices were at first mostly pepper and cinnamon, but soon included other products new to Europe. This led to a commercial monopoly for several decades.
Gama’s voyage was significant and paved the way for the Portuguese to establish a long-lasting colonial empire in Asia. The route meant that the entire voyage would be made by sea and that the Portuguese would not need to cross the highly disputed Mediterranean, nor the dangerous Arabian Peninsula.
The second voyage to India was dispatched in 1500 under Pedro Alvares Cabral. While following the same south-westerly route as Gama across the Atlantic Ocean, Cabral made landfall on the Brazilian coast. This was probably an accident, but it has been speculated that the Portuguese had already known of Brazil’s existence. Cabral recommended to the Portuguese king that the land be settled, and two follow-up voyages were sent in 1501 and 1503. The land was found to be abundant in pau-brasil, or brazilwood, from which it later inherited its name, but the failure to find gold or silver in Brazil meant the Portuguese efforts were concentrated on India.
Indian Ocean and Southeast Asia Explorations
The aim of Portugal in the Indian Ocean was to ensure the monopoly of the spice trade. Taking advantage of the rivalries that pitted Hindus against Muslims, the Portuguese established several forts and trading posts between 1500 and 1510. After the victorious sea Battle of Diu, Turks and Egyptians withdrew their navies from India, which allowed for Portuguese trade dominance for almost a century and greatly contributed to the growth of the Portuguese Empire. It also marked the beginning of the European colonial dominance in Asia. A second Battle of Diu in 1538 ended Ottoman ambitions in India and confirmed Portuguese hegemony in the Indian Ocean.
In 1511, the governor of Portuguese India Afonso de Albuquerque sailed to Malacca in Malaysia, the most important eastern point in the trade network. Malacca is where Malay traders met with Gujarati, Chinese, Japanese, Javan, Bengali, Persian, and Arabic traders. Upon Albuquerque’s capture, the port of Malacca became the strategic base for Portuguese trade expansion with China and Southeast Asia. Eventually, the Portuguese Empire expanded into the Persian Gulf as Portugal contested control of the spice trade with the Ottoman Empire. In a shifting series of alliances, the Portuguese dominated much of the southern Persian Gulf for the next hundred years.
From 1519 to 1522 Ferdinand Magellan—a Portuguese explorer funded by the Spanish Crown—organized the Castilian (Spanish) expedition to the East Indies. Selected by King Charles I of Spain to search for a westward route to the Maluku Islands—the “Spice Islands” or today’s Indonesia, Magellan headed south through the Atlantic Ocean to Patagonia, passing through the Strait of Magellan into a body of water he named the “peaceful sea” (the modern Pacific Ocean). Despite a series of storms and mutinies, the expedition reached the Spice Islands in 1521; they later returned home via the Indian Ocean to complete the first circuit of the globe.
After Magellan’s expedition, Spain, under Charles V, sent an expedition to colonize the Maluku islands in 1525. With this move by Spain, conflict with the Portuguese was inevitable. When García Jofre de Loaísa reached the islands it started nearly a decade of skirmishes. A peace accord was reached in 1529 when the Treaty of Zaragoza attributed the Maluku to Portugal and the Philippines to Spain.
How Portugal became the first European imperial sea power: Pick your adjective for the monster wave McNamara rode in January just off the Portuguese coast near Nazare. The Portuguese explorer, Vasco da Gama, came to Nazare, too, to pray before he set out in 1497—and again after a successful return from his voyage to find a sea route to India with its rich spice trade. He did what Christopher Columbus had tried to do but failed. Casimiro said that as a country, Portugal turns to the sea: “Our backs are turned to the land, and we are always looking at the sea. We have that kind of impulse to see what is after that.” Even if it’s frightening? “Yeah.” Portugal is a country where the sea is and always has been regarded as a living being—to be stared down, confronted. In the process of becoming an imperial sea power Portugal established trading ports at far-flung locations like Goa, Ormuz, Malacca, Kochi, the Maluku Islands, Macau, and Nagasaki. Guarding its trade from both European and Asian competitors, it dominated not only the trade between Asia and Europe, but also much of the trade between different regions of Asia, such as India, Indonesia, China, and Japan. Jesuit missionaries followed the Portuguese to spread Roman Catholic Christianity to Asia, with mixed success.
Spanish Exploration
The voyages of Christopher Columbus initiated the European exploration and colonization of the American continents that eventually turned Spain into the most powerful European empire.
While Portugal led European explorations of non-European territories, its Iberian rival Castile embarked upon its own mission to create an overseas empire. Castile began to establish its rule over the Canary Islands, located off the West African coast, in 1402; however, Castile became distracted from exploration through most of the 15th century because of internal Iberian politics and the repelling of Islamic invasion and raid attempts. Only late in the century, following the unification of the crowns of Castile and Aragon and the completion of the reconquista, did an emerging modern Spain become fully committed to the search for new trade routes overseas. In 1492, the joint rulers, Ferdinand of Aragon and Isabel of Castile, conquered the Moorish kingdom of Granada, which had been providing Castile with African goods through tribute. Then, they decided to fund Christopher Columbus’s expedition. King John II of Portugal rejected Columbus’s plan two times, in 1485 and 1488, before the Spanish rulers later financed it in the hopes of reaching “the Indies” (east and south Asia) by traveling west and bypassing Portugal’s monopoly on west African sea routes.
Learning Objectives
Identify the dynamics of trade and political power that led to European exploration of the New World.
Describe the significance of great explorers such as da Gama, Columbus, and Magellan and how their voyages changed Europe’s conception of the globe and of their world.
Understand the impact of the arrival of Europeans on native cultures and how the native rulers in the Americas tried to use the arrival of the Europeans for their own political ends.
Assess the impact of the Columbian Exchange on both the New World and the Old from an environmental, demographic, ecological, social, and economic perspective.
Key Terms / Key Concepts
Christopher Columbus: Genoese explorer credited with the discovery of the Americas
Ferdinand of Aragon and Isabel of Castile - Spanish monarchs who sponsored Columbus' 1492 expedition
Treaty of Tordesillas:1494 treaty that divided those parts of the world not yet explored purposefully by Europeans between Portugal and Spain
Ferdinand Magellan - Portuguese mariner who led the first European expedition to sail around the world, 1519-22
Columbus’s Voyages
On the evening of August 3, 1492, Columbus departed from Palos de la Frontera with three ships: Santa María, Pinta (the Painted) and Santa Clara. Columbus first sailed to the Canary Islands, where he restocked for what turned out to be a five-week voyage across the ocean, crossing a section of the Atlantic that became known as the Sargasso Sea. Land was sighted on October 12, 1492. And Columbus, thinking he found the “West Indies,” called the island (now The Bahamas) San Salvador. He also explored the northeast coast of Cuba and the northern coast of Hispaniola. Columbus left 39 men behind and founded the settlement of La Navidad in what is now Haiti.
Following the first American voyage, Columbus made three more. During his second voyage in 1493, he enslaved 560 native Americans, despite the Queen’s explicit opposition to the idea. The transport of these enslaved natives to Spain resulted in the death and disease of hundreds of the captives. In 1498, Columbus left port again with a fleet of six ships. The object of this third voyage was to verify the existence of a continent that King John II of Portugal claimed was located to the southwest of the Cape Verde Islands. He explored the Gulf of Paria, which separates Trinidad from mainland Venezuela, and then the mainland of South America. Columbus described these new lands as belonging to a previously unknown new continent, but he pictured them hanging from China. Finally, the fourth voyage left Spain in 1502, nominally in search of a westward passage to the Indian Ocean. Columbus spent two months exploring the coasts of the modern nations of Honduras, Nicaragua, and Costa Rica, before arriving in Almirante Bay, Panama. After his ships sustained serious damage in a storm off the coast of present-day Cuba, Columbus and his men remained stranded on Jamaica for a year. Help finally arrived and Columbus and his men arrived back in Castile in November 1504.
The Treaty of Tordesillas
Shortly after Columbus’s arrival from the “West Indies,” a division of influence became necessary to avoid conflict between the Spanish and Portuguese. An agreement was reached in 1494 with the Treaty of Tordesillas, which divided the world between the two powers. In the treaty, the Portuguese received everything outside Europe east of a line that ran 370 leagues west of the Cape Verde islands (already in control of the Portuguese). This gave Portugal control over Africa, Asia, and eastern South America (Brazil). On the other hand, the Spanish (Castile) received everything west of this line; this included territory that proved to be mostly the western part of the Americas, plus the Pacific Ocean islands and the islands reached by Christopher Columbus on his first voyage—Cuba, and Hispaniola.
Further Explorations of the Americas
After Columbus, the Spanish colonization of the Americas was led by a series of soldier-explorers called conquistadors. The Spanish forces, with the help of significant armament and equestrian advantages, exploited the rivalries between competing indigenous peoples, tribes, and nations. Some of the indigenous tribes were willing to form alliances with the Spanish in order to defeat their more powerful enemies, such as the Aztecs and Incas. Creating these alliances with native tribes is a tactic that would be extensively used by later European colonial powers. The Spanish conquest was also facilitated by the spread of diseases common in Europe but never present in the New World (e.g., smallpox), which reduced the indigenous populations in the Americas. This caused labor shortages for plantations and public works, which led to the colonists initiating the Atlantic slave trade.
One of the most accomplished conquistadors was Hernán Cortés. Cortés led a relatively small Spanish force, but he achieved the Spanish conquest of the Aztec Empire (present day Mexico) in the campaigns of 1519 – 1521. Of equal importance was the Spanish conquest of the Inca Empire. After years of preliminary exploration and military skirmishes, 168 Spanish soldiers under Francisco Pizarro, along with their native allies, captured the Sapa Inca Atahualpa in the 1532 Battle of Cajamarca. It was the first step in a long campaign that took decades of fighting, but the campaign ended in 1572 with Spanish victory and colonization of the region, which was later referred to as the Viceroyalty of Peru. The conquest of the Inca Empire led to spin-off campaigns into present-day Chile and Colombia, as well as expeditions towards the Amazon Basin.
