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https://oercommons.org/courseware/lesson/94149/overview
|
Coloring In!
Overview
ACTIVITY OBJECTIVE: Improve the ability to concentrate and enhance fine motor skills.
Fine Motor Skills
Assure the child to concentrate and color in lines
ACTIVITY OBJECTIVE: Improve the ability to concentrate and enhance fine motor skills.
ACTIVITY DESCRIPTION:
We might not always realize it, but the simple activity of coloring within the lines is actually a fantastic way for kids to develop their ability to focus. Not only does it help hand strength and accuracy, but taking the time to make sure they color between the lines requires attention to detail, which in turn leads to an improved ability to concentrate!
FOR PRINTABLES
ACTIVITY MATERIALS
based on the time of activity | Printed out ready-to-color pictures |
24 | Coloring Pens/Pencils |
|
oercommons
|
2025-03-18T00:39:34.176005
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94149/overview",
"title": "Coloring In!",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/95188/overview
|
G1M2U1_ModuleLessons_OverviewforFamilies-0519 - Accessibility
Overview
This is a REMIX of a resource from EL Learning that is part of a module where students build their literacy and science skills as they engage in a study of the sun, moon, and stars. The full Module can be found here - https://curriculum.eleducation.org/curriculum/ela/grade-1/module-2
The intent of this REMIX is to allow participants to make a copy and make edits to increase accessibility.
Letter to Families
This is a REMIX of a resource from EL Learning that is part of a module where students build their literacy and science skills as they engage in a study of the sun, moon, and stars. The full Module can be found here - https://curriculum.eleducation.org/curriculum/ela/grade-1/module-2
The intent of this REMIX is to allow participants to make a copy and make edits to increase accessibility.
Notes to Teacher:
Making connections between home and school is vitally important in supporting students’ learning. The following suggestions and materials represent some of the ways you can support these connections during this unit.
Suggestions:
- Copy the attached family letter and send it home with students after teaching Lesson 1 (this letter can be used as is or as a model). Consider having the letter translated for families whose first language is not English.
- Encourage students to share any at-home learning with the class. They can do this orally or by sharing writing, pictures, or artifacts. Example: Consider providing time for students to share experiences they have with the sun and moon during times when they are not at school. Students can document by writing and drawing pictures.
- Create a display board featuring pictures of the sun, moon, and stars. Provide a label for each picture written in several different languages.
- Take pictures of the sun, moon, and stars during various times of the day and throughout the month and post them in the room or hallway.
- Depending on the needs of your students and the expectations of your school community, consider assigning additional homework. Examples: open-ended activities that help students read, think, talk, write, and ask questions about the topic instead of those that simply test students on their content knowledge (see suggested activities in the family letter).
- If using EL Education’s K–2 Reading Foundations Skills Block, consider sending home a copy of the Decodable Student Reader used each week and encourage families to have students read these texts aloud to them.
Dear Family,
During Unit 1 of this module, your student will generate questions about the sun, moon, and stars and begin to consider how the sun and moon have inspired storytellers. Students examine and read various narrative stories about the sun, moon, and stars, and build skills of retelling role-playing and writing in response to text. By the end of the unit, students will be able to participate in a discussion about the unit guiding question: “Why do authors write about the sun, moon, and stars?” I am writing today to explain what your student will be learning, describe the activities that will support this learning, and suggest how to support this learning at home. I hope that you will plan to join us at the end of our deep study to celebrate all of your student’s learning!
What will your student be learning?
Students will begin to study the topic by reading various narrative stories about the sun, moon, and stars and considering how they inspire each story. As students read, they gather and record descriptive language used to describe the appearance and position of the sun and moon, and work to retell key events from each story. The learning will be focused on these ideas:
- The sun, moon, and stars are always there and affect our lives in different ways.
- The sun, moon, and stars inspire us and make us imagine.
Students will also practice these reading literature skills:
- Retelling stories, including key details and demonstrating an understanding of their central message or lesson
- Describing characters, setting, and major events in a story, using key details
- Identifying words in stories that suggest feelings or appeal to the senses
How will your student be learning?
Throughout the unit, your student will read, think, listen, talk, write, and ask questions about the topic of how the sun, moon, and stars inspire storytellers. Students will participate in these activities, among others, to build their literacy skills:
- Listening to read-alouds of a variety of texts about the sun, moon, and stars
- Closely observing and examining pictures of the sun, moon, and stars to generate notices and wonderings
- Singing songs and engaging in movement routines about the sun and moon
- Engaging in role-play with peers to act out and retell various parts of stories read aloud
- Responding to text through writing and drawing
What can you do to support your student’s learning at home?
Here are a few activities that you can do at home with your student to support his or her learning:
- Ask your student to talk with you about this question: Why do authors write about the sun, moon, and stars?
- Read books and sing songs about the sun, moon, and stars from home or at the library.
- Observe the sun, moon, and stars at different times of the day and discuss their appearance and position in the sky.
- Encourage your student to read the weekly Decodable Student Reader or a letter book to you every night.
Please let me know if you have any questions or would like to discuss your student’s learning.
Sincerely,
|
oercommons
|
2025-03-18T00:39:34.192950
|
07/14/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/95188/overview",
"title": "G1M2U1_ModuleLessons_OverviewforFamilies-0519 - Accessibility",
"author": "Joanna Schimizzi"
}
|
https://oercommons.org/courseware/lesson/104816/overview
|
IHE Accessibility in OER Implementation Guide
Overview
This is the Implementation Guide developed by faculty at York Technical College.
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 main goal is to investigate methods of selecting and implementing OER on a wider scale. We would also like strategies to incorporate more levels of multiple means of action and expression into course assignments and assessments across various divisions.
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility?
Accessibility includes course navigation, an accessible and inclusive environment, access to resources and materials, and ADA/WCAG compliance. We measure accessibility through a variety of tools, such as Ally, as well as manual accessibility reviews. Departments set accessibility goals, and individual faculty members set accessibility goals for the courses they teach.What does OER look like in our organization? How do we measure access to OER?
- Some departments/courses at the college use OER materials (i.e. textbooks, lab resources, supplemental materials), but the process of selection and implementation is inconsistent. Some departments have no experience with OER. In some courses, OER is embedded into our LMS through HTML, and in some cases it is linked in, so navigation also differs. For the courses that implement it within the LMS, it is more accessible and able to be read through screen readers. However, cases in which it is linked in may be less accessible to learners.
Part Three: Clarifying questions for accessibility:
What is the organizational structure that supports accessibility?
The ITE (Institute for Teaching Excellence) has been the driving force for most of our Accessibility Efforts.
Who generates most of the accessibility structures/conversation in our organization?
While faculty are responsibile for ensuring the accessibility of their learning resources, Tthe ITE (Institute for Teaching Excellence) has been the driving force for most of our Accessibility Efforts.
Where do most educators get support with accessibility?
There are plentiful resources and live help through the ITE.
What content areas might have the largest gaps in access to accessibility?
This is an area that we will need to investigate, although I suspect our technical programs have the biggest gaps.
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
This occurs at the departmental level, often in collaboration with the ITE.
What is our organizational structure that supports OER?
There is no existing structure. This is part of our goal.
Who generates most of the curricular resources in our organization?
Faculy generate their own curricular resources, often in collaboration with the ITE or publisher partners.
Where do most educators get support with curricular resources?
This comes from publishers, the ITE, and a rich Professional Development program.
What content areas might have the largest gaps in access to curricular resources/OER?
This is an area that we will need to investigate, although I suspect our technical programs have the biggest gaps.
Part Five: Clarifying questions for Faculty learning and engagement:
What Professional Learning (PL) structures have the best participation rates for our educators?
We've seen mixed success in participation with face to face workshops, on-demand resources, and drop-in help sessions. It may vary more with the time that it is offered than the format itself.
What PL structures have the best "production" rates for our educators?
Workshops that focus on creating a deliverable are the best production value.
What incentive do we have to offer people for participating in learning and engagement?
There is currently no incentive structure for participating in learning and engagement, although we do have a minimum number of professional development hours that must be met each year.
Who are the educators that would be most creative with accessibility and OER?
This is something that we will need to investigate - certainly this team, as champions of Accessibility and OER, would be on the list, but we have creative and talented people across the campus.
Who are the educators that would benefit the most from accessibility and OER?
We think all educators could benefit, but the benefit to students is the driving force.
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal?
- Our main goal is to investigate methods of selecting and implementing OER on a wider scale. We would also like strategies to incorporate more levels of multiple means of action and expression into course assignments and assessments across various divisions. These are our goals because we lack consistency in OER implementation and wide-scale adoption of multiple means of action and expression.
Who have we not yet included while thinking about this work?
- We had not thought about including students in our conversation about OER and accessibility and getting their feedback and input during the process as well as after implementation.
What barriers remain when considering this work?
- One barrier we face is buy-in from all areas of the College. Some areas are reliant upon third-party courseware that performs auto-grading. Also, all areas need to be focused on improving the accessibility of courses and course materials for students, and even though many strides have been made in this area, there are still some departments less open than others. Some faculty members still question the qulaity of OER. Time constraints are also an issue for faculty across the College.
What would genuine change look like for our organization for this work?
- Implementation of a formal course materials review and adoption process. Consistent administrative support for accessible alternatives, content, resources, and environments. Enforcement of foundational accessibility standards in all courses. Facilitation of faculty inquiry groups to create and utilize multiple means of action and expression on key assignments and assessments in courses from various departments.
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.
Our main goal is to investigate methods of selecting and implementing OER on a wider scale. We would also like strategies to incorporate more levels of multiple means of action and expression into course assignments and assessments across various divisions.
- What other partners might support this work?
- We believe that this would work be supported by the Institute for Teaching Excellence (ITE), the Special Resource Office, academic leadership, and individual department units.
What is your desired timeframe for this work?
We would like to spend the next year gathering feedback from the students, faculty and leadership of the college about what this kind of structure should look like and develop a plan from there.
How will you include diverse voices and experiences in this work?
We will ensure that we include students and faculty from all areas of the college to provide feedback and contribute to the vision.
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 do we gain buy in for college-wide implementation of such an initiative?
(Save for during May 25th's session.) What feedback did you receive from another team during the May 25th Implementation Session?
We received the following feeback:
We need to more clearly define what "college wide implementation" means
We should use the cost savings benefit for students to promote buy in
Identify champions of the initiative and have them drum up support in different areas
Get impact statements from students that have used OER
In the plan we should require that a department has made a good faith effort at identifying OER resources before allowing them to require a more costly textbook.
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?
Our main goal is to develop a structure for selecting and implementing OER across more disciplines at our college. We would also like strategies to incorporate more levels of multiple means of action and expression into course assignments and assessments across various divisions.
What does your team want to celebrate?
We've learned some great new tools and resources to help our teams further their individual work, and we hope to be able to make a wider impact at a later date.
What did your team accomplish? If you have links to resources, please include them here.
We've generated great ideas and started working on an action plan. However our goal involves many additional stakeholders and will need to be vetted by some levels of administration before we can begin implementation.
What are your team’s next steps?
We'll involve academic leadership in discussions about our ideas.
|
oercommons
|
2025-03-18T00:39:34.224529
|
06/07/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104816/overview",
"title": "IHE Accessibility in OER Implementation Guide",
"author": "Jennifer Morgan"
}
|
https://oercommons.org/courseware/lesson/82353/overview
|
Learning Guide for "We Move Together" by Kelly Fritsch, Anne McGuire and Eduardo Trejos
Overview
This learning guide offers educators context, vocabulary, discussion questions, learning activities, printable games and templates, and other resources to support conversations about disability, accessibility, social justice, and community building.
We Move Together is a bold and colourful exploration of all the ways that people navigate through the spaces around them and a celebration of the relationships we build along the way. We Move Together follows a mixed-ability group of kids as they creatively negotiate everyday barriers and find joy and connection in disability culture and community.
Learning Guide
This learning guide offers educators context, vocabulary, discussion questions, learning activities, printable games and templates, and other resources to support conversations about disability, accessibility, social justice, and community building.
We Move Together is a bold and colourful exploration of all the ways that people navigate through the spaces around them and a celebration of the relationships we build along the way. We Move Together follows a mixed-ability group of kids as they creatively negotiate everyday barriers and find joy and connection in disability culture and community.
|
oercommons
|
2025-03-18T00:39:34.243341
|
Special Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82353/overview",
"title": "Learning Guide for \"We Move Together\" by Kelly Fritsch, Anne McGuire and Eduardo Trejos",
"author": "Literature"
}
|
https://oercommons.org/courseware/lesson/63767/overview
|
ISKME Accessibility Checklist
Overview
Checklist of best practices for creating accessible resources.