In 1522 the Portuguese Ferdinand Magellan commanded a Castilian expedition that was the first to circumnavigate the globe. Magellan died while in the Philippines, but the Basque Juan Sebastián Elcano led the expedition to success. This led to Spain’s attempt to enforce their rights in the Moluccan islands, which led to a conflict with the Portuguese. The issue was finally resolved with the Treaty of Zaragoza in 1525.
Further Spanish settlements were progressively established in the New World: New Granada in the 1530s (later in the Viceroyalty of New Granada in 1717 and present-day Colombia); Lima in 1535 as the capital of the Viceroyalty of Peru; Buenos Aires in 1536 (later in the Viceroyalty of the Río de la Plata in 1776); and Santiago in 1541. Florida was colonized in 1565 by Pedro Menéndez de Avilés.
In 1565, the first permanent Spanish settlement in the Philippines was founded by Miguel López de Legazpi and the service of Manila Galleons was inaugurated. The Manila Galleons shipped goods from all over Asia across the Pacific to Acapulco on the coast of Mexico. From there, the goods were transshipped across Mexico to the Spanish treasure fleets then later shipped to Spain. The Spanish trading post of Manila was established to facilitate this trade in 1572.
English Exploration
Throughout the 17th century, the British established numerous successful American colonies and dominated the Atlantic slave trade, which eventually led to creating the most powerful European empire.
The foundations of the British Empire were laid when England and Scotland were separate kingdoms. In 1496, King Henry VII of England, following the successes of Spain and Portugal in overseas exploration, commissioned John Cabot (Venetian born as Giovanni Caboto) to discover a route to Asia via the North Atlantic. Spain put limited efforts into exploring the northern part of the Americas, as its resources were concentrated in Central and South America, where more wealth had been found. Cabot sailed in 1497, five years after Europeans reached America; although Cabot successfully made landfall on the coast of Newfoundland there was no attempt to found a colony. He mistakenly believed, as Columbus had, that he had reached Asia. Cabot led another voyage to the Americas the following year, but nothing was heard of his ships again.
Learning Objectives
Identify the dynamics of trade and political power that led to European exploration of the New World.
Describe the significance of great explorers such as da Gama, Columbus, and Magellan and how their voyages changed Europe’s conception of the globe and of their world.
Understand the impact of the arrival of Europeans on native cultures and how the native rulers in the Americas tried to use the arrival of the Europeans for their own political ends.
Assess the impact of the Columbian Exchange on both the New World and the Old from an environmental, demographic, ecological, social, and economic perspective.
The Early Empire
No further attempts to establish English colonies in the Americas were made until well into the reign of Queen Elizabeth I, during the last decades of the 16th century. In the meantime, the Protestant Reformation had turned England and Catholic Spain into implacable enemies. In 1562, the English Crown encouraged the privateers John Hawkins and Francis Drake to engage in slave-raiding attacks against Spanish and Portuguese ships off the coast of West Africa, with the aim of breaking into the Atlantic trade system. Drake carried out the second circumnavigation of the world in a single expedition from 1577 to 1580, and he was the first to complete the entire voyage as captain. With his incursion into the Pacific, he inaugurated an era of privateering and piracy off the western coast of the Americas—an area that had previously been free of piracy.
In 1578, Elizabeth I granted a patent to Humphrey Gilbert for discovery and overseas exploration. That year, Gilbert sailed for the West Indies with the intention of engaging in piracy and establishing a colony in North America, but the expedition was aborted before it had crossed the Atlantic. In 1583, he embarked on a second attempt to the island of Newfoundland whose harbor he formally claimed for England, although no settlers were left behind. Gilbert did not survive the return journey to England; he was succeeded by his half-brother, Walter Raleigh, who was granted his own patent by Elizabeth in 1584. Later that year, Raleigh founded the colony of Roanoke on the coast of present-day North Carolina, but lack of supplies caused the colony to fail.
Empire in the Americas
In 1603, James VI of Scotland ascended to the English throne as James I of England. In 1604 James I negotiated the Treaty of London, ending hostilities with Spain. Now at peace with its main rival, England’s attention shifted from preying on other nations’ colonial interests to the business of establishing its own overseas colonies. The Caribbean initially provided England’s most important and lucrative colonies. Colonies in Guiana, St Lucia, and Grenada failed, but settlements were successfully established in St. Kitts (1624), Barbados (1627), and Nevis (1628). The colonies soon adopted the system of sugar plantations, successfully used by the Portuguese in Brazil, which depended on slave labor. And they initially relied on Dutch ships to sell the slaves and buy the sugar. To ensure that the increasingly healthy profits of this trade remained in English hands, Parliament established the 1651 Navigation Acts, in which they decreed that only English ships would be able to ply their trade in English colonies. In 1655, England annexed the island of Jamaica from the Spanish; and in 1666 it succeeded in colonizing the Bahamas.
In 1672, the Royal African Company was inaugurated, receiving from King Charles a monopoly of the trade to supply slaves to the British colonies of the Caribbean. From the outset, slavery was the basis of the British Empire in the West Indies and later in North America. Until the abolition of the slave trade in 1807, Britain was responsible for the transportation of 3.5 million African slaves to the Americas.
Passage of the Navigation Acts by the English Parliament during the Commonwealth period led to war with the Dutch Republic. During the Commonwealth period, 1649-60, England was under the rule of Oliver Cromwell who had led opponents of King Charles I in his overthrow, as part of the English Civil War. In the early stages of this First Anglo-Dutch War (1652 – 1654), the superiority of the large, heavily armed English ships was offset by superior Dutch tactical organization. English tactical improvements resulted in a series of crushing victories in 1653, bringing peace on favorable terms. On the English side, this was the first war fought largely by purpose-built, state-owned warships. After the English monarchy was restored in 1660, at the conclusion of the Commonwealth period, Charles II re-established the navy, which became a national institution but carried the title of “The Royal Navy.”
England’s first permanent settlement in the Americas was founded in 1607 in Jamestown, led by Captain John Smith and managed by the Virginia Company. Bermuda was accidentally settled and claimed by England in 1609 because the Virginia Company’s flagship had shipwrecked there. Soon after, English colonies were created, mainly due to a desire for freedom of religion. The Virginia Company’s charter was revoked in 1624 and direct control of Virginia was assumed by the crown, thereby founding the Colony of Virginia. In 1620, Plymouth was founded as a haven for puritan religious separatists, later known as the Pilgrims. Fleeing from religious persecution would become the motive of many English would-be colonists to risk the arduous trans-Atlantic voyage: Maryland (1634) was founded as a haven for Roman Catholics; Rhode Island (1636) as a colony tolerant of all religions; and Connecticut (1639) for Congregationalists. The Province of Carolina was founded in 1663. With the surrender of Fort Amsterdam in 1664, England gained control of the Dutch colony of New Netherland, renaming it New York. In 1681, the colony of Pennsylvania was founded by William Penn. The American colonies were less financially successful than those of the Caribbean, but they had large areas of good agricultural land and attracted far larger numbers of English emigrants who preferred their temperate climates.
From the outset, slavery was the basis of the British Empire in the West Indies. Until the abolition of the slave trade in 1807, Britain was responsible for a third of all slaves transported across the Atlantic. In the British Caribbean, the percentage of the population of African descent rose from 25% in 1650 to around 80% in 1780. And in the 13 Colonies it rose from 10% to 40% over the same period (the majority in the southern colonies). For the slave traders, the trade was extremely profitable, and it became a major economic mainstay.
Although Britain was relatively late in its efforts to explore and colonize the New World, lagging behind Spain and Portugal, it eventually gained significant territories in North America and the Caribbean.
French Exploration
France established colonies in North America, the Caribbean, and India in the 17th century. While it lost most of its American holdings to Spain and Great Britain before the end of the 18th century, it eventually expanded its Asian and African territories in the 19th century.
Learning Objectives
Identify the dynamics of trade and political power that led to European exploration of the New World.
Describe the significance of great explorers such as da Gama, Columbus, and Magellan and how their voyages changed Europe’s conception of the globe and of their world.
Understand the impact of the arrival of Europeans on native cultures and how the native rulers in the Americas tried to use the arrival of the Europeans for their own political ends.
Assess the impact of the Columbian Exchange on both the New World and the Old from an environmental, demographic, ecological, social, and economic perspective.
The French in the New World: New France
France began to establish colonies in North America, the Caribbean, and India in the 17th century. The French first came to the New World as explorers, seeking wealth and a route to the Pacific Ocean. Major French exploration of North America began under the rule of Francis I of France. In 1524, Francis sent Italian-born Giovanni da Verrazzano to explore the region between Florida and Newfoundland for a route to the Pacific Ocean. Verrazzano gave the names Francesca and Nova Gallia to the land between New Spain and English Newfoundland, thus promoting French interests.
In 1534, Francis sent Jacques Cartier on the first of three voyages to explore the coast of Newfoundland and the St. Lawrence River. Cartier founded New France by planting a cross on the shore of the Gaspé Peninsula. He is believed to have accompanied Verrazzano to Nova Scotia and Brazil, and he was the first European to travel inland in North America. He claimed what is now Canada for France and named the Gulf of Saint Lawrence “The Country of Canadas,” using an Iroquois word. In 1541 he attempted to create the first permanent European settlement in North America at Cap-Rouge (Quebec City) with 400 settlers, but the settlement was abandoned the next year. A number of other failed attempts to establish French settlement in North America followed throughout the rest of the 16th century.
Through alliances with various Native American tribes, the French were able to exert a loose control over much of the North American continent, but areas of French settlement were generally limited to the St. Lawrence River Valley. Prior to the establishment of the 1663 Sovereign Council, the territories of New France were developed as mercantile colonies. It was only after 1665 that France gave its American colonies the proper means to develop populated colonies comparable to that of the British.
By the first decades of the 18th century, the French created and controlled such colonies as Quebec, La Baye des Puants (present-day Green Bay), Ville-Marie (Montreal), Fort Pontchartrain du Détroit (modern-day Detroit), La Nouvelle Orléans (New Orleans), and Baton Rouge. However, there was relatively little interest in colonialism in France, which instead concentrated on dominance within Europe. For most of its history, New France was far behind the British North American colonies in both population and economic development.
In 1699, French territorial claims in North America expanded, with the foundation of Louisiana in the basin of the Mississippi River. The extensive trading network throughout the region connected to Canada through the Great Lakes and was maintained through a vast system of fortifications, many of them centered in the Illinois Country and in present-day Arkansas.