The Accessibility Checklist is adapted from BC Open Textbook Accessibility Toolkit, CC-BY 4.0 International License.
Curating OER - Accessibility Checklist
Organizing Content
- Content is organized under headings and subheadings
- Headings and subheadings are used sequentially (e.g. Heading 1, heading 2, etc.)
Images
- Images that convey information include Alternative Text (alt-text) descriptions of the image’s content.
- Graphs, Charts, and Maps include supporting details in the text surrounding the image.
- Images do not rely on color to convey information.
- Images that are purely decorative contain empty alternative text descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information).
Tables
- Tables include row and column headers.
- Table includes title or caption.
- Table does not have merged or split cells.
- Table has adequate cell padding.
Weblinks
- The weblink is meaningful in context, does not use generic text such as “click here” or “read more”.
- Weblinks do not open new windows or tabs.
- If the weblink must open in a new window, a textual reference is included in the link information (for example, “Link Opens in a New Window”
Multimedia
- A transcript has been made available for the resource that includes audio narration or instruction.
- Captions of all speech content and relevant non-speech content are included in the resource, that includes audio synchronized with a video presentation.
- Audio descriptions of contextual visuals (graphs, charts, etc) are included in the multimedia resource.
Formulas and Equations
- Formulas have been created using MathML.
- Formulas are images with alternative text descriptions, if MathML is not an option.
Font
- Font type is either Verdana or Arial
- Font size is 12 point or higher for body text.
- Font size is 9 point for footnotes or end notes.
- Font size can be zoomed to 200%.
- Body text font color brightness compared to the background color must be at minimum a color contrast ratio of 4.5:1
- Large text must have a minimum color contrast ratio of 3:1
Additional Accessibility Resources
- Web Content Accessibility Guidelines (WCAG) 2.0 - Covers recommendations for making Web content more accessible to a wider range of people with disabilities, including blindness and low vision, deafness and hearing loss, learning disabilities, cognitive limitations, limited movement, speech disabilities, photosensitivity and combinations of these.
- BC Open Textbook Accessibility Toolkit - Seeks to provide the resources needed to support content creators, instructional designers, educators, and librarians in creating open and accessible textbooks.
The Accessibility Checklist is adapted from BC Open Textbook Accessibility Toolkit, CC-BY 4.0 International License.
|
oercommons
|
2025-03-18T00:39:34.264361
|
Megan Simmons
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63767/overview",
"title": "ISKME Accessibility Checklist",
"author": "Melinda Newfarmer"
}
|
https://oercommons.org/courseware/lesson/60958/overview
|
Top 10 Tips for Creating Accessible Documents
Overview
Tips and lessons learned from creating accessible documents. This is not an exhaustive list so please add your own guidance.
Top 10 Hints for Accessible Document Creation
Note: This is using document creation with Microsoft products
Use styles! (Home tab>Styles group).
Use the heading styles in numerical order. (e.g.) Don’t choose heading style 4 for your main heading and heading style 1 for your subheading. Modify the style if you don’t like the look.
- DO NOT use the “enter” key to add blank lines or the “space bar” to add blank spaces.
Instead, alter the spacing before or after the paragraph.
(Home tab>Paragraph>Indents and Spacing)
- Avoid using tables for formatting graphics- tables are better for data display.
Instead, try to use columns to “wrap” words around image.
- Make sure tables, images, and charts all have alt text.
Right click on the image>Format Picture>Layout & Properties>Alt Text.
Do not use URLs in footer or in alt text for images
- Make sure tables include a header row.
(Table Tools>Design tab>Table Style Options>Header).
Make sure the table header row is repeated across pages. (Table Tools group>Layout>Data>Repeat Header Rows)
- DO NOT merge table columns.
- Use descriptive text for hyperlinks – do not write out URL. Avoid “Click here.”
- View the navigation pane periodically to see structure of document.
(View tab>Show group>Check Navigation Pane)
- Toggle on show/hide ¶ (Home tab>Paragraph group) to identify any blank lines and spaces. These will come up as issues in an ADA check.
- Run the built in accessibility checker to identify problem spots File>Check for Issues>Check Accessibility
Helpful Resources
Using styles in Word (video) | Microsoft
Alternative Text | WebAIM
- Microsoft Accessibility Video Training
- University of Washington: Creating Accessible Documents
- WebAIM: PDF Accessibility
Image by Gerd Altmann from Pixabay
|
oercommons
|
2025-03-18T00:39:34.289604
|
Washington OSPI OER Project
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60958/overview",
"title": "Top 10 Tips for Creating Accessible Documents",
"author": "Barbara Soots"
}
|
https://oercommons.org/courseware/lesson/104907/overview
|
Problem Set 2
Problem Set 3
Problem Set 4
Problem Set 5
Problem Set 6
Problem Set 7
Problem Set 8
Problem Set 9
Problem Set 10
Homework 1
Homework 2
Homework 3
Homework 4
Homework 5
Remix for Accessibility Practice - Introductory Statistics
Overview
Introductory Statistics is a non-calculus based, descriptive statistics course with applications. Topics include methods of collecting, organizing, and interpreting data; measures of central tendency, position, and variability for grouped and ungrouped data; frequency distributions and their graphical representations; introduction to probability theory, standard normal distribution, and areas under the curve. Course materials created by Fahmil Shah, content added to OER Commons by Victoria Vidal.
OER Course Information_Remix
Fahmil Shah
Summer 2019
MAT 120 OER
Level 1 – Adopt
This OER course has been designed to be implemented in Summer II 2019. The materials will be adapted following the end of the course in order to be improved for subsequent semesters. I am willing to share any updated versions of the materials as they are created and refined.
1.) Course Description
Introductory Statistics is a non-calculus based, descriptive statistics course with applications. Topics include methods of collecting, organizing, and interpreting data; measures of central tendency, position, and variability for grouped and ungrouped data; frequency distributions and their graphical representations; introduction to probability theory, standard normal distribution, and areas under the curve.
2.) Instructional Objectives
(a) Calculate measures of central tendency and variation for sets of grouped and ungrouped data
(b) Create a table of the frequency distribution for a set of grouped or ungrouped data
(c) Design an opinion survey, choose a random unbiased sample, and conduct the survey
(d) Use the graphing calculator for statistical analysis
(e) Calculate the probabilities of simple events.
3.) Link to Open Textbook
Introductory Statistics by Illowsky and Dean
Link: https://openstax.org/details/books/introductory-statistics
4.) Alignment of Open Textbook with Instructional Objectives
From above, the objectives are:
(a) Calculate measures of central tendency and variation for sets of grouped and ungrouped data
(b) Create a table of the frequency distribution for a set of grouped or ungrouped data
(c) Design an opinion survey, choose a random unbiased sample, and conduct the survey
(d) Use the graphing calculator for statistical analysis
(e) Calculate the probabilities of simple events.
This course utilizes content from the following sections of Introductory Statistics and assignments have been created using the book. Homeworks assign problems from the textbook to be done at home, and problem sets adapt problems from the book to create sets that are to be completed during class. These assignments have been submitted in a summary document, as well as in separate word documents (as they will be distributed). The tentative timeline corresponds to a 5-week Summer session course.
| Chapter and Sections | Tentative Timeline | Corresponding Assignments for Summer 2019 |
| Chapter 1 – Sampling and Data Sections 1.1 – 1.4 | Week 1 | Homework Assignment 1 Problem Set 1 |
| Chapter 2 – Descriptive Statistics Sections 2.1 – 2.7 | Week 1 | Homework Assignment 1 Problem Set 2 |
| Chapter 3 – Probability Topics Sections 3.1 – 3.5 | Week 2 | Homework Assignment 2 Problem Set 3 |
| Chapter 4 – Discrete Random Variables Section 4.1 – 4.2 | Week 2 | Homework Assignment 2 Problem Set 4 |
| Chapter 5 – Continuous Random Variables Sections 5.1 – 5.2 | Week 3 | Homework Assignment 3 Problem Set 5 |
| Chapter 6 – The Normal Distribution Sections 6.1 – 6.2 | Week 3 | Homework Assignment 3 Problem Set 6 |
| Chapter 7 – The Central Limit Theorem Section 7.1, 7.3 | Week 4 | Homework Assignment 4 Problem Set 7 |
| Chapter 8 – Confidence Intervals Section 8.1 – 8.3 | Week 4 | Homework Assignment 4 Problem Set 8 |
| Chapter 9 – Hypothesis Testing with One Sample - Section 9.1 – 9.6 | Week 5 | Homework Assignment 5 Problem Set 9 |
| Chapter 10 – Hypothesis Testing with Two Samples - Sections 10.1 – 10.4 | Week 5 | Homework Assignment 5 Problem Set 10 |
The table below presents the alignment between the course objectives and the Introductory Statistics textbook.
| Objective | Corresponding Introductory Statistics Chapters |
| Calculate measures of central tendency and variation for sets of grouped and ungrouped data | Chapter 2 |
| Create a table of the frequency distribution for a set of grouped or ungrouped data | Chapter 1 |
| Design an opinion survey, choose a random unbiased sample, and conduct the survey | Chapter 1 |
| Use the graphing calculator for statistical analysis | Chapters 2, 7, 8, 9, 10 |
| Calculate the probabilities of simple events. | Chapters 3, 4, 5, 6 |
5.) Corresponding Problem Sets and Homework Assignments from Introductory Statistics can be found below. An overview document is also included, which has the assignments consolidated into a single document. Assignments may be modified in subsequent implementations of the course
This work is licensed under a Creative Commons Attribution 4.0 International License.
Course Syllabus
Roxbury Community College Course Syllabus |
INTRODUCTION TO STATISTICS
MAT 120 2A - 3 credits
Monday/Wednesday/Thursday, 9:00 AM – 11:30 AM, Room 3-105
Classes begin 7/8/19 and end 8/8/19
Academic Calendar Link: http://www.rcc.mass.edu/current-students/academic-calendar-students
You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certifications, or transfer of credit.
Instructor Information
Instructor: Fahmil Shah
Email: fshah@rcc.mass.edu
Phone: 617-331-3206 (cell)
Office Hours: Upon Request
Communication:
Throughout the semester, I will communicate with you via your RCC email account. Please review the following link for assistance on using your email account:
http://www.rcc.mass.edu/current-students/electronic-tool-box/email
You may email me at the address above (or call me on the phone) with any questions you have regarding the course or material. You should also email me ahead of time if you are aware of any classes you may be missing in the future, or if you have to miss class for any reason.
General Course Description
Course Description: Introductory Statistics is a non-calculus-based, descriptive statistics course with applications. Topics include methods of collecting, organizing, and interpreting data; measures of central tendency, position, and variability for grouped and ungrouped data; frequency distributions and their graphical representations; introduction to probability theory, standard normal distribution, and areas under the curve.
Prerequisites: Students must have passed Introductory Algebra (MAT 088) at RCC or another college or must have placed out of Introductory Algebra on the RCC Mathematics Placement Test. If you have not met these prerequisites, please see me for placement into the proper mathematics course for you. If you do not satisfy these pre-requisites, you will be withdrawn from the course.
Materials
Required Texts: Illowsky & Dean, Introductory Statistics. This OER text will be made available on MyRCC, and can be downloaded directly at the following link:
https://openstax.org/details/books/introductory-statistics
Technology Requirements: It is very useful to have a working knowledge of a spreadsheet application (e.g. Excel, OpenOffice, or Google Sheets) in order to create some of the tables/charts/graphs on the computer. I will go over relevant functions throughout the course. We will also be using graphing/statistics software (e.g. Desmos or Geogebra), which can be accessed on a computer or mobile phone through apps and online. These free online applications can be accessed online using the following links:
If you need help learning how to use the software, please speak with me.
Instructional Objectives
By fully participating in this course, you should be able to:
(a) Calculate measures of central tendency and variation for sets of grouped and ungrouped data
(b) Create a table of the frequency distribution for a set of grouped or ungrouped data
(c) Design an opinion survey, choose a random unbiased sample, and conduct the survey
(d) Use the graphing calculator for statistical analysis
(e) Calculate the probabilities of simple events.