New France was the area colonized by France in North America during a period beginning with the exploration of the Saint Lawrence River by Jacques Cartier in 1534 and ending with the cession of New France to Spain and Great Britain in 1763. At its peak in 1712, the territory of New France extended from Newfoundland to the Rocky Mountains, and from Hudson Bay to the Gulf of Mexico, including all the Great Lakes of North America.
The West Indies
As the French empire in North America grew, the French also began to build a smaller but more profitable empire in the West Indies. Settlement along the South American coast in what is today French Guiana began in 1624, and a colony was founded on Saint Kitts in 1625. Colonies in Guadeloupe and Martinique were founded in 1635 and on Saint Lucia in 1650. The food-producing plantations of these colonies were built and sustained through slavery and was dependent on the African slave trade.
France’s most important Caribbean colonial possession was established in 1664, when the colony of Saint-Domingue (today’s Haiti) was founded on the western half of the Spanish island of Hispaniola. In the 18th century, Saint-Domingue grew to be the richest sugar colony in the Caribbean. The eastern half of Hispaniola (today’s Dominican Republic) also came under French rule for a short period, after being given to France by Spain in 1795.
In the middle of the 18th century, a series of colonial conflicts began between France and Britain; these conflicts ultimately resulted in the near complete expulsion of France from the Americas and the destruction of most of the first French colonial empire.
Africa and Asia
French colonial expansion wasn’t limited to the New World. In Senegal in West Africa, the French began to establish trading posts along the coast in 1624. In 1664, the French East India Company was established to compete for trade in the east. In 1830, with the decay of the Ottoman Empire, the French seized Algiers, thus beginning the colonization of French North Africa. Colonies were also established in India at Chandernagore (1673) and Pondichéry (1674). Later colonies were added at Yanam (1723), Mahe (1725), and Karikal (1739). Finally, colonies were founded in the Indian Ocean, on the Île de Bourbon (Réunion, 1664), Isle de France (Mauritius, 1718), and the Seychelles (1756).
While the French never rebuilt its American gains, their influence in Africa and Asia expanded significantly over the course of the 19th century.
Attributions
Licenses and Attributions
CC licensed content, Shared previously
Curation and Revision. Provided by: Boundless.com. License: CC BY-SA: Attribution-ShareAlike
CC licensed content, Specific attribution
Title Image - "Landing of Columbus" by Albert Bierstadt. Attribution: Albert Bierstadt, Public domain, via Wikimedia Commons. Provided by: Wikipedia. Location: https://commons.wikimedia.org/wiki/File:Bierstadt_Albert_The_Landing_of_Columbus.jpg. License: CC BY-SA: Attribution-ShareAlike
Maritime Republics. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Maritime_republics. License: CC BY-SA: Attribution-ShareAlike
Marco Polo. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Marco_Polo. License: CC BY-SA: Attribution-ShareAlike
Age of Discovery. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Age_of_Discovery. License: CC BY-SA: Attribution-ShareAlike
Pax Mongolica. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Pax_Mongolica. License: CC BY-SA: Attribution-ShareAlike
Tabula Rogeriana. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Tabula_Rogeriana. License: CC BY-SA: Attribution-ShareAlike
Marco Polo traveling. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Marco_Polo_traveling.JPG. License: Public Domain: No Known Copyright
Portugese Exploration. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Portuguese_discoveries. License: CC BY-SA: Attribution-ShareAlike
Cape of Good Hope. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Cape_of_Good_Hope. License: CC BY-SA: Attribution-ShareAlike
Vasco da Gama. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Vasco_da_Gama. License: CC BY-SA: Attribution-ShareAlike
Age of Discovery. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Age_of_Discovery#Portuguese_exploration. License: CC BY-SA: Attribution-ShareAlike
Ferdinand Magellan. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Ferdinand_Magellan. License: CC BY-SA: Attribution-ShareAlike
Marco Polo traveling. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Marco_Polo_traveling.JPG. License: Public Domain: No Known Copyright
Gama Route 1. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Gama_route_1.png. License: CC BY-SA: Attribution-ShareAlike
How Portugal became the first global sea power. Located at: http://www.youtube.com/watch?v=dcdO0QTmxIU. License: Public Domain: No Known Copyright. License Terms: Standard YouTube license
Age of Discovery. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Age_of_Discovery. License: CC BY-SA: Attribution-ShareAlike
Spanish conquest of the Aztec Empire. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Spanish_conquest_of_the_Aztec_Empire. License: CC BY-SA: Attribution-ShareAlike
Voyages of Christopher Columbus. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Voyages_of_Christopher_Columbus. License: CC BY-SA: Attribution-ShareAlike
Christopher Columbus. Provided by: Wikipedia. Located at: http://en.wikipedia.org/wiki/Christopher_Columbus. License: CC BY-SA: Attribution-ShareAlike
Treaty of Zaragoza. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Treaty_of_Zaragoza. License: CC BY-SA: Attribution-ShareAlike
Treaty of Tordesillas. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Treaty_of_Tordesillas. License: CC BY-SA: Attribution-ShareAlike
Reconquista. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Reconquista. License: CC BY-SA: Attribution-ShareAlike
Spanish Empire. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Spanish_Empire. License: CC BY-SA: Attribution-ShareAlike
Spanish conquest of the Inca Empire. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Spanish_conquest_of_the_Inca_Empire. License: CC BY-SA: Attribution-ShareAlike
Spanish colonization of the Americas. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Spanish_colonization_of_the_Americas. License: CC BY-SA: Attribution-ShareAlike
Marco Polo traveling. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Marco_Polo_traveling.JPG. License: Public Domain: No Known Copyright
Gama Route 1. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Gama_route_1.png. License: CC BY-SA: Attribution-ShareAlike
How Portugal became the first global sea power. Located at: http://www.youtube.com/watch?v=dcdO0QTmxIU. License: Public Domain: No Known Copyright. License Terms: Standard YouTube license
First Voyage, Departure for the New World, August 3, 1492. Provided by: Wikimedia Commons. Located at: http://commons.wikimedia.org/wiki/File:First_Voyage,_Departure_for_the_New_World,_August_3,_1492.jpg. License: Public Domain: No Known Copyright
Navigation Acts. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Navigation_Acts. License: CC BY-SA: Attribution-ShareAlike
Francis Drake. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Francis_Drake. License: CC BY-SA: Attribution-ShareAlike
First Anglo-Dutch War. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/First_Anglo-Dutch_War. License: CC BY-SA: Attribution-ShareAlike
Age of Discovery. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Age_of_Discovery. License: CC BY-SA: Attribution-ShareAlike
Royal Navy. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Royal_Navy. License: CC BY-SA: Attribution-ShareAlike
Jamestown, Virginia. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Jamestown,_Virginia. License: CC BY-SA: Attribution-ShareAlike
Roanoke Colony. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Roanoke_Colony. License: CC BY-SA: Attribution-ShareAlike
Plymouth Colony. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Plymouth_Colony. License: CC BY-SA: Attribution-ShareAlike
British Empire. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/British_Empire. License: CC BY-SA: Attribution-ShareAlike
Marco Polo traveling. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Marco_Polo_traveling.JPG. License: Public Domain: No Known Copyright
Gama Route 1. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Gama_route_1.png. License: CC BY-SA: Attribution-ShareAlike
How Portugal became the first global sea power. Located at: http://www.youtube.com/watch?v=dcdO0QTmxIU. License: Public Domain: No Known Copyright. License Terms: Standard YouTube license
First Voyage, Departure for the New World, August 3, 1492. Provided by: Wikimedia Commons. Located at: http://commons.wikimedia.org/wiki/File:First_Voyage,_Departure_for_the_New_World,_August_3,_1492.jpg. License: Public Domain: No Known Copyright
Tobacco_cultivation_Virginia_ca._1670.jpg. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/British_Empire#/media/File:Tobacco_cultivation_(Virginia,_ca._1670).jpg. License: CC BY-SA: Attribution-ShareAlike
1280px-British_colonies_1763-76_shepherd1923.PNG. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/British_Empire#/media/File:British_colonies_1763-76_shepherd1923.PNG. License: Public Domain: No Known Copyright
Mercantilism. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Mercantilism. License: CC BY-SA: Attribution-ShareAlike
French colonization of the Americas. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/French_colonization_of_the_Americas. License: CC BY-SA: Attribution-ShareAlike
New France. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/New_France. License: CC BY-SA: Attribution-ShareAlike
French colonial empire. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/French_colonial_empire. License: CC BY-SA: Attribution-ShareAlike
Sovereign Council of New France. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Sovereign_Council_of_New_France. License: CC BY-SA: Attribution-ShareAlike
Age of Discovery. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Age_of_Discovery. License: CC BY-SA: Attribution-ShareAlike
Carib Expulsion. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Carib_Expulsion. License: CC BY-SA: Attribution-ShareAlike
Marco Polo traveling. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Marco_Polo_traveling.JPG. License: Public Domain: No Known Copyright
Gama Route 1. Provided by: Wikimedia . Located at: http://commons.wikimedia.org/wiki/File:Gama_route_1.png. License: CC BY-SA: Attribution-ShareAlike
How Portugal became the first global sea power. Located at: http://www.youtube.com/watch?v=dcdO0QTmxIU. License: Public Domain: No Known Copyright. License Terms: Standard YouTube license
First Voyage, Departure for the New World, August 3, 1492. Provided by: Wikimedia Commons. Located at: http://commons.wikimedia.org/wiki/File:First_Voyage,_Departure_for_the_New_World,_August_3,_1492.jpg. License: Public Domain: No Known Copyright
Tobacco_cultivation_Virginia_ca._1670.jpg. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/British_Empire#/media/File:Tobacco_cultivation_(Virginia,_ca._1670).jpg. License: CC BY-SA: Attribution-ShareAlike
1280px-British_colonies_1763-76_shepherd1923.PNG. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/British_Empire#/media/File:British_colonies_1763-76_shepherd1923.PNG. License: Public Domain: No Known Copyright
1024px-Nouvelle-France_map-en.svg.png. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/French_colonization_of_the_Americas#/media/File:Nouvelle-France_map-en.svg. License: CC BY-SA: Attribution-ShareAlike
Cartier.png. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/French_colonization_of_the_Americas#/media/File:Cartier.png. License: Public Domain: No Known Copyright
|
oercommons
|
2025-03-18T00:35:40.772148
|
Neil Greenwood
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87881/overview",
"title": "Statewide Dual Credit World History, The Making of Early Modern World 1450-1700 CE, Chapter 6: Exploration, Age of Discovery: Exploration",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/87859/overview
|
Origins of Indigenous Peoples of the Americas
Overview
Origins of Indigenous Peoples of the America
The indigenous peoples of the Americas arrived in the Western Hemisphere during the last Global Ice Age sometime over 12,000 years ago.