Methods of Instruction
Teaching Philosophy:
My goal in this class is to not only to help you develop a set of tools that can help you understand what statistics is and how to use it, but also to understand the important of statistics as a field, and see how it can help us understand the information that we see in the newspaper, on television, and on the internet. We are bombarded with data in the 21st century, and the material in this course is intended to help us make sense of the data we see, read, and hear all around us.
I believe that learning material with understanding is developed not through lecture and copying down of information, but through collaboration and problem solving. For this reason, a goal of mine in this course is to use engaging problems and group work as a vehicle for us to understand the material at a deep level.
Instructor Responsibilities:
My role in the classroom is not to give you the answers, or to tell you what to do. My intent is for me to guide you through the semester as we discuss and learn about key ideas in Statistics. Much of the responsibility of learning will fall upon you, as you read the chapters, work on the assignments, and discuss the material with myself and your peers. My goal is to come prepared with the problems and information that will help you understand Statistics on a theoretical level and as a practical tool, and to answer any questions and give any assistance necessary as you learn the subject.
Course Completion Requirements
Your success in this course depends on the following:
- There will be problem sets given throughout the semester, which will go over the material covered in class. This will account for 15% of your grade.
- There will be homework assigned throughout the semester, which will be drawn from the textbook. This will be due after we go over the corresponding course material. This will be worth 25% of your grade.
- There will be three exams throughout the semester, which will assess your understanding of the material covered in each of the modules. Problems will generally be a combination of computational problems, word problems, and open response problems. You must show your work for all problems, and partial credit will be given as appropriate. The lowest score of the three exams will be dropped. The two remaining scores will account for 20% of your final grade each.
- There will be a final project, which will count for 20% of your grade. Details will be given during the semester.
Grading
Percentages for Final Course Grade:
| Activity | Grade % |
| Problem Sets | 15 |
| Homework | 25 |
| Exams (Top 2) | 40 |
| Final Project | 20 |
| Total | 100 |
The final grade (rounded to the nearest whole number) will be computed as follows:
| Grade Range | Letter Grade |
| 93 – 100 | A |
| 90 – 92 | A- |
| 87 – 89 | B+ |
| 83 – 86 | B |
| 80 – 82 | B- |
| 77 – 79 | C+ |
| 73 – 76 | C |
| 70 – 72 | C- |
| 67 – 69 | D+ |
| 60 – 66 | D |
| 0 – 59 | F |
Please go to the Roxbury Community College Catalog for detailed information on the college’s grading policy:
http://www.rcc.mass.edu/images/pdf/academics/catalog_Revised100213.pdf
Academic Policies and Procedures
Attendance Policy:
Attendance is expected for all class sessions, as it is critical to the understanding of the course material. Due to the emphasis on work done in class (though problems and discussion), it is also influential in your final grade. Attendance will be taken towards the beginning of each class. Let me know if you will need to miss class for any reason and email me when possible in the case of an emergency or illness. Note that if you miss 3 consecutive classes without an excuse, you will be given a Withdrawn Administratively (WA) at the instructor’s discretion, which cannot be changed. You must contact the instructor regarding absences in order to avoid this.
Electronics Policy:
Cellular phones should not be used during class, unless required in an emergency, being used as a calculator, or for another approved usage in class. Otherwise, it should remain out of sight until the end of class, or during breaks. Violation of this policy may result is confiscation of the device, or a report to the appropriate authorities. Except for the event of an emergency, calls and texts should take place OUTSIDE of class whenever possible. You should not be texting during class.
Late Work:
You should speak with me, or contact me via email if you have any issue completing assignments on time. Make up exams will be given only with an appropriate excuse, and will be given only at the instructor’s discretion. Please contact me if you have any issues that would create the need for a makeup exam. Because one of the exams will be dropped, a makeup will only be granted in extreme circumstances.
Coursework Difficulties:
Please discuss any issues that you are having in completing the coursework on time with me. I am available to talk this over with you by appointment, during breaks, or after class. It is recommended that you go for tutoring at the Learning Center (room 3-207) for one on one tutoring appointments, or to the Math Clinic (room 3-206) for drop-in tutoring if you are having any difficulties understanding the material.
Incomplete Policy:
If you are unable to complete the coursework during the semester due to some catastrophic issue, you must contact me immediately to discuss your alternatives.
Student code of conduct
Students are required to adhere to the Student Code of Conduct delineated in the Roxbury Community College website and Student Handbook.
http://www.rcc.mass.edu/images/stories/policies/Code_of_Conduct_and_Disciplinary_Procedures.pdf
Accommodations
Roxbury Community College is committed to providing all qualified college students equal access to all programs and facilities. Students who have a documented physical, psychological, or learning disability and need academic accommodations must register with the Coordinator of Disability Services, Linda O’Connor. Please contact her in Room 207C in the Academic Building; email loconnor@rcc.mass.edu; or phone 617-708-3562.
Disability Services will provide you with an Accommodation Letter to provide to faculty. You need to present and discuss these recommendations with me within a reasonable period, prior to the end of the Drop/Add period.
Student Support Services
RCC offers a range of student support services including Advising, Tutoring, Math Clinic, Health Services, Library, Writing Center and Language Lab.
Topic Schedule (TENTATIVE)
| Week | Topic |
Week 1 (7/8 – 7/12) | Syllabus/Introductions Chapter 1: Sampling and Data Chapter 2: Descriptive Statistics |
Week 2 (7/15 – 7/19) | Chapter 3: Probability Topics Exam 1 Chapter 4: Discrete Random Variables |
Week 3 (7/22 – 7/26) | Chapter 5: Continuous Random Variables Chapter 6: The Normal Distribution |
Week 4 (7/29 – 8/2) | Exam 2 Chapter 7: The Central Limit Theorem Chapter 8: Confidence Intervals |
Week 5 (8/5 – 8/9) | Chapter 9: Hypothesis Testing With One Sample Chapter 10: Hypothesis Testing With Two Samples Exam 3 Final Presentations |
This work is licensed under a Creative Commons Attribution 4.0 International License.
Problem Sets
Fahmil Shah
Summer 2019
MAT 120 OER
Level 1 – Adopt
This course has 10 problem sets, each corresponding to one chapter from the Introductory Statistics OER course.
Problem Set 1
Chapter 1 – Sampling and Data
Sections 1.1 – 1.4
Problem Set 2
Chapter 2 – Descriptive Statistics
Sections 2.1 – 2.7
Problem Set 3
Chapter 3 – Probability Topics
Sections 3.1 – 3.5
Problem Set 4
Chapter 4 – Discrete Random Variables
Section 4.1 – 4.2
Problem Set 5
Chapter 5 – Continuous Random Variables
Sections 5.1 – 5.2
Problem Set 6
Chapter 6 – The Normal Distribution
Sections 6.1 – 6.2
Problem Set 7
Chapter 7 – The Central Limit Theorem
Section 7.1, 7.3
Problem Set 8
Chapter 8 – Confidence Intervals
Section 8.1 – 8.3
Problem Set 9
Chapter 9 – Hypothesis Testing with One Sample
Section 9.1 – 9.6
Problem Set 10
Chapter 10 – Hypothesis Testing with Two Samples
Sections 10.1 – 10.4
This work is licensed under a Creative Commons Attribution 4.0 International License.
Untitled Section
Fahmil Shah
Summer 2019
MAT 120 OER
Level 1 – Adopt
Below is a summary of the homework assignments for the MAT 120 OER. Page numbers refers to numbers of the PDF pages.
Homework 1
Chapter 1 (pp. 60-69) #42, 43, 51, 52, 53, 54, 55, 74, 80, 82, 88, 89
Chapter 2 (pp. 147-168) #74, 78, 79, 80, 89, 90, 105, 109
Homework 2
Chapter 3 (pp. 228-240) #66, 80, 85, 90, 98, 109, 110, 111, 114, 115
Chapter 4 (pp. 296-300) #69
Homework 3
Chapter 5 (pp. 360-363) #72, 74, 79, 81, 85
Chapter 6 (pp. 397-402) #60, 61, 65, 68, 69, 71, 72, 78
Homework 4
Chapter 7 (pp. 438-446) #62, 68, 71, 78, 79, 80
Chapter 8 (pp. 491-500) #95, 98, 106, 115, 116, 123
Homework 5
Chapter 9 (pp. 548-563) #63, 65, 68, 69, 73, 80, 85
Chapter 10 (pp. 608-619) #78, 81, 89, 95, 102, 118, 119
This work is licensed under a Creative Commons Attribution 4.0 International License.
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oercommons
|
2025-03-18T00:39:34.347391
|
Nadine Martinkus
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104907/overview",
"title": "Remix for Accessibility Practice - Introductory Statistics",
"author": "Syllabus"
}
|
https://oercommons.org/courseware/lesson/75462/overview
|
Independent Living Skills Assessment
Overview
This is a transition plan resource to help students visually see things that they may need to know to become independent after High School.
Independent Living Skills Survey
This resource helps my middle schoolers see some skills our state feels are important to know in order to live independently. Having them drop and drag things they know and don't know helps them to see things they can be working on, and where they are in the process of being independent. This is a great resource to use to help guide sections of the IEP transition plan and goals.
Independent Living Skills
| Step 1: Skills You Can Do |
| Double-click on the image below. This will bring up the image in an editable page. Drag the skills from the green box and drop them into the correct pink boxes. When you are finished, click “Save and Close” in the top right and the image will be saved here with your answers. |
| Step 2: Learn a New Skill | ||
| Pick one skill to learn from the “I NEED TO LEARN THIS SKILL” box and learn how to do this new skill.What skill did you choose to learn? |
|
oercommons
|
2025-03-18T00:39:34.362757
|
12/07/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75462/overview",
"title": "Independent Living Skills Assessment",
"author": "Lacie Jensen"
}
|
https://oercommons.org/courseware/lesson/76062/overview
|
A Transition Brief-Why It Matters_FINAL
Building Bridges Transition Workbook 2020
CDP PATH Goal Planning - fillable
CDP PATH Goal Planning - print
CDP PATH Process
CDP Presentation-Effective Transition Practices
CDP-Successful Strategies from the Field
CDP Table of Contents
CDP Team Charter
CDP Team Charter-fillable
CDP Team Workplan Example
CDP Work Plan
CDP Work Plan - fillable
Collaborations, Connections, Six Steps to Success
Connected Learning
DTL-CDP-Meeting-Agenda
DTL-CDP-Meeting-Agenda
DTL-CDP-Meeting-Agenda
Framework-in-Action_Learning-Environments
Kindergarten-Transition-Best-Practices
Kindergarten-Transition-Planning-Guide
Kindergarten-Transition-Planning-Guide
Kindergarten-Transition-Planning-Guide-WY
Kindergarten-Transition-Summit-Activity-Guide
Planning Calendar for Ed Managers
Policy Connections At A GlanceAMD
PreK-3rd-At-Home_23Mar2020_FINAL
Self-Assessment-Tool-for-Effective-Transition-from-Prekindergarten-to-Kindergarten
Supporting Children Who Are DLLs
Supporting Children with IEPs
Supporting-transitions-brief-four-Partnership
Supporting-transitions-brief-one_Child-Family
Supporting-transitions-brief-three_Program-Leader
Supporting-transitions-brief-two_Program-Educator
Transition Plan Example Form_FINAL
Transition Plan Form_FINAL
Transition_Practice_Self-Assessment February 2020 Colorado Summit
Transition Resources for Leaders and Educators_FINAL
Early Learning Transition Resources
Overview
OSPI and DCYF collaborated to compile resources useful to the Preschool Development Grant Transitions initiatives including:
- 100 Schools Reach Initiative: local community early learning- elementary school partnerships pursuing Wildly Important Goals in strengthened transitions for children birth through kindergarten.
- Transitional Kindergarten (TK) Partners in Transition: Scaffolding for districts to implement all five pillars of TK in collaboration with community-based early learning programs to support an array of options for four-year-olds to best meet individual needs.
- PreK to 3rd Grade Outdoor Learning and Since Time Immemorial: Early learning collaboration to support high-quality outdoor environmental and tribal cultural learning.