Learning Objectives
Discuss the origins of the indigenous peoples of the Americas.
Key Terms / Key Concepts
Clovis Culture: early hunters and gatherers in North America c. 12,000 – 8000 BCE who shared a common culture based on the stone tools that they produced
Simple culture: a culture with a subsistence economy and egalitarian society, that is organized by ties of kinship
Complex culture: a culture that produces a surplus of goods and possesses a hierarchal social stratified society, as well as a formal system of government
Origins of Indigenous Peoples of the America
Our understanding of the settlement of the Western Hemisphere by indigenous Americans has been clouded recently by some spectacular archaeological discoveries. Historians once agreed that the ancestors of indigenous Americans crossed over from Northeast Asia to North America along a land bridge, which once connected the two continents, which is today the Bering Strait. According to this theory, these nomadic hunters and gatherers migrated during the last Ice Age when ocean levels were much lower than today, thereby exposing this land bridge. Moreover, it was maintained that many of these immigrants arrived around 12,000 BC and that these "Paleo-Indians" shared a common culture—which was labeled Clovis Culture—and flourished until approximately 8,000 BCE. The term "Clovis" was coined to describe the types of stone tools and weapons, which were originally found in Clovis, New Mexico and later at many Paleolithic (Old Stone Age) sites across the continental United States.
Recent archaeological discoveries have resulted in the proposal of alternative theories concerning the immigration of Native Americans. For example, excavations at Monte Verde in Chile have shown that a unique culture flourished at this site in South America earlier than the Clovis culture in North America. This discovery indicates that the migration across the Bering Strait land bridge must have begun far earlier than 12,000 BCE. Other recent archaeological discoveries have cast doubt on the notion that this land bridge was the sole route for the entry of immigrants into the Western Hemisphere. In 1996 the discovery of the 9,000-year-old skeletal remains of "Kennewick Man" in Washington state stunned historians because of his "Caucasoid" features—physical traits associated with the peoples of Europe, the Middle East, and Eurasia. Up to this point, Historians were in agreement that indigenous Americans were physically akin to the peoples of East Asia, such as the Chinese, Japanese, and Koreans. The physical similarities between "Kennewick Man" and peoples in the isles of Polynesia and Japan (the Ainu), who also possess "Caucasoid" features, has fueled speculation that the ancestors of the Native Americans may include people from these parts of Asia who made the voyage across the Pacific.
The Development of Simple and Complex Cultures
Beginning around 7000 BCE and continuing for the next 5000 years, the peoples of the Americas witnessed the development of diverse cultures. Different population groups adapted to particular environments, which played an important role in shaping their respective cultural traits (i.e. language, religious beliefs, social customs, and means of subsistence). Consequently, in the continental US, for example, the culture of the inhabitants of the arid southwest differed from that of those dwelling in the woodlands, east of the Mississippi. This adaptation often involved the use of new technology such as more refined and complex tools and weapons (i.e. the bow), as well as the domestication of plants with the introduction of agriculture.
The attributes of simple cultures apply broadly to many of these different Native American peoples. Historians label cultures worldwide as either simple or complex based on certain criteria concerning their economy, social structure, and political organization. The level of simplicity or complexity varies from culture to culture. A nomadic hunter and gatherer society represents the simplest culture, whereas American society in the 21st century represents the most complex. The majority of cultures that had developed within the continental US and flourished until the arrival of Europeans were more simple than complex.
Simple cultures generally possess a "subsistence economy" with very little economic specialization. In other words, families in such cultures rely mainly on their own resources and skills to acquire and to produce their basic needs, such as food, shelter, and clothing. There are very few specialized occupations since most members of society must devote much time to meeting basic human needs. Artistic work from such societies, for example, is often less sophisticated than that from more complex societies since artists didn’t have time to develop their skills.
Political organization among simple cultures is based on ties of kinship. Families are grouped into clans, who all may share a common ancestor. Clans in turn form larger configurations of tribes, whose members believe that they share a common ancestral origin. In these cultures, community decisions—such as those concerning war or peace or the settlement of internal disputes—are reached by consultation with the clan or tribal elders. The community selects its leaders in such societies based on their personal qualities (i.e. courage, fighting ability, public speaking skills, and charisma).
The social structure of such societies is rather egalitarian. The standard of living of the wealthiest and most prestigious families differs little from that of the poorest and least prestigious. Since there are few opportunities to amass wealth in such societies, it is difficult for any elite group of families to dominate others for an extended period.
Before the first wave of European explorers arrived on the shores of the New World, complex cultures or civilizations emerged in the Continental United States. These societies, however, did not achieve the same size and wealth as those more complex cultures of Central and South America such as the Maya, Aztec, or Inca.
Complex Cultures
Complex cultures differ substantially from simple ones regarding their economic, social, and political organization. Complex cultures require an agricultural surplus. Farmers must produce more than what they need for themselves or their families. This resulting surplus feeds various specialists who are not engaged in agriculture and who provide society with various goods or services, such as craftsmen, traders, officials, or priests. In all complex societies worldwide before the advent of the Industrial Revolution in Europe in the late eighteenth century around 90% of the population were needed to serve as farmers to raise this surplus, which sustained the remaining 10%. These societies must also have an exchange and distribution system so that the surplus can be distributed among those who are not engaged in agriculture. This system is centered in an urban area or city where the non-farming population resides.
Complex societies are also socially stratified. Society is organized into different classes or strata, individual members of which possess a similar level of wealth and status. Stratified societies are hierarchical in that these strata are arranged in descending order, like layers of a birthday cake. The position of each class in this hierarchy depends on the degree of prestige and wealth of its collective membership. Membership in a particular class often imparts certain rights and privileges that are denied to members of a lower class. Stratified societies also possess an elite or ruling class, which sits a top of this hierarchy like frosting on a cake, whose members alone provide leadership to their communities based on their abundant resources and high social standing. In stratified societies, the standard of living of those in the upper classes is often much more affluent than those in the lower classes.
A complex culture has a formal system of government or state. Decisions regarding the community as a whole and the settlement of internal disputes fall under the jurisdiction of the state and its laws. Participation in the government is often limited to certain classes or to a ruling elite alone, who specialize in performing government functions (i.e. judges, generals, lawmakers, and financial officials).
Primary Source: Alvar Nuñez Cabeza de Vaca
"Indians of the Rio Grande"
Alvar Núñez Cabeza de Vaca (1528-1536)
They are so accustomed to running that, without resting or getting tired, they run from morning till night in pursuit of a deer, and kill a great many, because they follow until the game is worn out, sometimes catching it alive. Their huts are of matting placed over four arches. They carry them on their back and move every two or three days in quest of food; they plant nothing that would be of any use.
They are very merry people, and even when famished do not cease to dance and celebrate their feasts and ceremonials. Their best times are when "tunas" (prickly pears) are ripe, because then they have plenty to eat and spend the time in dancing and eating day and night. As long as these tunas last they squeeze and open them and set them to dry. When dried they are put in baskets like figs and kept to be eaten on the way. The peelings they grind and pulverize.
All over this country there are a great many deer, fowl and other animals which I have before enumerated. Here also they come up with cows; I have seen them thrice and have eaten their meat. They appear to me of the size of those in Spain. Their horns are small, like those of the Moorish cattle; the hair is very long, like fine wool and like a peajacket; some are brownish and others black, and to my taste they have better and more meat than those from here. Of the small hides the Indians make blankets to cover themselves with, and of the taller ones they make shoes and targets. These cows come from the north, across the country further on, to the coast of Florida, and are found all over the land for over four hundred leagues. On this whole stretch, through the valleys by which they come, people who live there descend to subsist upon their flesh. And a great quantity of hides are met with inland.
We remained with the Avavares Indians for eight months, according to our reckoning of the moons. During that time they came for us from many places and said that verily we were children of the sun. Until then Donates and the negro had not made any cures, but we found ourselves so pressed by the Indians coming from all sides, that all of us had to become medicine men. I was the most daring and reckless of all in undertaking cures. We never treated anyone that did not afterwards say he was well, and they had such confidence in our skill as to believe that none of them would die as long as we were among them. . . .
The women brought many mats, with which they built us houses, one for each of us and those attached to him. After this we would order them to boil all the game, and they did it quickly in ovens built by them for the purpose. We partook of everything a little, giving the rest to the principal man among those who had come with us for distribution among all. Every one then came with the share he had received for us to breathe on it and bless it, without which they left it untouched. Often we had with us three to four thousand persons. And it was very tiresome to have to breathe on and make the sign of the cross over every morsel they ate or drank. For many other things which they wanted to do they would come to ask our permission, so that it is easy to realize how greatly we were bothered. The women brought us tunas, spiders, worms, and whatever else they could find, for they would rather starve than partake of anything that had not first passed through our hands.
While traveling with those, we crossed a big river coming from the north and, traversing about thirty leagues of plains, met a number of people that came from afar to meet us on the trail, who treated us like the foregoing ones.
Thence on there was a change in the manner of reception, insofar as those who would meet us on the trail with gifts were no longer robbed by the Indians of our company, but after we had entered their homes they tendered us all they possessed, and the dwellings also. We turned over everything to the principals for distribution. Invariably those who had been deprived of their belongings would follow us, in order to repair their losses, so that our retinue became very large. They would tell them to be careful and not conceal anything of what they owned, as it could not be done without our knowledge, and then we would cause their death. So much did they frighten them that on the first few days after joining us they would be trembling all the time, and would not dare to speak or lift their eyes to Heaven.
Those guided us for more than fifty leagues through a desert of very rugged mountains, and so arid that there was no game. Consequently we suffered much from lack of food, and finally forded a very big river, with its water reaching to our chest. Thence on many of our people began to show the effects of the hunger and hardships they had undergone in those mountains, which were extremely barren and tiresome to travel.
The next morning all those who were strong enough came along, and at the end of three journeys we halted. Alonso del Castillo and Estevanico, the negro, left with the women as guides, and the woman who was a captive took them to a river that flows between mountains where there was a village in which her father lived, and these were the first adobes we saw that were like unto real houses. Castillo and Estevanico went to these and, after holding parley with the Indians, at the end of three days Castillo returned to where he had left us, bringing with him five or six of the Indians. He told how he had found permanent houses, inhabited, the people of which ate beans and squashes, and that he had also seen maize.
Of all things upon earth that caused us the greatest pleasure, and we gave endless thanks to our Lord for this news. Castillo also said that the negro was coming to meet us on the way, near by, with all the people of the houses. For that reason we started, and after going a league and a half met the negro and the people that came to receive us, who gave us beans and many squashes to eat, gourds to carry water in, robes of cowhide, and other things. As those people and the Indians of our company were enemies, and did not understand each other, we took leave of the latter, leaving them all that had been given to us, while we went on with the former and, six leagues beyond, when night was already approaching, reached their houses, where they received us with great ceremonies. Here we remained one day, and left on the next, taking them with us to other permanent houses, where they subsisted on the same food also, and thence on we found a new custom. . . .
Having seen positive traces of Christians and become satisfied they were very near, we gave many thanks to our Lord for redeeming us from our sad and gloomy condition. Anyone can imagine our delight when he reflects how long we had been in that land, and how many dangers and hardships we had suffered. That night I entreated one of my companions to go after the Christians, who were moving through the part of the country pacified and quieted by us, and who were three days ahead of where we were. They did not like my suggestion, and excused themselves from going, on the ground of being tired and worn out, although any of them might have done it far better than I, being younger and stronger.
Seeing their reluctance, in the morning I took with me the negro and eleven Indians and, following the trail, went in search of the Christians. On that day we made ten leagues, passing three places where they slept. The next morning I came upon four Christians on horseback, who, seeing me in such a strange attire, and in company with Indians, were greatly startled. They stared at me for quite awhile, speechless; so great was their surprise that they could not find words to ask me anything. I spoke first, and told them to lead me to their captain, and we went together to Diego de Alcaraz, their commander.
Study Questions:
1. Summarize Cabeza de Vaca’s impression of the people he came upon during his journey. What are his impressions of their habits and customs? What seems to be his attitude toward these people?
2. How were the author and his companions received and treated by the Avavares Indians? 3. Describe the various difficulties faced by Cabeza de Vaca and his companions during their travels.
Attributions
Title Image
https://commons.wikimedia.org/wiki/File:Fort-blount-paleo-indian-tn1.jpg
Paleo-Indian point found on the Fox Farm (which contains the Fort Blount-Williamsburg site) in Jackson County, Tennessee, USA.. Collection of Gene Smith, Jackson County, Tenn.
Brian Stansberry, CC BY 3.0 <https://creativecommons.org/licenses/by/3.0>, via Wikimedia Commons
User:Roblespepe, CC BY-SA 3.0 <https://creativecommons.org/licenses/by-sa/3.0>, via Wikimedia Commons
|
oercommons
|
2025-03-18T00:35:40.801154
|
Neil Greenwood
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87859/overview",
"title": "Statewide Dual Credit World History, The Making of Early Modern World 1450-1700 CE, Chapter 4: Latin America, Origins of Indigenous Peoples of the Americas",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/91231/overview
|
Competitive Bidding
Overview
Provided by: Lumen Learning. License: CC BY: Attribution
Outcome: Competitive Bidding
What you’ll learn to do: explain the use of competitive bidding for B2B pricing
Generally in business-to-consumer sales there is a standard price structure for all customers. That doesn’t necessarily mean that every customer will pay exactly the same price. The company may provide discounts—such as “loyalty” discounts, for instance—to a particular group of customers, but overall, the pricing is fairly uniform.
This is not at all the case in business-to-business marketing. In B2B marketing, most vendors will expect to give deep discounts to large customers who generate significant revenue. They also expect to tailor the solution to the customer to a much greater extent. This may include making adjustments to the levels of service, response time for issues, payment terms, and other aspects of the solution. The B2B marketing requires solutions that are more customized to the individual buyer, and the pricing is no exception.
The specific things you’ll learn in this section include:
- Describe the competitive bidding process
- Describe the role of pricing in the competitive bid
Learning Activities
- Reading: Competitive Bidding
- Reading: Price in the Competitive Bid
Licenses and Attributions
CC licensed content, Original
- Outcome: Competitive Bidding. Provided by: Lumen Learning. License: CC BY: Attribution
Reading: Competitive Bidding
When we discussed buyer behavior, we identified the stages that organizations go through to make a purchase decision. When it comes to pricing consideration, two of these stages are especially relevant: proposal solicitation and supplier selection.
You will remember that during the proposal solicitation stage of the process, qualified suppliers are invited to submit proposals. Those vendors will each craft a detailed proposal outlining what the provider can offer to address the buyer’s needs, along with product specifications, timing, and pricing. These proposals are submitted to the buying organization, which will review them during the supplier-selection stage of the process. During this stage the buyer completes a thorough review of the proposals submitted, scores the proposals, and often narrows down the list of vendors to the highest-scoring proposals. This short list is marked for “further negotiation,” which may include negotiating product quantity, specifications, pricing, timing, delivery, and other terms of sale. This process is called a competitive bid process.
A competitive bid is a procurement process in which bids from competing suppliers are solicited. The competitive bid process generally advertises the requirements and specifications of solutions and invites suppliers to provide a proposal about how they will meet the need and at what price. Together, the steps of requesting proposals from multiple vendors, evaluating the proposals by comparing them against one another, and negotiating the terms constitute a competitive bid process.
Let’s consider a very simple example of the differences between the competitive pricing for a B2C sale and a competitive bid in a B2B sale.
Imagine that you are traveling to Chicago and you want to find a low-cost hotel room. There are a number of Web sites that allow you to compare costs of different hotels. You are able to select the location and dates for your stay, compare information about the available hotels, and see the price for each option. This enables you, as a buyer, to select and reserve your room without ever having direct contact with the hotel.
If you are planning to hold a large conference at a hotel in Chicago, then the process if very different. The meeting planner will generally do some research to identify all of the hotels in the area that have facilities with sufficient capacity to accommodate the conference. Then the planner will issue a request for proposals (RFP) to all of the possible venues. The RFP will provide information to the hotel about the conference needs: number of expected attendees, meeting space required, hotel rooms required, and any special requirements (such as catering, etc.). Each of the hotels has the opportunity to craft and submit a proposal. The hotels have a good sense of what their competitors offer, so they will describe what is unique about their facilities and available services. They will also price their proposal according to how confident they are that their facilities and services can support the value. Unlike the consumer, the business will be offered a full, customized package with pricing that will include a hotel room rate for a defined block of rooms, a minimum dollar amount that must be spent on food and beverages, and pricing for other items. If the food-and-beverage expense is high, then the hotel might waive the cost of meeting-space rental. Once the business has reviewed the proposals, it might negotiate on any of these terms or ask to have some of the services that will incur a fee, such as Internet access, included in the package.
The competitive bid process creates an opportunity to tailor pricing for a specific customer’s needs, based on the value is provided relative to a specific set of competitors.
Licenses and Attributions
CC licensed content, Original
- Competitive Bidding. Provided by: Lumen Learning. License: CC BY: Attribution
CC licensed content, Shared previously
- Attendees at An Event Apart San Francisco 2014. Authored by: Jeffrey Zeldman. Located at: https://www.flickr.com/photos/zeldman/15629794278/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
Reading: Price in the Competitive Bid
What role does the price play in the competitive bid process? The answer to this question can vary significantly, but in every case, the marketer has a specific goal: to minimize the role of price in the proposal. To understand what this means, let’s consider two different scenarios.
Scenario 1: The value proposition of all solutions is identical; there is absolutely no differentiation between the products, companies, or brands. In such a case, suppliers can only compete on price. Each proposal must slash prices to the lowest possible level in hopes of coming in below the other bids.
Scenario 2: Each solution is differentiated in every element of the marketing mix. Price is different for each solution and is based on the value provided by the product, the service and relationship commitments, the brand, and the expected customer experience.
Consider both scenarios. If you are hoping to set the highest possible price, which one would you prefer? Clearly, scenario 2 provides much greater flexibility in pricing, because the marketer can use price as one of several tools to differentiate the proposal and maximize the value, rather than having only the option to drop price.
There are two primary reasons why businesses don’t want to compete on price alone in a competitive bid situation.
- Price is not a sustainable competitive advantage. Competitors can copy price more easily than any other element of the marketing mix. When a strong competitor sees a weaker companies competing only on price, it can lower prices temporarily and drive others out of the market.
- Low prices can jeopardize a company’s ability to profitably deliver sustained value. When the price is very low, there’s a risk of cutting into profits or needing to reduce service in order to cut costs. Both create risk for the business over the long term.
The best approach to pricing in a competitive bid situation is to be disciplined about optimizing the full marketing mix. Practically, companies generally use one of two approaches to arrive at the package that provides the greatest value in a competitive bid situation. In situations where price is not the dominant decision factor, the marketer can craft a proposal that best addresses the customer’s business goals and needs. Then price can be set at an appropriate level to support the unique value offered in the proposal. In this case, price supports a differentiated proposal that provides unique value.
Sometimes price is unavoidably the dominant consideration. In fact, in some government bid processes, the buying organization is required to select the bid with the lowest total cost. In other situations, the company knows how competitors are pricing and has an indication of where it must price in order to be competitive. In this case the price becomes somewhat fixed, and the marketer must determine which proposal offers the highest possible value at that price. It requires discipline to be realistic about costs and trade-offs, else there is risk of underpricing. A disciplined approach enables the marketer to create a proposal that maximizes value, rather than ignoring the pricing realities and submitting an uncompetitive proposal.