Research on Best Transition Practices
Washington Preschool Development Planning Grant Transitions Initiative | DCYF ECEAP and HSCO | OSPI Early Learning | Special Education | Title Programs | 2019 to 2020
Full report | Successes and Challenges of Early Learning Transitions in Washington
Data Brief |
Seeds of Promising Practice |
Case Study: Toppenish
Case Study: Edmonds
Case Study: North Mason
Case Study: Wellpinit SD
Case Study: West Valley SD
Wyoming Department of Education Prekindergarten to Kindergarten Transitions Summit
Kindergarten Transitions Best Practices
Kindergarten Summit Activity Guide
Kindergarten Transition Planning Guide
Washington P-3 Institute
Connected Learning: Guidance for Effective Transitions | Caitlin and Harmon
National P-3 Center
Framework in Action: Learning Environments
PreK to 3rd Grade At Home: March 2020
National Center for Early Childhood Development Teaching and Learning: Gathering Information
A Transition Brief: Why It Matters
Collaborations, Connections, and Six Steps to Success
Policies At A Glance: Supporting Transitions and Meeting Federal and State Standards
Supporting Transitions Brief One: Child and Family Transitions
Supporting Transitions Brief Two: Program Educator
Supporting Transitions Brief Three: Program Leader
Supporting Transitions Brief Four: Partnership
National Center for Early Childhood Development Teaching and Learning: Applying Information to Practice
Activity Calendar for Educators
Planning Calendar for Head Start Education Managers
Supporting Children Who Are Dual-Language Learners
Supporting Children with Individual Education Plans
Transition Plan Form
Transition Resources for Leaders and Educators
Self-Assessment Tools
Self-Assessment Tools
In this section, OSPI and DCYF curate resources to support teams of early educators, specialists, administators, and families to create smooth transitions for children from birth through kindergarten.
Self-Assessment Tool for Effective Transition from PreK to K | Wyoming Department of Education, Division of Special Education
Transition Practices Self-Assessment Tool | Beth Rous, Ed.D and Rena Hallam | Colorado Department of Education 100 Schools Transition Summit | February 2020
Building Bridges: Supporting Effective Transition Practices Through Community Collaborations | Beth Rous, Ed.D | Colorado Department of Education 100 Schools Transition Summit | February 2020
Collaboration Demonstration Project: Office of Head Start | Head Start Collaboration Office | NCECDTL
Following the Collaboration Demonstration Project, Office of Head Start initiated 100 Schools Reach to extend these community-school partnerships to 100 schools in 46 states. The National Center of Early Childhood Development Teaching & Learning sent the top-requested resources to each state Head Start Collaboration Office. Washington DCYF HSCO and OSPI posted them here for the Washington 100 Schools Reach teams and other local transitions collaborations.
Family Leadership and Advocacy in Transitions
In this section, Washington OSPI and DCYF curate resources to help local early learning- school partnerships and state collaborations plan successful summits to foster improved transitions for children birth through kindergarten.
National Center for Early Childhood Development Teaching & Learning
1- Agenda and Tips for Success
Early childhood inclusion resources for children with disabiilities
- ECTA Guidance: Transition from Preschool Services to Kindergarten
- SERVE Regional Educational Laboratory Partnerships training package: Planning for Terrific Transitions: A Guide for Transitions- to-School Teams
- Harvard Family Research Project: Ready for Success: Creating Collaborative and Thoughtful Transitions into Kindergarten
- Harvard Family Research Project: A New Approach to Transitions: Welcoming Families and Their Ideas into Kindergarten Classrooms
- UPCOMING WEBINAR RESOURCE: March 26th, 2021: First National Forum: Linking Ready Kids to Ready Schools hosted by the W.K. Kellogg Foundation.
|
oercommons
|
2025-03-18T00:39:34.422308
|
Social Science
|
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"url": "https://oercommons.org/courseware/lesson/76062/overview",
"title": "Early Learning Transition Resources",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/115235/overview
|
National Guidelines for Teaching AI in K-12
Overview
The Artificial Intelligence (AI) for K-12 initiative (AI4K12) is jointly sponsored by AAAI and CSTA.
The initiative is developing (1) national guidelines for AI education for K-12, (2) an online, curated resource Directory to facilitate AI instruction, and (3) a community of practitioners, researchers, resource and tool developers focused on the AI for K-12 audience.
Introduction
Since 2018 the AI4K12 Initiative has been developing national guidelines for teaching AI in K-12. The AI for K-12 guidelines are organized around the 5 Big Ideas in AI. The guidelines define what every student should know about AI and what they should be able to do with it. The guidelines will serve as a framework to assist standards writers and curriculum developers on AI concepts, essential knowledge, and skills by grade band.
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oercommons
|
2025-03-18T00:39:34.435213
|
04/14/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115235/overview",
"title": "National Guidelines for Teaching AI in K-12",
"author": "Rebecca Henderson"
}
|
https://oercommons.org/courseware/lesson/98293/overview
|
Empathy-Worksheet2-1
Microagressions
Revised_Inclusivity_Chart_Doc_Labeled_p5uvcza
Implicit Bias
Overview
This resource was created to help students understand that implicit biases are mental shortcuts that all brains do. They happen without awareness and are socially conditioned and unconscious. A person's conscious mind might not truly agree with the implicit bias that they harbor and could unintentionally act upon.
It is important to learn about implicit bias to prevent the negative consequences of these biases. To thrive in this world, we all need to know how to work together. Unfortunately, some barriers need to be overcome. Teamwork skills are vital, and a positive, inclusive environment helps greatly in the development of teamwork skills.
What is Implicit Bias?
For Instructor:
It is essential to stress that this is without awareness. People make these assumptions about themselves and others. Both Positive and negative.
It would be helpful to use Persuall with the class annotating various lines and sharing their thoughts and experiences. Papers and case studies are helpful, especially regarding stories from people experiencing microaggressions.
Visit- A Very Well Mind: Implicit Bias Overview
Implicit Bias = Unintentional Blindspots
Important to remember:
We all have them, and we don't know that we are using them.
It is our Brain's natural tendency to create patterns and associations shortcuts for processing data.
We can consciously disagree with our unconscious internal concepts. We don't know that a part of us is operating from a perception we would disagree with.
We develop it from Cultural conditioning, such as media portrayals and our upbringing in our every day surroundings.
What are microaggressions?
For Instructor:
The added resources could be set up in a Pursuall for group annotation.
Another suggestion is to set up a discussion board on the following link:
The attached inclusivity wheel has several areas that would trigger implicit biases.
Tool: Recognizing Microaggressions and the Messages They Send
NOTE- Something to ponder...
From page 47 of Dr. Ibram X. Kendi's "How to Be An Antiracist" book:
"I do not use "microaggression" anymore ... I detest its component parts—'micro' and 'aggression.' A persistent daily low hum of racist abuse is not minor. I use the term 'abuse' because aggression is not as exacting a term. Abuse accurately describes the action and its effect on people: distress, anger, worry, depression, anxiety, pain, fatigue, and suicide."
My Thoughts (Kim Crayne):
Dr. Kendi says it is a racist act to avoid using the term racism to describe racist behavior. I do see his point. I am pondering my position. However, some microaggressions are about being minoritized because of sexism, ableism, ageism, etc. I may use combination phrases such as "Everyday style racism of severe microaggressions," or maybe I will say "microaggressive racial abuse," "severe microaggressive racial abuse," or "everyday-style racist microaggressive abuse."
The problem with the word micro is that it seems like it has little impact when in fact, the impact is very large. It is like the Chinese torture of "death by a thousand cuts"
Microaggressions*
aka "everyday underlying racism, or sexism, or ageism, or ableism, etc."
These are brief and commonplace actions, comments, or environments that are indignities toward a minoritized person.
They can be intentional or unintentional. Most microaggressions are unintentional, but they matter because they have a negative cumulative effect on the well-being of the targets. Thus caused by unconscious, aka implicit biases.
Three types include:
- microinsults
- usually unconscious and convey rudeness/insensitivity
- conveys rudeness and demeaning of heritage or identity
- microassaults
- often conscious and deliberately derogatory
- verbal or nonverbal attacks such as name-calling or avoidant behaviors
- microinvalidations
- usually unconscious and excluding the thoughts, feelings, or experiences of a minority group
- negates the experiences, realities, and feelings
*coined by Dr. Derald Wing Sue
Many types of implicit bias
There are over 50 types of cognitive biases.
Such as:
Attribution bias.
Deciding that some people succeed because of something internal about them, but with others, that success is attributed to something external about them.
Confirmation bias.
Selective thinking is when one ignores evidence that contradicts the bias and only looks for information to confirm one's beliefs.
Normative bias.
Being attached to the concept of how a person should be, affects the ability to see the positives of things outside of these definitions.
Link to 19 unconscious biases based on Sex, Gender, Age, Ethnicity, etc.
What can we do?
To manage our own implicit biases, we can do the following:
Develop Growth Mindset
- The opposite of a growth mindset is a fixed mindset. A fixed mindset is a negative bias that relies on stereotypes. It sees the self or others as "less than" failures or something wrong with the person.
- A growth mindset is a compassionate growing mindset of having grace, learning from mistakes, and believing in ever-growing and improving and developing skills that you may not have yet.
Exercise Empathy
- What are the positive things that you or another needs in the situation? Focus on what is needed now, and Assume positive intent. Listen and do your best to put yourself in the shoes of another point of view.
Commit to Belonging
- Every single person has a unique experience. Tell yourself that you belong and are enough, and work to believe it. You belong where you believe you belong. Belonging is not fitting it. Belonging requires you to be you.
- Expose yourself to people different than you. Inclusivity means creating spaces of belonging. Get to know someone very different than you. Believe they belong, Create Community, and have patience and faith. Use your growth mindset.
Practice Mindfulness and Self Awareness
- Observe your thoughts, feelings, and sensations without placing any value judgment on them. It is about developing awareness and acceptance.
- Slow down. Your implicit biases are automatic thoughts that pop up, implanted by the prevalent culture you live in. Avoiding acting on them prevents discrimination and microaggressions. Ask yourself, Would you be saying or responding the same way if this person looked or sounded differently?
Value Integrity and Accountability
- Although conscious biases are different than unconscious biases because it is not possible to know in advance what our implicit biases are. We can assume, as products of our culture, that many of our implicit biases are related to past cultural stereotypes of our society at large. Integrity requires that we truly work to have our behavior match our beliefs. This means practicing accountability for our behaviors.
- We must own our behaviors and strive to do better.
Activities
For Instructor:
These activities could be posted on the Canvas discussion board or a google site with a google classroom.
The persuall should be something that is age appropriate. The attached files could be used for older students (college level).
1. Assignment
Section 4 (see page 5) is called "What can we do?"
Several items are listed. As of today, which of these is most important to you, and why? This is a prompt for you to choose one of the following:
- to make a 3-5 minute video, a 3-5 APA style paper, or some other project that you get approval upon.
2. Discussion Board SHOWCASE Activity:
Link to 19 unconscious biases,
Make a post to express yourself about one of the 19 common biases.
- can be a poem, a video, a song, a dramatization, a comic strip, an infographic, a story, a lesson, a personal experience, a dance, a Prezi or Powtoon, a presentation, a speech, etc. The point is to create or upload a post that showcases your thoughts or creativity on whatever inspires you to express yourself from this link.
- Respond to at least one classmate with questions or thoughts inspired by their post.
3. Perusall Activity
Annotate 5-7 thoughts on the uploaded paper, and respond to your peers if you can.
|
oercommons
|
2025-03-18T00:39:34.471013
|
Information Science
|
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"url": "https://oercommons.org/courseware/lesson/98293/overview",
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"author": "Elementary Education"
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https://oercommons.org/courseware/lesson/15335/overview
|
Introduction
We may be top-notch learners, but if we don’t have a way to store what we’ve learned, what good is the knowledge we’ve gained?
Take a few minutes to imagine what your day might be like if you could not remember anything you had learned. You would have to figure out how to get dressed. What clothing should you wear, and how do buttons and zippers work? You would need someone to teach you how to brush your teeth and tie your shoes. Who would you ask for help with these tasks, since you wouldn’t recognize the faces of these people in your house? Wait . . . is this even your house? Uh oh, your stomach begins to rumble and you feel hungry. You’d like something to eat, but you don’t know where the food is kept or even how to prepare it. Oh dear, this is getting confusing. Maybe it would be best just go back to bed. A bed . . . what is a bed?
We have an amazing capacity for memory, but how, exactly, do we process and store information? Are there different kinds of memory, and if so, what characterizes the different types? How, exactly, do we retrieve our memories? And why do we forget? This chapter will explore these questions as we learn about memory.