Licenses and Attributions
CC licensed content, Original
- Price in the Competitive Bid. Provided by: Lumen Learning. License: CC BY: Attribution
CC licensed content, Shared previously
- Competitive Kiting. Authored by: Daniel Parks. Located at: https://www.flickr.com/photos/parksdh/14830636071/. License: CC BY-NC: Attribution-NonCommercial
|
oercommons
|
2025-03-18T00:35:40.830515
|
03/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91231/overview",
"title": "Statewide Dual Credit Principles of Marketing, Pricing Strategies, Competitive Bidding",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/91232/overview
|
Putting it Together
Overview
Provided by: Lumen Learning. License: CC BY: Attribution
Putting It Together: Pricing Strategies
Let’s return to our discussion of Amazon Prime pricing in the context of the pricing concepts we’ve discussed. It might be helpful to review the key facts:
- In 2005, Amazon introduced Amazon Prime for an annual membership fee of $79
- The service initially included unlimited 2-day shipping on orders
- Over the next 8 years, Amazon augmented Prime with a host of new features without changing the price
- In 2014 Amazon raised the pricing for annual Amazon Prime memberships to $99
- Annually, Amazon loses at least $1 billion on Prime-related shipping expenses
- Amazon spent $1.3 billion on Prime Instant Video in 2014, over and above the shipping costs
- Amazon Prime has between 40 and 50 million subscribers
- Prime members spend an average of $538 annually with Amazon, far more than the $320 by non-Prime members1
Returning to our original question, is it strategic genius or terrible folly for Amazon to lose billions of dollars a year on Amazon Prime on account of its pricing? Is Amazon actually losing money on Prime, or is Prime bringing in enough other sales to cover its costs?
Customer Value
Amazon was able to clearly articulate benefits to the customer that aligned with the offering and supported the pricing. It did this by
- Providing shipping that had been a luxury
- Eliminating delivery risk with predictable fulfillment
- Offering ease of purchase by combining the cost into one annual purchase
These benefits allowed Amazon to create value with the offering.
Introductory Pricing
It wasn’t completely clear whether Amazon’s initial pricing was penetration pricing. Because it was a completely new offering, it was difficult to know how much it would be used and hard to analyze the cost to Amazon for providing the service. The decision to keep the pricing at $79 while adding significant new services certainly looks like penetration pricing. As a reminder, this is a strategy to drive significant early sales—to penetrate the market.
Achieving Pricing Objectives
Clearly, Amazon is hoping to draw new customers and increase total sales. Let’s look at some of the assumptions and see whether this is working. If Amazon has 40 million Prime subscribers, and each is spending $218 more annually ($538 – $320 from the data above) because of Prime, then Amazon is bringing in an additional $8.7 billion in revenue annually from increased Prime sales. Perhaps only half of the members truly spend more, but that would still mean $4.36 billion in revenue.
Not all of that revenue is profit. If Amazon’s average markup on the sales of the items sold is 25 percent, then $8.7 billion in revenue might result in $2.2 billion in profit. This could then cover some of the losses that the Prime service collects as an independent offering.
Based on this simple analysis, it is not immediately clear if Amazon is growing its profitability because of Amazon Prime. It does indicate that Amazon is growing revenue because of Prime. Both revenue growth and profitability growth are common objectives, and Amazon has historically been willing to take losses on the profit side in order to grow product lines and markets with long-term potential. If that is the case here, then Amazon is achieving a key objective.
Answering the Strategic Question
Is the pricing for Amazon Prime the right decision? Clearly, the answer has to be, “It depends.” That’s not completely satisfying, but it does acknowledge the complexity of pricing an offering that is driving growth, increasing sales per customer, opening new offerings and markets (like video and music streaming), and generating a significant financial loss for the company.
Amazon reminds us that pricing is complex, and it doesn’t always have a clear right answer.
Licenses and Attributions
CC licensed content, Original
- Putting It Together: Pricing Strategies. Provided by: Lumen Learning. License: CC BY: Attribution
|
oercommons
|
2025-03-18T00:35:40.854373
|
03/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91232/overview",
"title": "Statewide Dual Credit Principles of Marketing, Pricing Strategies, Putting it Together",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/91237/overview
|
Integrated Supply Chain Management and the Distribution Strategy
Overview
Provided by: Lumen Learning. License: CC BY: Attribution
Outcome: Integrated Supply Chain Management and the Distribution Strategy
Earlier in this module we discussed the definition of supply chain and the difference between the supply chain and marketing channels. As a reminder, the supply chain is a system of organizations, people, activities, information, and resources involved in moving a product or service from supplier to customer. Supply chain activities involve the transformation of natural resources, raw materials, and components into a finished product that is delivered to the end customer.1
The marketing channel generally focuses on how to increase value to the customer by having the right product in the right place at the right price at the moment the customer wants to buy. The emphasis is on providing value to the customer, and the marketing objectives usually focus on what is needed to deliver that value.
The primary differences between the two are the following:
- The supply chain is broader than marketing channels.
- Marketing channels are purely customer facing, while supply chain encompasses internal objectives as well.
- Marketing channels are one part of the marketing mix that must be balanced with product, price, and promotion.
In this section we are going to get into the supply chain in more detail. Our goal here is to understand the contributions of integrated supply chain management in order to be able to create a more effective distribution strategy.
The specific things you’ll learn in this section include:
- Identify the components of a supply chain
- Define integrated supply chain management
- Explain the impact of the supply chain on the distribution strategy
Learning Activities
- Reading: Components of a Supply Chain
- Reading: Integrated Supply Chain Management
- Reading: Supply Chain and Channel Strategy
- Nagurney, Anna (2006). Supply Chain Network Economics: Dynamics of Prices, Flows, and Profits. Cheltenham, UK: Edward Elgar. ISBN 1-84542-916-8.
LICENSES AND ATTRIBUTIONS
CC LICENSED CONTENT, ORIGINAL
- Outcome: Integrated Supply Chain Management and the Distribution Strategy. Provided by: Lumen Learning. License: CC BY: Attribution
Reading: Components of a Supply Chain
The interconnected teams and organizations that comprise the supply chain provide a range of different functions. The supply chain for every organization is different. In fact, each product can have different supply chain needs and challenges, leading to different players. In general, the supply chain spans a fairly common set of functions that are accomplished in very different ways.
Sourcing and Procurement
Sourcing is the process of finding, evaluating, and engaging suppliers to provide goods and services to a business. Procurement is the process of purchasing the goods and services. In a B2B sale, the procurement function will usually manage both the sourcing and the procurement functions.
In the earliest days of the automobile, Henry Ford made a decision to own or control the full supply chain—from the mines that provided the ore to the factories that made the glass. Raw materials—iron ore, coal, and rubber, all from Ford-owned mines and plantations—came in through one set of gates at the plant while finished cars rolled out the other.[1] Today it is exceptionally rare for a company to try to own all the raw materials for a physical product. Even software products use preexisting software frameworks and code.
Businesses have shown success in managing external suppliers and have found that it is beneficial to source some materials and services in order to focus on particular areas of specialization. A business may choose to source raw materials that it does not own. It may also choose to outsource services that it could do itself but has found advantageous to source externally. Outsourcing is the process of contracting out a business process to another party.[2]
In sourcing a product or service, businesses will generally conduct a thorough analysis of their needs, evaluating the material requirements, the service requirements, and the financial requirements. Next the company will research potential suppliers, understanding what offerings exist in the market and how well they seem to match with the company’s requirements. Often companies select suppliers based on existing relationships or on the results of the analysis they have done. Other times the company may decide to go to a competitive bid and solicit proposals from a number of firms. (Government entities are usually required to go to public bid.)
Whether it is through a formal bid process or through another market analysis, the supply chain team will analyze the capabilities of potential suppliers and craft a sourcing strategy. The company may prefer to build a deep relationship with a single supplier or work with a number of different suppliers to benefit from different capabilities or reduce the risk of dependency. Then the team will negotiate contracts with the suppliers that align with the business needs.
Hewlett Packard (HP) developed a framework for evaluating and managing suppliers called the TQRDC framework. Supplier contracts and evaluations addressed five factors: technology, quality, responsiveness, delivery, and cost. By negotiating supplier contracts with goals and commitments identified for each of the five areas, and evaluating performance over time, HP was able to engage more collaboratively with its suppliers to continuously improve processes, relationships, and results.[3]
Demand Planning, Order Fulfillment, and Inventory
Demand planning begins early in the new-product development process in order to develop the business case, but as the product goes to market, the accuracy of the demand forecast becomes much more important.
The supply chain organization contracts with suppliers to meet the projected demand. If the forecast is too high, the company not only loses revenue but it may also incur costs for products that are never sold. If the marketer projects demand too low, then the company cannot fulfill orders, resulting in product shortages. This also results in lost revenue and negatively impacts the buyers’ shopping experience. It’s difficult to forecast demand and get it just right.
Supply chain management can help with the forecast and fulfillment process. If suppliers have visibility into the company’s forecast and sales data, they can react immediately when demand is high or low. Otherwise, suppliers will continue to produce and deliver at a level that is not aligned with the latest sales data or the revised forecasts. They will either be building or depleting inventory.
Inventory is an asset that is intended to be sold in the ordinary course of business. Inventory may not be immediately ready for sale and can fall into one of the following three categories:
- Be held for sale in the ordinary course of business
- Be in the process of being produced for sale
- Be materials or supplies intended for consumption in the production process[4]
In managing the supply chain, many businesses prefer to use a just-in-time (JIT) inventory management approach. This means that the company will keep very little inventory on hand at each step in the supply chain. Let’s revisit a real example to see why this might be a good idea.
In our Monster Beverage channel example we can see the product flow in the column on the left. If the manufacturer produces enough concentrate for the production of 100,000 Monster Beverages each week and sends them off with the transportation company, then over time there will be 100,000 beverages each week available to consumers. What if consumers only demand 40,000 beverages each week? Initially there will be an extra 60,000 beverages in supermarkets, but quickly the supermarkets will reduce their purchases to match demand. Next, the extra inventory is likely to build up with the bottlers and lastly in the warehouse. The manufacturer could overproduce for several weeks or more before beginning to realize that there is too much product and inventory.