References
Abel, M., & Bäuml, K.-H. T. (2013). Sleep can reduce proactive interference. Memory, 22(4), 332–339. doi:10.1080/09658211.2013.785570. Retrieved from http://www.psychologie.uni-regensburg.de/Baeuml/papers_in_press/sleepPI.pdf
Anderson, N. S. (1969). The influence of acoustic similarity on serial recall of letter sequences. Quarterly Journal of Experimental Psychology, 21(3), 248–255.
Anderson, R. C. (1984). Role of the reader's schema in comprehension, learning, and memory. In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American schools: Basal Readers and Content Texts (pp. 243–257). Hillsdale, NJ: Erlbaum.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Volume 2 (pp. 89–195). New York, NY: Academic Press.
Baddeley, A. (2004). Your memory: A user's guide. Richmond Hill, Canada: Firefly Books.
Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47–89). New York, NY: Academic Press.
Bayley, P. J., & Squire, L. R. (2002). Medial temporal lobe amnesia: Gradual acquisition of factual information by nondeclarative memory. Journal of Neuroscience, 22, 5741–5748.
Bellezza, F. S. (1981). Mnemonic devices: Classification, characteristics and criteria. Review of Educational Research, 51, 247–275.
Benjamin N. Cardozo School of Law, Yeshiva University. (2009). Reevaluating lineups: Why witnesses make mistakes and how to reduce the chance of a misidentification. Retrieved from The Innocence Project website: http://www.innocenceproject.org/docs/Eyewitness_ID_Report.pdf
Blockland, A. (1996). Acetylcholine: A neurotransmitter for learning and memory? Brain Research Reviews, 21, 285–300.
Bodie, G. D., Powers, W. G., & Fitch-Hauser, M. (2006). Chunking, priming, and active learning: Toward an innovative approach to teaching communication-related skills. Interactive Learning Environment, 14(2), 119–135.
Bousfield, W. (1935). The occurrence of clustering in the recall of randomly arranged associates. Journal of General Psychology, 49, 229–240.
Bransford, J. D., & McCarrell, N. S. (1974). A sketch of a cognitive approach to comprehension. In W. B. Weimer & D. J. Palermo (Eds.), Cognition and the symbolic processes (pp. 189–229). Hillsdale, NJ: Lawrence Erlbaum Associates.
Briere, J., & Conte, J. (1993). Self-reported amnesia for abuse in adults molested as children. Journal of Traumatic Stress, 6, 21–31.
Carli, L. (1999). Cognitive reconstruction, hindsight, and reactions to victims and perpetrators. Personality and Social Psychology Bulletin, 25(8), 966–979. doi:10.1177/01461672992511005
Ceci, S. J., & Bruck, M. (1993). Child witness: Translating research into policy. Social Policy Report, 7(3), 1–30.
Ceci, S. J., & Bruck, M. (1995). Jeopardy in the courtroom: A scientific analysis of children’s testimony. Washington, DC: American Psychological Association.
Cheit, R. E. (2007). The recovered memory project. Retrieved from http://blogs.brown.edu/recoveredmemory/.
Christianson, S. A. (1992). The handbook of emotion and memory: Research and theory. Hillsdale, NJ: Erlbaum.
Clark, R. E., Zola, S. M., & Squire, L. R. (2000). Impaired recognition memory in rats after damage to the hippocampus. The Journal of Neuroscience, 20(23), 8853–8860.
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Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
Craik, F. I. M., Moroz, T. M., Moscovitch, M., Stuss, D. T., Winocur, G., Tulving, E., & Kapur, S. (1999). In search of the self: A positron emission tomography study. Psychological Science, 10(1), 26–34.
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology, 104(3), 268–294.
Craik, F. I. M., & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning and Verbal Behavior, 12, 599–607.
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Josselyn, J. A. (2010). Continuing the search for the engram: Examining the mechanism of fear memories. Journal of Psychiatry Neuroscience, 35(4), 221–228.
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Mayford, M., Siegelbaum, S. A., & Kandel, E. R. (2012). Synapses and memory storage. New York, NY: Cold Spring Harbor Perspectives in Biology, Cold Spring Harbor Laboratory Press.
McGaugh, J. L. (2003). Memory and emotion: The making of lasting memories. New York, NY: Columbia University Press.
McLeod, S. A. (2011). Anterograde amnesia [Web log post]. Retrieved from http://www.simplypsychology.org/anterograde-amnesia.html
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Parker, E. S., Cahill, L., & McGaugh, J. L. (2006). A case of unusual autobiographical remembering. Neurocase, 12, 35–49.
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Wells, G. L., & Quinlivan, D. S. (2009). Suggestive eyewitness identification procedures and the Supreme Court’s reliability test in light of eyewitness science: 30 years later. Law and Human Behavior, 33, 1–24. doi:10.1007/s10979-008-9130-3
Wrubel, B. (Writer), & Spiller, M. (Director). (2010). The Old Wagon [Television series episode]. In S. Levitan & C. Lloyd (Executive producers), Modern Family. 20th Century Fox Television.
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How Memory Functions
Overview
By the end of this section, you will be able to:
- Discuss the three basic functions of memory
- Describe the three stages of memory storage
- Describe and distinguish between procedural and declarative memory and semantic and episodic memory
Memory is an information processing system; therefore, we often compare it to a computer. Memory is the set of processes used to encode, store, and retrieve information over different periods of time (Figure).
Take this survey to see what you already may know about memory. After you complete each question, you will be able to see how your answers match up to the responses of hundreds of other survey participants, as well as to the findings of psychologists who have been researching memories for decades.
ENCODING
We get information into our brains through a process called encoding, which is the input of information into the memory system. Once we receive sensory information from the environment, our brains label or code it. We organize the information with other similar information and connect new concepts to existing concepts. Encoding information occurs through automatic processing and effortful processing.
If someone asks you what you ate for lunch today, more than likely you could recall this information quite easily. This is known as automatic processing, or the encoding of details like time, space, frequency, and the meaning of words. Automatic processing is usually done without any conscious awareness. Recalling the last time you studied for a test is another example of automatic processing. But what about the actual test material you studied? It probably required a lot of work and attention on your part in order to encode that information. This is known as effortful processing (Figure).
What are the most effective ways to ensure that important memories are well encoded? Even a simple sentence is easier to recall when it is meaningful (Anderson, 1984). Read the following sentences (Bransford & McCarrell, 1974), then look away and count backwards from 30 by threes to zero, and then try to write down the sentences (no peeking back at this page!).
- The notes were sour because the seams split.
- The voyage wasn't delayed because the bottle shattered.
- The haystack was important because the cloth ripped.
How well did you do? By themselves, the statements that you wrote down were most likely confusing and difficult for you to recall. Now, try writing them again, using the following prompts: bagpipe, ship christening, and parachutist. Next count backwards from 40 by fours, then check yourself to see how well you recalled the sentences this time. You can see that the sentences are now much more memorable because each of the sentences was placed in context. Material is far better encoded when you make it meaningful.
There are three types of encoding. The encoding of words and their meaning is known as semantic encoding. It was first demonstrated by William Bousfield (1935) in an experiment in which he asked people to memorize words. The 60 words were actually divided into 4 categories of meaning, although the participants did not know this because the words were randomly presented. When they were asked to remember the words, they tended to recall them in categories, showing that they paid attention to the meanings of the words as they learned them.
Visual encoding is the encoding of images, and acoustic encoding is the encoding of sounds, words in particular. To see how visual encoding works, read over this list of words: car, level, dog, truth, book, value. If you were asked later to recall the words from this list, which ones do you think you’d most likely remember? You would probably have an easier time recalling the words car, dog, and book, and a more difficult time recalling the words level, truth, and value. Why is this? Because you can recall images (mental pictures) more easily than words alone. When you read the words car, dog, and book you created images of these things in your mind. These are concrete, high-imagery words. On the other hand, abstract words like level, truth, and value are low-imagery words. High-imagery words are encoded both visually and semantically (Paivio, 1986), thus building a stronger memory.
Now let’s turn our attention to acoustic encoding. You are driving in your car and a song comes on the radio that you haven’t heard in at least 10 years, but you sing along, recalling every word. In the United States, children often learn the alphabet through song, and they learn the number of days in each month through rhyme: “Thirty days hath September, / April, June, and November; / All the rest have thirty-one, / Save February, with twenty-eight days clear, / And twenty-nine each leap year.” These lessons are easy to remember because of acoustic encoding. We encode the sounds the words make. This is one of the reasons why much of what we teach young children is done through song, rhyme, and rhythm.
Which of the three types of encoding do you think would give you the best memory of verbal information? Some years ago, psychologists Fergus Craik and Endel Tulving (1975) conducted a series of experiments to find out. Participants were given words along with questions about them. The questions required the participants to process the words at one of the three levels. The visual processing questions included such things as asking the participants about the font of the letters. The acoustic processing questions asked the participants about the sound or rhyming of the words, and the semantic processing questions asked the participants about the meaning of the words. After participants were presented with the words and questions, they were given an unexpected recall or recognition task.
Words that had been encoded semantically were better remembered than those encoded visually or acoustically. Semantic encoding involves a deeper level of processing than the shallower visual or acoustic encoding. Craik and Tulving concluded that we process verbal information best through semantic encoding, especially if we apply what is called the self-reference effect. The self-reference effect is the tendency for an individual to have better memory for information that relates to oneself in comparison to material that has less personal relevance (Rogers, Kuiper & Kirker, 1977). Could semantic encoding be beneficial to you as you attempt to memorize the concepts in this chapter?
STORAGE
Once the information has been encoded, we have to somehow have to retain it. Our brains take the encoded information and place it in storage. Storage is the creation of a permanent record of information.
In order for a memory to go into storage (i.e., long-term memory), it has to pass through three distinct stages: Sensory Memory, Short-Term Memory, and finally Long-Term Memory. These stages were first proposed by Richard Atkinson and Richard Shiffrin (1968). Their model of human memory (Figure), called Atkinson-Shiffrin (A-S), is based on the belief that we process memories in the same way that a computer processes information.
But A-S is just one model of memory. Others, such as Baddeley and Hitch (1974), have proposed a model where short-term memory itself has different forms. In this model, storing memories in short-term memory is like opening different files on a computer and adding information. The type of short-term memory (or computer file) depends on the type of information received. There are memories in visual-spatial form, as well as memories of spoken or written material, and they are stored in three short-term systems: a visuospatial sketchpad, an episodic buffer, and a phonological loop. According to Baddeley and Hitch, a central executive part of memory supervises or controls the flow of information to and from the three short-term systems.
Sensory Memory
In the Atkinson-Shiffrin model, stimuli from the environment are processed first in sensory memory: storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage—up to a couple of seconds. We are constantly bombarded with sensory information. We cannot absorb all of it, or even most of it. And most of it has no impact on our lives. For example, what was your professor wearing the last class period? As long as the professor was dressed appropriately, it does not really matter what she was wearing. Sensory information about sights, sounds, smells, and even textures, which we do not view as valuable information, we discard. If we view something as valuable, the information will move into our short-term memory system.
One study of sensory memory researched the significance of valuable information on short-term memory storage. J. R. Stroop discovered a memory phenomenon in the 1930s: you will name a color more easily if it appears printed in that color, which is called the Stroop effect. In other words, the word “red” will be named more quickly, regardless of the color the word appears in, than any word that is colored red. Try an experiment: name the colors of the words you are given in Figure. Do not read the words, but say the color the word is printed in. For example, upon seeing the word “yellow” in green print, you should say “green,” not “yellow.” This experiment is fun, but it’s not as easy as it seems.
Short-Term Memory
Short-term memory (STM) is a temporary storage system that processes incoming sensory memory; sometimes it is called working memory. Short-term memory takes information from sensory memory and sometimes connects that memory to something already in long-term memory. Short-term memory storage lasts about 20 seconds. George Miller (1956), in his research on the capacity of memory, found that most people can retain about 7 items in STM. Some remember 5, some 9, so he called the capacity of STM 7 plus or minus 2.
Think of short-term memory as the information you have displayed on your computer screen—a document, a spreadsheet, or a web page. Then, information in short-term memory goes to long-term memory (you save it to your hard drive), or it is discarded (you delete a document or close a web browser). This step of rehearsal, the conscious repetition of information to be remembered, to move STM into long-term memory is called memory consolidation.
You may find yourself asking, “How much information can our memory handle at once?” To explore the capacity and duration of your short-term memory, have a partner read the strings of random numbers (Figure) out loud to you, beginning each string by saying, “Ready?” and ending each by saying, “Recall,” at which point you should try to write down the string of numbers from memory.
Note the longest string at which you got the series correct. For most people, this will be close to 7, Miller’s famous 7 plus or minus 2. Recall is somewhat better for random numbers than for random letters (Jacobs, 1887), and also often slightly better for information we hear (acoustic encoding) rather than see (visual encoding) (Anderson, 1969).
Long-term Memory
Long-term memory (LTM) is the continuous storage of information. Unlike short-term memory, the storage capacity of LTM has no limits. It encompasses all the things you can remember that happened more than just a few minutes ago to all of the things that you can remember that happened days, weeks, and years ago. In keeping with the computer analogy, the information in your LTM would be like the information you have saved on the hard drive. It isn’t there on your desktop (your short-term memory), but you can pull up this information when you want it, at least most of the time. Not all long-term memories are strong memories. Some memories can only be recalled through prompts. For example, you might easily recall a fact— “What is the capital of the United States?”—or a procedure—“How do you ride a bike?”—but you might struggle to recall the name of the restaurant you had dinner when you were on vacation in France last summer. A prompt, such as that the restaurant was named after its owner, who spoke to you about your shared interest in soccer, may help you recall the name of the restaurant.
Long-term memory is divided into two types: explicit and implicit (Figure). Understanding the different types is important because a person’s age or particular types of brain trauma or disorders can leave certain types of LTM intact while having disastrous consequences for other types. Explicit memories are those we consciously try to remember and recall. For example, if you are studying for your chemistry exam, the material you are learning will be part of your explicit memory. (Note: Sometimes, but not always, the terms explicit memory and declarative memory are used interchangeably.)
Implicit memories are memories that are not part of our consciousness. They are memories formed from behaviors. Implicit memory is also called non-declarative memory.
Procedural memory is a type of implicit memory: it stores information about how to do things. It is the memory for skilled actions, such as how to brush your teeth, how to drive a car, how to swim the crawl (freestyle) stroke. If you are learning how to swim freestyle, you practice the stroke: how to move your arms, how to turn your head to alternate breathing from side to side, and how to kick your legs. You would practice this many times until you become good at it. Once you learn how to swim freestyle and your body knows how to move through the water, you will never forget how to swim freestyle, even if you do not swim for a couple of decades. Similarly, if you present an accomplished guitarist with a guitar, even if he has not played in a long time, he will still be able to play quite well.
Declarative memory has to do with the storage of facts and events we personally experienced. Explicit (declarative) memory has two parts: semantic memory and episodic memory. Semantic means having to do with language and knowledge about language. An example would be the question “what does argumentative mean?” Stored in our semantic memory is knowledge about words, concepts, and language-based knowledge and facts. For example, answers to the following questions are stored in your semantic memory:
- Who was the first President of the United States?
- What is democracy?
- What is the longest river in the world?
Episodic memory is information about events we have personally experienced. The concept of episodic memory was first proposed about 40 years ago (Tulving, 1972). Since then, Tulving and others have looked at scientific evidence and reformulated the theory. Currently, scientists believe that episodic memory is memory about happenings in particular places at particular times, the what, where, and when of an event (Tulving, 2002). It involves recollection of visual imagery as well as the feeling of familiarity (Hassabis & Maguire, 2007).
Can You Remember Everything You Ever Did or Said?
Episodic memories are also called autobiographical memories. Let’s quickly test your autobiographical memory. What were you wearing exactly five years ago today? What did you eat for lunch on April 10, 2009? You probably find it difficult, if not impossible, to answer these questions. Can you remember every event you have experienced over the course of your life—meals, conversations, clothing choices, weather conditions, and so on? Most likely none of us could even come close to answering these questions; however, American actress Marilu Henner, best known for the television show Taxi, can remember. She has an amazing and highly superior autobiographical memory (Figure).
Very few people can recall events in this way; right now, only 12 known individuals have this ability, and only a few have been studied (Parker, Cahill & McGaugh 2006). And although hyperthymesia normally appears in adolescence, two children in the United States appear to have memories from well before their tenth birthdays.
Watch these Part 1 and Part 2 video clips on superior autobiographical memory from the television news show 60 Minutes.
RETRIEVAL
So you have worked hard to encode (via effortful processing) and store some important information for your upcoming final exam. How do you get that information back out of storage when you need it? The act of getting information out of memory storage and back into conscious awareness is known as retrieval. This would be similar to finding and opening a paper you had previously saved on your computer’s hard drive. Now it’s back on your desktop, and you can work with it again. Our ability to retrieve information from long-term memory is vital to our everyday functioning. You must be able to retrieve information from memory in order to do everything from knowing how to brush your hair and teeth, to driving to work, to knowing how to perform your job once you get there.
There are three ways you can retrieve information out of your long-term memory storage system: recall, recognition, and relearning. Recall is what we most often think about when we talk about memory retrieval: it means you can access information without cues. For example, you would use recall for an essay test. Recognition happens when you identify information that you have previously learned after encountering it again. It involves a process of comparison. When you take a multiple-choice test, you are relying on recognition to help you choose the correct answer. Here is another example. Let’s say you graduated from high school 10 years ago, and you have returned to your hometown for your 10-year reunion. You may not be able to recall all of your classmates, but you recognize many of them based on their yearbook photos.
The third form of retrieval is relearning, and it’s just what it sounds like. It involves learning information that you previously learned. Whitney took Spanish in high school, but after high school she did not have the opportunity to speak Spanish. Whitney is now 31, and her company has offered her an opportunity to work in their Mexico City office. In order to prepare herself, she enrolls in a Spanish course at the local community center. She’s surprised at how quickly she’s able to pick up the language after not speaking it for 13 years; this is an example of relearning.
Summary
Memory is a system or process that stores what we learn for future use.
Our memory has three basic functions: encoding, storing, and retrieving information. Encoding is the act of getting information into our memory system through automatic or effortful processing. Storage is retention of the information, and retrieval is the act of getting information out of storage and into conscious awareness through recall, recognition, and relearning. The idea that information is processed through three memory systems is called the Atkinson-Shiffrin (A-S) model of memory. First, environmental stimuli enter our sensory memory for a period of less than a second to a few seconds. Those stimuli that we notice and pay attention to then move into short-term memory (also called working memory). According to the A-S model, if we rehearse this information, then it moves into long-term memory for permanent storage. Other models like that of Baddeley and Hitch suggest there is more of a feedback loop between short-term memory and long-term memory. Long-term memory has a practically limitless storage capacity and is divided into implicit and explicit memory. Finally, retrieval is the act of getting memories out of storage and back into conscious awareness. This is done through recall, recognition, and relearning.
Review Questions
________ is another name for short-term memory.
- sensory memory
- episodic memory
- working memory
- implicit memory
Hint:
C
The storage capacity of long-term memory is ________.
- one or two bits of information
- seven bits, plus or minus two
- limited
- essentially limitless
Hint:
D
The three functions of memory are ________.
- automatic processing, effortful processing, and storage
- encoding, processing, and storage
- automatic processing, effortful processing, and retrieval
- encoding, storage, and retrieval
Hint:
D
Critical Thinking Questions
Compare and contrast implicit and explicit memory.
Hint:
Both are types of long-term memory. Explicit memories are memories we consciously try to remember and recall. Explicit memory is also called declarative memory and is subdivided into episodic memory (life events) and semantic memory (words, ideas, and concepts). Implicit memories are memories that are not part of our consciousness; they are memories formed from behaviors. Implicit memory is also called non-declarative memory and includes procedural memory as well as things learned through classical conditioning.
According to the Atkinson-Shiffrin model, name and describe the three stages of memory.
Hint:
According to the Atkinson-Shiffrin model, memory is processed in three stages. The first is sensory memory; this is very brief: 1–2 seconds. Anything not attended to is ignored. The stimuli we pay attention to then move into our short-term memory. Short-term memory can hold approximately 7 bits of information for around 20 seconds. Information here is either forgotten, or it is encoded into long-term memory through the process of rehearsal. Long-term memory is the permanent storage of information—its capacity is basically unlimited.
Compare and contrast the two ways in which we encode information.
Hint:
Information is encoded through automatic or effortful processing. Automatic processing refers to all information that enters long-term memory without conscious effort. This includes things such as time, space, and frequency—for example, your ability to remember what you ate for breakfast today or the fact that you remember that you ran into your best friend in the supermarket twice this week. Effortful processing refers to encoding information through conscious attention and effort. Material that you study for a test requires effortful processing.
Personal Application Questions
Describe something you have learned that is now in your procedural memory. Discuss how you learned this information.
Describe something you learned in high school that is now in your semantic memory.
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2025-03-18T00:39:34.534156
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Parts of the Brain Involved with Memory
Overview
By the end of this section, you will be able to:
- Explain the brain functions involved in memory
- Recognize the roles of the hippocampus, amygdala, and cerebellum
Are memories stored in just one part of the brain, or are they stored in many different parts of the brain? Karl Lashley began exploring this problem, about 100 years ago, by making lesions in the brains of animals such as rats and monkeys. He was searching for evidence of the engram: the group of neurons that serve as the “physical representation of memory” (Josselyn, 2010). First, Lashley (1950) trained rats to find their way through a maze. Then, he used the tools available at the time—in this case a soldering iron—to create lesions in the rats’ brains, specifically in the cerebral cortex. He did this because he was trying to erase the engram, or the original memory trace that the rats had of the maze.
Lashley did not find evidence of the engram, and the rats were still able to find their way through the maze, regardless of the size or location of the lesion. Based on his creation of lesions and the animals’ reaction, he formulated the equipotentiality hypothesis: if part of one area of the brain involved in memory is damaged, another part of the same area can take over that memory function (Lashley, 1950). Although Lashley’s early work did not confirm the existence of the engram, modern psychologists are making progress locating it. Eric Kandel, for example, spent decades working on the synapse, the basic structure of the brain, and its role in controlling the flow of information through neural circuits needed to store memories (Mayford, Siegelbaum, & Kandel, 2012).
Many scientists believe that the entire brain is involved with memory. However, since Lashley’s research, other scientists have been able to look more closely at the brain and memory. They have argued that memory is located in specific parts of the brain, and specific neurons can be recognized for their involvement in forming memories. The main parts of the brain involved with memory are the amygdala, the hippocampus, the cerebellum, and the prefrontal cortex (Figure).
THE AMYGDALA
First, let’s look at the role of the amygdala in memory formation. The main job of the amygdala is to regulate emotions, such as fear and aggression (Figure). The amygdala plays a part in how memories are stored because storage is influenced by stress hormones. For example, one researcher experimented with rats and the fear response (Josselyn, 2010). Using Pavlovian conditioning, a neutral tone was paired with a foot shock to the rats. This produced a fear memory in the rats. After being conditioned, each time they heard the tone, they would freeze (a defense response in rats), indicating a memory for the impending shock. Then the researchers induced cell death in neurons in the lateral amygdala, which is the specific area of the brain responsible for fear memories. They found the fear memory faded (became extinct). Because of its role in processing emotional information, the amygdala is also involved in memory consolidation: the process of transferring new learning into long-term memory. The amygdala seems to facilitate encoding memories at a deeper level when the event is emotionally arousing.
In this TED Talk called “A Mouse. A Laser Beam. A Manipulated Memory,” Steve Ramirez and Xu Liu from MIT talk about using laser beams to manipulate fear memory in rats. Find out why their work caused a media frenzy once it was published in Science.
THE HIPPOCAMPUS
Another group of researchers also experimented with rats to learn how the hippocampus functions in memory processing (Figure). They created lesions in the hippocampi of the rats, and found that the rats demonstrated memory impairment on various tasks, such as object recognition and maze running. They concluded that the hippocampus is involved in memory, specifically normal recognition memory as well as spatial memory (when the memory tasks are like recall tests) (Clark, Zola, & Squire, 2000). Another job of the hippocampus is to project information to cortical regions that give memories meaning and connect them with other connected memories. It also plays a part in memory consolidation: the process of transferring new learning into long-term memory.
Injury to this area leaves us unable to process new declarative memories. One famous patient, known for years only as H. M., had both his left and right temporal lobes (hippocampi) removed in an attempt to help control the seizures he had been suffering from for years (Corkin, Amaral, González, Johnson, & Hyman, 1997). As a result, his declarative memory was significantly affected, and he could not form new semantic knowledge. He lost the ability to form new memories, yet he could still remember information and events that had occurred prior to the surgery.
For a closer look at how memory works, view this video on quirks of memory.