If Monster uses a JIT inventory process, then new orders from the manufacturer will only be generated as stock is pulled from the warehouse, because the bottler requires it to fulfill orders from the supermarket. Each of the organizations in the supply chain will know when demand is slowing or growing and will be able to react more quickly to changes in demand.
Warehousing and Transportation
In our global economy, it is a huge task to transport and store commercial products. The supply-chain and logistics firm MWPLV International completed a comprehensive analysis of Walmart’s distribution network and found the following:
- Walmart and Sam’s Club distribution centers total 124.2 million square feet. If airlifted to Manhattan they would cover nearly 19 percent of the total borough of Manhattan.
- Approximately 81 percent of the merchandise sold at Walmart is shipped through Walmart’s distribution network. The balance is serviced through direct store delivery in which the manufacturer ships directly to the store.
- There are 42 regional distribution centers that are 1.0–1.5 million square feet. Each has a mechanized conveyor system that sorts products to the correct loading dock for shipment. Each regional center employs around 1,000 employees.
- The regional distribution centers are, on average, 124 miles from the Walmart stores that they serve.
A distribution center is a warehouse or storage facility where the emphasis is on processing and moving goods on to wholesalers, retailers, or consumers. As we see from the Walmart distribution network, warehouses are not only storage facilities. They are increasingly equipped with technology systems that support the efficient counting, management, and transportation of goods. In the warehousing and transportation process, the goal is to efficiently move the right product to the location where it will be purchased by a customer.
How are all of these products tracked? Each product has a unique identifier called a stock-keeping unit (SKU). The SKU is scanned and tracked at each step in the process from receiving, through storage, to retrieval and shipping.Once loaded on the truck, the entire order is sent between the warehouse, the shipper, and the receiving company using another data format called electronic data interchange (EDI). EDI allows the trucking company to know exactly what it is shipping, and it gives the sending and receiving companies detailed, real-time tracking and status reports.
AMAZON’S ONE-DAY DELIVERY
You can view Amazon’s delivery process in the video below. Note that at 10:47, the video shifts to discuss the working conditions in Amazon’s fulfillment warehouses.
You can view the transcript for “How Amazon Delivers On One-Day Shipping” here (opens in new window).
Logistics and Information Management
The physical movement of goods is called logistics, and as you can guess, it is a staggeringly complex and important function. Imagine trying to keep track all of this information—from the initial order forecast to production, warehousing, and transportation. It’s obviously not a job that a human, or even a team of humans, could easily do on a large scale. As global supply chains have grown more complex, businesses have created systems to manage and optimize the supply chain. In 2013, the market for supply chain management software was $8.944 billion.[5]. Put simply, companies are buying expensive systems to help manage the complexity of the supply chain.
Have you ever tracked a package that you were sending or receiving and seen its progress through the supply chain? This is done using track-and-trace software that monitors the progress of physical goods through the supply chain process, often by means of a radio-frequency identification tag. Radio-frequency identification (RFID) uses electromagnetic fields to automatically identify and track tags attached to objects. The tags contain electronically stored information. Passive tags collect energy from a nearby RFID reader’s interrogating radio waves. RFID tags are used in many industries—for example, an RFID tag attached to an automobile during production can be used to track its progress through the assembly line, and RFID-tagged pharmaceuticals can be tracked through warehouses in the supply chain process.
Information throughout the supply chain process is captured in systems that allow supply chain professionals to analyze results and identify improvements that will lead to more reliable, faster, and less expensive delivery to customers throughout the supply chain.
- https://web.archive.org/web/20120626073321/https://www.nsf.gov/about/history/nsf0050/manufacturing/supply.htm
- Oxford English Dictionary (3rd ed.). Oxford University Press. September 2005.
- http://www.bmpcoe.org/bestpractices/pdf/hp.pdf
- http://www.accountingtools.com/dictionary-inventory
- http://www.supplychain247.com/article/2014_top_20_global_supply_chain_management_software_suppliers
LICENSES AND ATTRIBUTIONS
CC LICENSED CONTENT, ORIGINAL
- Components of a Supply Chain. Provided by: Lumen Learning. License: CC BY-SA: Attribution-ShareAlike
CC LICENSED CONTENT, SHARED PREVIOUSLY
- Image: RFID Chip. Authored by: Maschinenjunge. Provided by: Wikimedia. Located at: https://commons.wikimedia.org/wiki/File:RFID_Chip_004.JPG. License: CC BY: Attribution
- Distribution Center. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Distribution_center. License: CC BY-SA: Attribution-ShareAlike
- Radio-Frequency Identification. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Radio-frequency_identification. License: CC BY-SA: Attribution-ShareAlike
- Food for the Supermarkets. Authored by: Nick Saltmarsh. Located at: https://en.wikipedia.org/wiki/Radio-frequency_identification. License: CC BY: Attribution
- Dominoes. Provided by: Pixaby. Located at: https://pixabay.com/en/domino-circuit-element-concept-163522/. License: CC0: No Rights Reserved
ALL RIGHTS RESERVED CONTENT
- Video: A Day in an Amazon Warehouse. Authored by: Bloomberg Business. Located at: https://youtu.be/8-DgmfMa5Zk. License: All Rights Reserved. License Terms: Standard YouTube License
Reading: Integrated Supply Chain Management
As the importance of managing the supply chain well has increased, companies have acknowledged that they must manage the supply chain as a complete system and treat it as an integrated function. When an organization takes an integrated approach, it is recognizing that it cannot manage each part of the supply chain as an independent function, but instead needs to understand and manage the connections and interdependencies.
Within the supply chain organization, this means that sourcing, demand planning, inventory planning, warehousing, logistics, and order-fulfillment functions must work together. The rise of supply chain software tools that bring this data and information together in one place is just one indicator of an increasingly integrated focus. Also, many organizations previously had these functions spread between different organizations with little opportunity to interact. Today, most large organizations have an integrated supply chain function with a common management team and common objectives.
Beyond the work occurring within the supply chain organization, there are important connections to marketing, finance, and manufacturing. Marketing plays a direct role in creating the demand forecast and defining the product and delivery expectations for customers. These must be reviewed with the supply chain team so that everyone knows what needs to be achieved, and when that isn’t possible, adjustments can be made and communicated to customers early. The integration with finance is necessary to ensure that investments are budgeted correctly and inventory is accounted for accurately. Manufacturing is often most heavily affected by decisions and requirements of the supply chain team, as they are counting on having an adequate supply and must meet delivery time lines to keep customer commitments.
As with many complex organizational challenges, this integration works best when there are clear objectives that are set across the organizations, a common view of the data (which identify opportunities for improved performance), and clear, frequent communication about potential issues and needs. This enables all of the organizations to focus on delivering value to customers and achieving the company mission.
LICENSES AND ATTRIBUTIONS
CC LICENSED CONTENT, ORIGINAL
- Integrated Supply Chain Management. Provided by: Lumen Learning. License: CC BY: Attribution
CC LICENSED CONTENT, SHARED PREVIOUSLY
- Network. Provided by: Pixabay. Located at: https://pixabay.com/en/network-ball-about-structure-441686/. License: CC0: No Rights Reserved
Reading: Supply Chain and Channel Strategy
Let’s look at an example in which the supply chain is key to a successful channel strategy that delivers the right value to customers.
Elli.com is an online retailer that sells customized wedding materials to brides. Elli specializes in paper products that are unique and beautifully designed, and it coordinates a complete look for a bride from her first wedding announcement to her final thank-you note.
In crafting its channel strategy, Elli focused on what it does best: providing a beautiful product to brides with an exceptional service experience. Elli is also a small company that did not want to use its funding to build capability in areas that others could do better and less expensively.
The table below shows the components of the channel strategy and the supply chain decisions the company made to provide unique value to its customers.
| Channel Strategy | Supply Chain Decision | |
|---|---|---|
| Channel Structure | Sell direct to consumer. Brides are nervous about making every detail perfect. If Elli manages all interactions with the brides, the team can provide meticulous, reassuring service, reducing risk to customer relationships. | Do not engage wholesale or retail partners. |
| Sourcing | Elli does not create designs. The company works with a network of designers who submit design concepts. The Elli creative team reviews the designs and offers to resell those they believe Elli brides will love. | Outsource design work. The network of designers must be large enough to ensure a continual stream of designs that match Elli’s quality standards. Designers provide designs to Elli for marketing and fulfillment. |
| Order Fulfillment | Every Elli order is a custom product that is printed or created for an individual bride. When a bride places an order, an Elli staff member personally confirms that order and creates a digital proof of the print item for the bride’s approval. | Elli does not outsource any communication with brides. |
| Manufacturing | Once the proof is approved, the staff member sends the order to an external print service that prints, packages, and ships the order to the bride. The Elli staff member monitors the time line for printing and shipping, and addresses questions from the printer. | Elli has contracted with a local printer. The print partner was carefully selected to ensure that the printing time, quality, and attention to detail matches Elli’s expectations for its customers. By using a local provider, the company can regularly check the quality of orders. |
| Shipping | Elli determined that a national shipping partner could get the orders to brides most quickly and efficiently. | Elli uses a single national shipper. The shipping information is integrated into Elli’s customer database to provide the staff with real-time tracking information on each order. |
| Issue Resolution | Because Elli owns the relationships with brides, designers, printers, and shippers, the company can resolve all issues from a single point of contact. | Elli team members own different supply chain relationships. The team regularly reviews the supply chain performance and shares perspectives on how the partnerships and performance can be improved. |
The Elli approach seems to be using a range of internal capabilities and external channel partners to create a customer experience that leaves brides happy. As you look at Elli’s approach, where is there risk in the distribution strategy? In which areas might issues arise as Elli grows?
LICENSES AND ATTRIBUTIONS
CC LICENSED CONTENT, ORIGINAL
- Supply Chain and Channel Strategy. Authored by: Lumen Learning. License: CC BY: Attribution
- Screenshot Elli Web Site. Provided by: Lumen Learning. License: CC BY: Attribution
|
oercommons
|
2025-03-18T00:35:40.895248
|
03/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91237/overview",
"title": "Statewide Dual Credit Principles of Marketing, Place: Distribution Channels, Integrated Supply Chain Management and the Distribution Strategy",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/91238/overview
|
Putting it Together
Overview
Provided by: Lumen Learning. License: CC BY: Attribution
Putting It Together: Place: Distribution Channels
Let’s return to our earlier example of Whole Foods’ and Trader Joe’s distribution strategies now that we understand much more about marketing channels and supply chains. Whole Foods and Trader Joe’s use very different approaches to source their products, place stores, and get the products to the stores. Both companies have developed these strategies because of their missions and their focus on delivering value to target customers. Is one of the distribution strategies better than the other, or are they both using successful but different strategies?
Marketing Channels
Both companies use the retail channel and deal directly with suppliers.
In the case of fruits and vegetables, Whole Foods has buying relationships with local farmers (producers) who supply the store with seasonal produce. Thus, if one farmer is unable to produce a sufficient amount of yellow corn or heirloom tomatoes, the shortfall can be made up by another farmer. Although challenging to perfect, these short supply chains are agile and difficult for other big retailers to duplicate.
Trader Joe’s also buys directly from producers. It offers manufacturers detailed specifications for new products along with the price it will pay, but then it leaves it up to the vendors to create innovative high-quality items. In return, Trader Joe’s expects a high level of secrecy from its suppliers, even going so far as to force them to not publicly acknowledge their business relationship. Trader Joe’s does this because it doesn’t want other vendors, customers, or competitors to know where it gets its products. In most cases vendors agree to this cloak of secrecy because they are typically producing a lower-cost version of a product for Trader Joe’s than for their other customers, and they do not want to create pricing pressure with other customers by disclosing this.
Sourcing
Whole Foods emphasizes the quality of its products, requiring that stores must not stock products with artificial flavors, preservatives, colors, sweeteners, or hydrogenated oils.1 Due to this focus on quality, customers pay a premium for Whole Foods’ one-of-a-kind produce selection and quality. Because of its high prices, Whole Foods has been dubbed “Whole Paycheck.” Nonetheless, loyal customers are happy to pay them. Whole Foods does not compete with other grocers on price and has no intention of ever competing in that arena. And since many of its products cannot be found anywhere else, Whole Foods exerts enormous leverage in terms of its pricing power. Furthermore, Whole Foods filters its product offerings and only carries pure, unadulterated foods. This is a strong differentiator, which adds value from the customer’s perspective. Historically, Whole Foods has been able to sell this high-quality merchandise at a price that provides strong profits, in spite of the higher costs.
Trader Joe’s manages its supply chain by relying on its successful private-label brands. Eighty percent of Trader Joe’s products are developed either in-house or are created by suppliers exclusively for Trader Joe’s; average stores carry only 16 percent local products. This strategy allows Trader Joe’s to differentiate from its competitors and reduce its marketing costs, and selling its own in-house brands reduces the number of SKUs in its stores. This collapses the number of supplier relationships and leads to a more efficient and controllable supply chain.2
Distribution Networks and Inventory Management
As Whole Foods has increased the number of retail centers it operates, it has suffered growing pains in efficiently managing distribution of products to its stores. The chain is growing at such a fast rate that it struggles to keep up with demand for products and keep shelves stocked. The single biggest reason for inefficiency is Whole Foods’ almost completely decentralized back end. It has twelve geographic divisions, a national headquarters in Austin, regional distribution centers, bakery facilities, kitchens, seafood processing facilities, meat and produce procurement centers, and a specialty-coffee/tea procurement operation.3 Each geographic division has its own office, regional president, and oversees its own store network. Many outsiders scoff at its supply chain and consider it amateurish and lacking in professionalism. But with the ample margins that Whole Foods commands for its products, it doesn’t face immediate pressure to improve efficiencies.
The stores operate under minimal governance and are given maximum freedom to source a product mix that is appropriate for their location. Whole Foods stores operate under the premise that they need these freedoms to meet the unique buying needs of its local customers. The only governing rule put in place by the corporate office is that stores must not stock products with artificial flavors, preservatives, colors, sweeteners, or hydrogenated oils. A down side to this local purchasing policy is that consistency is compromised across the chain. Every retail location carries a variety of products that distinguishes it from other stores in the same chain. Not surprisingly, it is difficult to achieve economies of scale.
Trader Joe’s manages its distribution networks by minimizing the number of hands that touch the product, thereby reducing costs and making products quickly available to their customers. You’ll recall that Trader Joe’s orders directly from the manufacturer. The manufacturer, in turn, is responsible for bringing the product to a Trader Joe’s distribution center. At the distribution center, trucks leave on daily resupply trips to local stores. Because of the average store’s small size, there is little room for excess inventory, and orders from distribution centers need to be incredibly accurate.
Trader Joe’s primary success factor has been its inventory-sourcing and pricing model: it limits its stock to specialty products that it can sell at very low prices. This is accomplished by purchasing large quantities of specialty goods (that do not interest conventional supermarkets), thereby securing low prices. Customers are able to purchase unique products that guarantee value. This strategy also means that customers buy more because Trader Joe’s sells twice as much per square foot compared to other supermarkets. It achieves these quantities by focusing on a smaller range of products—typically carrying around 2,000 SKUs, whereas the typical grocery store carries upwards of 30,000.4 This small figure is likely exacerbated by the size of the store (one-third the square footage of an average supermarket) and cramped aisles.
The Results
Whole Foods’ stock price has declined sharply since February 2015, while Trader Joe’s continues to thrive. Lower-cost competitors like Wal-mart and Kroger’s saw Whole Foods’ high prices and margins and have been able to add high-quality organic products to their offerings at a lower price because of supply chain and distribution efficiencies. In other words, Whole Foods’ sourcing strategy, once thought to be a sustainable competitive advantage, can in fact be replicated more efficiently by competitors. The press coverage of some of the challenges is highlighted below:
Whole Foods Market Inc., which has long given its local managers and regional bosses broad discretion over everything from buying cheese to store design, is whittling away at some of that autonomy in an effort to reduce costs and boost its clout with suppliers.
As stiffer competition erodes its profit growth, the natural and organic foods retailer is tweaking its management style by centralizing and streamlining some functions. The changes could be risky for the company as it tries to wring more efficiency from its stores without sacrificing the local flavor and specialty offerings that have been a cornerstone of its success.
Whole Foods is shifting more responsibility for buying packaged foods, detergents, and other nonperishable items for the more than 430 stores to its Austin, Texas, headquarters. It is deploying software to simplify labor-intensive tasks like scheduling staff and replenishing shelves.5
In the meantime, Trader Joe’s continues to lead the industry in sales per square foot and has carefully accelerated the addition of new stores. The graph below shows sales per square foot and new store openings for both chains and their competitors.
| Grocery Store | Average sales per square foot | Planned store openings |
|---|---|---|
| Trader Joe’s | $1,723 | 30 |
| Whole Foods | $937 | 38 |
| Publix | $552 | 30 |
| Kroger | $496 | 15 |
| Sprouts Farmers Market | $490 | 20 |
| The Fresh Market | $490 | 20 |
| Harris Teeter | $442 | 20 |
| Natural Grocers | $419 | 5 |
| Roundy’s | $393 | 2 |
| Weis Markets | $335 | 3 |
| Ingles | $325 | 10 |
When consumers are asked, “When you are next in the market to purchase products in this specific category, from which of the following would you consider purchasing?” many more consumers turn to Trader Joe’s than Whole Foods. The graph below charts consumer responses to this question.
Trader Joe’s emphasis on sustained differentiation in its sourcing and a highly efficient supply chain and distribution network have proven to be the winning combination. Whole Foods is now trying to replicate that, but with intense competitive pressure and industry scrutiny.
- "Quality Standards." Whole Foods Market. March 04, 2019. Accessed March 04, 2019. https://www.wholefoodsmarket.com/quality-standards.
- Lutz, Ashley. "How Trader Joe's Sells Twice As Much As Whole Foods." Business Insider. October 07, 2014. Accessed March 04, 2019. http://www.businessinsider.com/trader-joes-sales-strategy-2014-10. ↵
- Whole Foods Market Annual Report (2009), pg. 10
- Kowitt, Beth. “Inside the Secret World of Trader Joes.” Fortune Magazine. http://money.cnn.com/2010/08/20/news/companies/inside_trader_joes_full_version.fortune/ August 2010
- Brat, Ilan. "Whole Foods Works to Reduce Costs and Boost Clout with Suppliers." The Wall Street Journal. February 14, 2016. Accessed September 16, 2019. https://www.wsj.com/articles/whole-foods-works-to-reduce-costs-and-boost-clout-with-suppliers-1455445803
LICENSES AND ATTRIBUTIONS
CC LICENSED CONTENT, ORIGINAL
- Putting It Together: Place: Distribution Channels. Provided by: Lumen Learning. License: CC BY: Attribution
|
oercommons
|
2025-03-18T00:35:40.925032
|
03/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91238/overview",
"title": "Statewide Dual Credit Principles of Marketing, Place: Distribution Channels, Putting it Together",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/91255/overview
|
Putting it Together
Overview
Image Title: Samarth1612, CC BY-SA 4.0 , via Wikimedia Commons
Provided by: Lumen Learning. License: CC BY: Attribution
Putting It Together: Marketing Plan
Having taken an entire course and developed your own marketing plan, you’re well on your way to being an expert student of marketing. Who knows? This could be the start of an exciting career path in business or nonprofit organizations or maybe in the marketing industry itself.
While the experience of developing and presenting a marketing plan for a class may seem far removed from the “real thing,” rest assured that the key elements, structure, and basic layout of your plan aren’t contrived at all. We’ve included an example of a real marketing plan for a small company in Redmond, Oregon—The Boulder Stop—so you can see what one looks like. The information is presented in the same format as the template you’ve already seen, so it’s a good resource for you to examine as you work to improve your own plan. It may just remind you, too, of how far you’ve come, how much you’ve learned, and what’s possible now that the world of marketing is so much less mysterious to you.
Licenses and Attributions
CC licensed content, Original
- Putting It Together: Marketing Plan. Provided by: Lumen Learning. License: CC BY: Attribution
|
oercommons
|
2025-03-18T00:35:40.945640
|
03/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91255/overview",
"title": "Statewide Dual Credit Principles of Marketing, Marketing Plan, Putting it Together",
"author": "Anna McCollum"
}
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.