THE CEREBELLUM AND PREFRONTAL CORTEX
Although the hippocampus seems to be more of a processing area for explicit memories, you could still lose it and be able to create implicit memories (procedural memory, motor learning, and classical conditioning), thanks to your cerebellum (Figure). For example, one classical conditioning experiment is to accustom subjects to blink when they are given a puff of air. When researchers damaged the cerebellums of rabbits, they discovered that the rabbits were not able to learn the conditioned eye-blink response (Steinmetz, 1999; Green & Woodruff-Pak, 2000).
Other researchers have used brain scans, including positron emission tomography (PET) scans, to learn how people process and retain information. From these studies, it seems the prefrontal cortex is involved. In one study, participants had to complete two different tasks: either looking for the letter a in words (considered a perceptual task) or categorizing a noun as either living or non-living (considered a semantic task) (Kapur et al., 1994). Participants were then asked which words they had previously seen. Recall was much better for the semantic task than for the perceptual task. According to PET scans, there was much more activation in the left inferior prefrontal cortex in the semantic task. In another study, encoding was associated with left frontal activity, while retrieval of information was associated with the right frontal region (Craik et al., 1999).
NEUROTRANSMITTERS
There also appear to be specific neurotransmitters involved with the process of memory, such as epinephrine, dopamine, serotonin, glutamate, and acetylcholine (Myhrer, 2003). There continues to be discussion and debate among researchers as to which neurotransmitter plays which specific role (Blockland, 1996). Although we don’t yet know which role each neurotransmitter plays in memory, we do know that communication among neurons via neurotransmitters is critical for developing new memories. Repeated activity by neurons leads to increased neurotransmitters in the synapses and more efficient and more synaptic connections. This is how memory consolidation occurs.
It is also believed that strong emotions trigger the formation of strong memories, and weaker emotional experiences form weaker memories; this is called arousal theory (Christianson, 1992). For example, strong emotional experiences can trigger the release of neurotransmitters, as well as hormones, which strengthen memory; therefore, our memory for an emotional event is usually better than our memory for a non-emotional event. When humans and animals are stressed, the brain secretes more of the neurotransmitter glutamate, which helps them remember the stressful event (McGaugh, 2003). This is clearly evidenced by what is known as the flashbulb memory phenomenon.
A flashbulb memory is an exceptionally clear recollection of an important event (Figure). Where were you when you first heard about the 9/11 terrorist attacks? Most likely you can remember where you were and what you were doing. In fact, a Pew Research Center (2011) survey found that for those Americans who were age 8 or older at the time of the event, 97% can recall the moment they learned of this event, even a decade after it happened.
Inaccurate and False Memories
Even flashbulb memories can have decreased accuracy with the passage of time, even with very important events. For example, on at least three occasions, when asked how he heard about the terrorist attacks of 9/11, President George W. Bush responded inaccurately. In January 2002, less than 4 months after the attacks, the then sitting President Bush was asked how he heard about the attacks. He responded:
I was sitting there, and my Chief of Staff—well, first of all, when we walked into the classroom, I had seen this plane fly into the first building. There was a TV set on. And you know, I thought it was pilot error and I was amazed that anybody could make such a terrible mistake. (Greenberg, 2004, p. 2)
Contrary to what President Bush recalled, no one saw the first plane hit, except people on the ground near the twin towers. The first plane was not videotaped because it was a normal Tuesday morning in New York City, until the first plane hit.
Some people attributed Bush’s wrong recall of the event to conspiracy theories. However, there is a much more benign explanation: human memory, even flashbulb memories, can be frail. In fact, memory can be so frail that we can convince a person an event happened to them, even when it did not. In studies, research participants will recall hearing a word, even though they never heard the word. For example, participants were given a list of 15 sleep-related words, but the word “sleep” was not on the list. Participants recalled hearing the word “sleep” even though they did not actually hear it (Roediger & McDermott, 2000). The researchers who discovered this named the theory after themselves and a fellow researcher, calling it the Deese-Roediger-McDermott paradigm.
Summary
Beginning with Karl Lashley, researchers and psychologists have been searching for the engram, which is the physical trace of memory. Lashley did not find the engram, but he did suggest that memories are distributed throughout the entire brain rather than stored in one specific area. Now we know that three brain areas do play significant roles in the processing and storage of different types of memories: cerebellum, hippocampus, and amygdala. The cerebellum’s job is to process procedural memories; the hippocampus is where new memories are encoded; the amygdala helps determine what memories to store, and it plays a part in determining where the memories are stored based on whether we have a strong or weak emotional response to the event. Strong emotional experiences can trigger the release of neurotransmitters, as well as hormones, which strengthen memory, so that memory for an emotional event is usually stronger than memory for a non-emotional event. This is shown by what is known as the flashbulb memory phenomenon: our ability to remember significant life events. However, our memory for life events (autobiographical memory) is not always accurate.
Review Questions
This physical trace of memory is known as the ________.
- engram
- Lashley effect
- Deese-Roediger-McDermott Paradigm
- flashbulb memory effect
Hint:
A
An exceptionally clear recollection of an important event is a (an) ________.
- engram
- arousal theory
- flashbulb memory
- equipotentiality hypothesis
Hint:
C
Critical Thinking Questions
What might happen to your memory system if you sustained damage to your hippocampus?
Hint:
Because your hippocampus seems to be more of a processing area for your explicit memories, injury to this area could leave you unable to process new declarative (explicit) memories; however, even with this loss, you would be able to create implicit memories (procedural memory, motor learning and classical conditioning).
Personal Application Questions
Describe a flashbulb memory of a significant event in your life.
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2025-03-18T00:39:34.561222
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https://oercommons.org/courseware/lesson/15338/overview
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Problems with Memory
Overview
By the end of this section, you will be able to:
- Compare and contrast the two types of amnesia
- Discuss the unreliability of eyewitness testimony
- Discuss encoding failure
- Discuss the various memory errors
- Compare and contrast the two types of interference
You may pride yourself on your amazing ability to remember the birthdates and ages of all of your friends and family members, or you may be able recall vivid details of your 5th birthday party at Chuck E. Cheese’s. However, all of us have at times felt frustrated, and even embarrassed, when our memories have failed us. There are several reasons why this happens.
AMNESIA
Amnesia is the loss of long-term memory that occurs as the result of disease, physical trauma, or psychological trauma. Psychologist Tulving (2002) and his colleagues at the University of Toronto studied K. C. for years. K. C. suffered a traumatic head injury in a motorcycle accident and then had severe amnesia. Tulving writes,
the outstanding fact about K.C.'s mental make-up is his utter inability to remember any events, circumstances, or situations from his own life. His episodic amnesia covers his whole life, from birth to the present. The only exception is the experiences that, at any time, he has had in the last minute or two. (Tulving, 2002, p. 14)
Anterograde Amnesia
There are two common types of amnesia: anterograde amnesia and retrograde amnesia (Figure). Anterograde amnesia is commonly caused by brain trauma, such as a blow to the head. With anterograde amnesia, you cannot remember new information, although you can remember information and events that happened prior to your injury. The hippocampus is usually affected (McLeod, 2011). This suggests that damage to the brain has resulted in the inability to transfer information from short-term to long-term memory; that is, the inability to consolidate memories.
Many people with this form of amnesia are unable to form new episodic or semantic memories, but are still able to form new procedural memories (Bayley & Squire, 2002). This was true of H. M., which was discussed earlier. The brain damage caused by his surgery resulted in anterograde amnesia. H. M. would read the same magazine over and over, having no memory of ever reading it—it was always new to him. He also could not remember people he had met after his surgery. If you were introduced to H. M. and then you left the room for a few minutes, he would not know you upon your return and would introduce himself to you again. However, when presented the same puzzle several days in a row, although he did not remember having seen the puzzle before, his speed at solving it became faster each day (because of relearning) (Corkin, 1965, 1968).
Retrograde Amnesia
Retrograde amnesia is loss of memory for events that occurred prior to the trauma. People with retrograde amnesia cannot remember some or even all of their past. They have difficulty remembering episodic memories. What if you woke up in the hospital one day and there were people surrounding your bed claiming to be your spouse, your children, and your parents? The trouble is you don’t recognize any of them. You were in a car accident, suffered a head injury, and now have retrograde amnesia. You don’t remember anything about your life prior to waking up in the hospital. This may sound like the stuff of Hollywood movies, and Hollywood has been fascinated with the amnesia plot for nearly a century, going all the way back to the film Garden of Lies from 1915 to more recent movies such as the Jason Bourne trilogy starring Matt Damon. However, for real-life sufferers of retrograde amnesia, like former NFL football player Scott Bolzan, the story is not a Hollywood movie. Bolzan fell, hit his head, and deleted 46 years of his life in an instant. He is now living with one of the most extreme cases of retrograde amnesia on record.
View the video story profiling Scott Bolzan’s amnesia and his attempts to get his life back.
MEMORY CONSTRUCTION AND RECONSTRUCTION
The formulation of new memories is sometimes called construction, and the process of bringing up old memories is called reconstruction. Yet as we retrieve our memories, we also tend to alter and modify them. A memory pulled from long-term storage into short-term memory is flexible. New events can be added and we can change what we think we remember about past events, resulting in inaccuracies and distortions. People may not intend to distort facts, but it can happen in the process of retrieving old memories and combining them with new memories (Roediger and DeSoto, in press).
Suggestibility
When someone witnesses a crime, that person’s memory of the details of the crime is very important in catching the suspect. Because memory is so fragile, witnesses can be easily (and often accidentally) misled due to the problem of suggestibility. Suggestibility describes the effects of misinformation from external sources that leads to the creation of false memories. In the fall of 2002, a sniper in the DC area shot people at a gas station, leaving Home Depot, and walking down the street. These attacks went on in a variety of places for over three weeks and resulted in the deaths of ten people. During this time, as you can imagine, people were terrified to leave their homes, go shopping, or even walk through their neighborhoods. Police officers and the FBI worked frantically to solve the crimes, and a tip hotline was set up. Law enforcement received over 140,000 tips, which resulted in approximately 35,000 possible suspects (Newseum, n.d.).
Most of the tips were dead ends, until a white van was spotted at the site of one of the shootings. The police chief went on national television with a picture of the white van. After the news conference, several other eyewitnesses called to say that they too had seen a white van fleeing from the scene of the shooting. At the time, there were more than 70,000 white vans in the area. Police officers, as well as the general public, focused almost exclusively on white vans because they believed the eyewitnesses. Other tips were ignored. When the suspects were finally caught, they were driving a blue sedan.
As illustrated by this example, we are vulnerable to the power of suggestion, simply based on something we see on the news. Or we can claim to remember something that in fact is only a suggestion someone made. It is the suggestion that is the cause of the false memory.
Eyewitness Misidentification
Even though memory and the process of reconstruction can be fragile, police officers, prosecutors, and the courts often rely on eyewitness identification and testimony in the prosecution of criminals. However, faulty eyewitness identification and testimony can lead to wrongful convictions (Figure).
How does this happen? In 1984, Jennifer Thompson, then a 22-year-old college student in North Carolina, was brutally raped at knifepoint. As she was being raped, she tried to memorize every detail of her rapist’s face and physical characteristics, vowing that if she survived, she would help get him convicted. After the police were contacted, a composite sketch was made of the suspect, and Jennifer was shown six photos. She chose two, one of which was of Ronald Cotton. After looking at the photos for 4–5 minutes, she said, “Yeah. This is the one,” and then she added, “I think this is the guy.” When questioned about this by the detective who asked, “You’re sure? Positive?” She said that it was him. Then she asked the detective if she did OK, and he reinforced her choice by telling her she did great. These kinds of unintended cues and suggestions by police officers can lead witnesses to identify the wrong suspect. The district attorney was concerned about her lack of certainty the first time, so she viewed a lineup of seven men. She said she was trying to decide between numbers 4 and 5, finally deciding that Cotton, number 5, “Looks most like him.” He was 22 years old.
By the time the trial began, Jennifer Thompson had absolutely no doubt that she was raped by Ronald Cotton. She testified at the court hearing, and her testimony was compelling enough that it helped convict him. How did she go from, “I think it’s the guy” and it “Looks most like him,” to such certainty? Gary Wells and Deah Quinlivan (2009) assert it’s suggestive police identification procedures, such as stacking lineups to make the defendant stand out, telling the witness which person to identify, and confirming witnesses choices by telling them “Good choice,” or “You picked the guy.”
After Cotton was convicted of the rape, he was sent to prison for life plus 50 years. After 4 years in prison, he was able to get a new trial. Jennifer Thompson once again testified against him. This time Ronald Cotton was given two life sentences. After serving 11 years in prison, DNA evidence finally demonstrated that Ronald Cotton did not commit the rape, was innocent, and had served over a decade in prison for a crime he did not commit.
To learn more about Ronald Cotton and the fallibility of memory, watch these excellent Part 1 and Part 2 videos by 60 Minutes.
Ronald Cotton’s story, unfortunately, is not unique. There are also people who were convicted and placed on death row, who were later exonerated. The Innocence Project is a non-profit group that works to exonerate falsely convicted people, including those convicted by eyewitness testimony. To learn more, you can visit http://www.innocenceproject.org.
Preserving Eyewitness Memory: The Elizabeth Smart Case
Contrast the Cotton case with what happened in the Elizabeth Smart case. When Elizabeth was 14 years old and fast asleep in her bed at home, she was abducted at knifepoint. Her nine-year-old sister, Mary Katherine, was sleeping in the same bed and watched, terrified, as her beloved older sister was abducted. Mary Katherine was the sole eyewitness to this crime and was very fearful. In the coming weeks, the Salt Lake City police and the FBI proceeded with caution with Mary Katherine. They did not want to implant any false memories or mislead her in any way. They did not show her police line-ups or push her to do a composite sketch of the abductor. They knew if they corrupted her memory, Elizabeth might never be found. For several months, there was little or no progress on the case. Then, about 4 months after the kidnapping, Mary Katherine first recalled that she had heard the abductor’s voice prior to that night (he had worked one time as a handyman at the family’s home) and then she was able to name the person whose voice it was. The family contacted the press and others recognized him—after a total of nine months, the suspect was caught and Elizabeth Smart was returned to her family.
The Misinformation Effect
Cognitive psychologist Elizabeth Loftus has conducted extensive research on memory. She has studied false memories as well as recovered memories of childhood sexual abuse. Loftus also developed the misinformation effect paradigm, which holds that after exposure to incorrect information, a person may misremember the original event.
According to Loftus, an eyewitness’s memory of an event is very flexible due to the misinformation effect. To test this theory, Loftus and John Palmer (1974) asked 45 U.S. college students to estimate the speed of cars using different forms of questions (Figure). The participants were shown films of car accidents and were asked to play the role of the eyewitness and describe what happened. They were asked, “About how fast were the cars going when they (smashed, collided, bumped, hit, contacted) each other?” The participants estimated the speed of the cars based on the verb used.
Participants who heard the word “smashed” estimated that the cars were traveling at a much higher speed than participants who heard the word “contacted.” The implied information about speed, based on the verb they heard, had an effect on the participants’ memory of the accident. In a follow-up one week later, participants were asked if they saw any broken glass (none was shown in the accident pictures). Participants who had been in the “smashed” group were more than twice as likely to indicate that they did remember seeing glass. Loftus and Palmer demonstrated that a leading question encouraged them to not only remember the cars were going faster, but to also falsely remember that they saw broken glass.
Controversies over Repressed and Recovered Memories
Other researchers have described how whole events, not just words, can be falsely recalled, even when they did not happen. The idea that memories of traumatic events could be repressed has been a theme in the field of psychology, beginning with Sigmund Freud, and the controversy surrounding the idea continues today.
Recall of false autobiographical memories is called false memory syndrome. This syndrome has received a lot of publicity, particularly as it relates to memories of events that do not have independent witnesses—often the only witnesses to the abuse are the perpetrator and the victim (e.g., sexual abuse).
On one side of the debate are those who have recovered memories of childhood abuse years after it occurred. These researchers argue that some children’s experiences have been so traumatizing and distressing that they must lock those memories away in order to lead some semblance of a normal life. They believe that repressed memories can be locked away for decades and later recalled intact through hypnosis and guided imagery techniques (Devilly, 2007).
Research suggests that having no memory of childhood sexual abuse is quite common in adults. For instance, one large-scale study conducted by John Briere and Jon Conte (1993) revealed that 59% of 450 men and women who were receiving treatment for sexual abuse that had occurred before age 18 had forgotten their experiences. Ross Cheit (2007) suggested that repressing these memories created psychological distress in adulthood. The Recovered Memory Project was created so that victims of childhood sexual abuse can recall these memories and allow the healing process to begin (Cheit, 2007; Devilly, 2007).
On the other side, Loftus has challenged the idea that individuals can repress memories of traumatic events from childhood, including sexual abuse, and then recover those memories years later through therapeutic techniques such as hypnosis, guided visualization, and age regression.
Loftus is not saying that childhood sexual abuse doesn’t happen, but she does question whether or not those memories are accurate, and she is skeptical of the questioning process used to access these memories, given that even the slightest suggestion from the therapist can lead to misinformation effects. For example, researchers Stephen Ceci and Maggie Brucks (1993, 1995) asked three-year-old children to use an anatomically correct doll to show where their pediatricians had touched them during an exam. Fifty-five percent of the children pointed to the genital/anal area on the dolls, even when they had not received any form of genital exam.
Ever since Loftus published her first studies on the suggestibility of eyewitness testimony in the 1970s, social scientists, police officers, therapists, and legal practitioners have been aware of the flaws in interview practices. Consequently, steps have been taken to decrease suggestibility of witnesses. One way is to modify how witnesses are questioned. When interviewers use neutral and less leading language, children more accurately recall what happened and who was involved (Goodman, 2006; Pipe, 1996; Pipe, Lamb, Orbach, & Esplin, 2004). Another change is in how police lineups are conducted. It’s recommended that a blind photo lineup be used. This way the person administering the lineup doesn’t know which photo belongs to the suspect, minimizing the possibility of giving leading cues. Additionally, judges in some states now inform jurors about the possibility of misidentification. Judges can also suppress eyewitness testimony if they deem it unreliable.
FORGETTING
“I’ve a grand memory for forgetting,” quipped Robert Louis Stevenson. Forgetting refers to loss of information from long-term memory. We all forget things, like a loved one’s birthday, someone’s name, or where we put our car keys. As you’ve come to see, memory is fragile, and forgetting can be frustrating and even embarrassing. But why do we forget? To answer this question, we will look at several perspectives on forgetting.
Encoding Failure
Sometimes memory loss happens before the actual memory process begins, which is encoding failure. We can’t remember something if we never stored it in our memory in the first place. This would be like trying to find a book on your e-reader that you never actually purchased and downloaded. Often, in order to remember something, we must pay attention to the details and actively work to process the information (effortful encoding). Lots of times we don’t do this. For instance, think of how many times in your life you’ve seen a penny. Can you accurately recall what the front of a U.S. penny looks like? When researchers Raymond Nickerson and Marilyn Adams (1979) asked this question, they found that most Americans don’t know which one it is. The reason is most likely encoding failure. Most of us never encode the details of the penny. We only encode enough information to be able to distinguish it from other coins. If we don’t encode the information, then it’s not in our long-term memory, so we will not be able to remember it.
Memory Errors
Psychologist Daniel Schacter (2001), a well-known memory researcher, offers seven ways our memories fail us. He calls them the seven sins of memory and categorizes them into three groups: forgetting, distortion, and intrusion (Table).
| Sin | Type | Description | Example |
|---|---|---|---|
| Transience | Forgetting | Accessibility of memory decreases over time | Forget events that occurred long ago |
| absentmindedness | Forgetting | Forgetting caused by lapses in attention | Forget where your phone is |
| Blocking | Forgetting | Accessibility of information is temporarily blocked | Tip of the tongue |
| Misattribution | Distortion | Source of memory is confused | Recalling a dream memory as a waking memory |
| Suggestibility | Distortion | False memories | Result from leading questions |
| Bias | Distortion | Memories distorted by current belief system | Align memories to current beliefs |
| Persistence | Intrusion | Inability to forget undesirable memories | Traumatic events |
Let’s look at the first sin of the forgetting errors: transience, which means that memories can fade over time. Here’s an example of how this happens. Nathan’s English teacher has assigned his students to read the novel To Kill a Mockingbird. Nathan comes home from school and tells his mom he has to read this book for class. “Oh, I loved that book!” she says. Nathan asks her what the book is about, and after some hesitation she says, “Well . . . I know I read the book in high school, and I remember that one of the main characters is named Scout, and her father is an attorney, but I honestly don’t remember anything else.” Nathan wonders if his mother actually read the book, and his mother is surprised she can’t recall the plot. What is going on here is storage decay: unused information tends to fade with the passage of time.
In 1885, German psychologist Hermann Ebbinghaus analyzed the process of memorization. First, he memorized lists of nonsense syllables. Then he measured how much he learned (retained) when he attempted to relearn each list. He tested himself over different periods of time from 20 minutes later to 30 days later. The result is his famous forgetting curve (Figure). Due to storage decay, an average person will lose 50% of the memorized information after 20 minutes and 70% of the information after 24 hours (Ebbinghaus, 1885/1964). Your memory for new information decays quickly and then eventually levels out.
Are you constantly losing your cell phone? Have you ever driven back home to make sure you turned off the stove? Have you ever walked into a room for something, but forgotten what it was? You probably answered yes to at least one, if not all, of these examples—but don’t worry, you are not alone. We are all prone to committing the memory error known as absentmindedness. These lapses in memory are caused by breaks in attention or our focus being somewhere else.
Cynthia, a psychologist, recalls a time when she recently committed the memory error of absentmindedness.
When I was completing court-ordered psychological evaluations, each time I went to the court, I was issued a temporary identification card with a magnetic strip which would open otherwise locked doors. As you can imagine, in a courtroom, this identification is valuable and important and no one wanted it to be lost or be picked up by a criminal. At the end of the day, I would hand in my temporary identification. One day, when I was almost done with an evaluation, my daughter’s day care called and said she was sick and needed to be picked up. It was flu season, I didn’t know how sick she was, and I was concerned. I finished up the evaluation in the next ten minutes, packed up my tools, and rushed to drive to my daughter’s day care. After I picked up my daughter, I could not remember if I had handed back my identification or if I had left it sitting out on a table. I immediately called the court to check. It turned out that I had handed back my identification. Why could I not remember that? (personal communication, September 5, 2013)
When have you experienced absentmindedness?
“I just went and saw this movie called Oblivion, and it had that famous actor in it. Oh, what’s his name? He’s been in all of those movies, like The Shawshank Redemption and The Dark Knight trilogy. I think he’s even won an Oscar. Oh gosh, I can picture his face in my mind, and hear his distinctive voice, but I just can’t think of his name! This is going to bug me until I can remember it!” This particular error can be so frustrating because you have the information right on the tip of your tongue. Have you ever experienced this? If so, you’ve committed the error known as blocking: you can’t access stored information (Figure).
Now let’s take a look at the three errors of distortion: misattribution, suggestibility, and bias. Misattribution happens when you confuse the source of your information. Let’s say Alejandro was dating Lucia and they saw the first Hobbit movie together. Then they broke up and Alejandro saw the second Hobbit movie with someone else. Later that year, Alejandro and Lucia get back together. One day, they are discussing how the Hobbit books and movies are different and Alejandro says to Lucia, “I loved watching the second movie with you and seeing you jump out of your seat during that super scary part.” When Lucia responded with a puzzled and then angry look, Alejandro realized he’d committed the error of misattribution.
What if someone is a victim of rape shortly after watching a television program? Is it possible that the victim could actually blame the rape on the person she saw on television because of misattribution? This is exactly what happened to Donald Thomson.
Australian eyewitness expert Donald Thomson appeared on a live TV discussion about the unreliability of eyewitness memory. He was later arrested, placed in a lineup and identified by a victim as the man who had raped her. The police charged Thomson although the rape had occurred at the time he was on TV. They dismissed his alibi that he was in plain view of a TV audience and in the company of the other discussants, including an assistant commissioner of police. . . . Eventually, the investigators discovered that the rapist had attacked the woman as she was watching TV—the very program on which Thomson had appeared. Authorities eventually cleared Thomson. The woman had confused the rapist's face with the face that she had seen on TV. (Baddeley, 2004, p. 133)
The second distortion error is suggestibility. Suggestibility is similar to misattribution, since it also involves false memories, but it’s different. With misattribution you create the false memory entirely on your own, which is what the victim did in the Donald Thomson case above. With suggestibility, it comes from someone else, such as a therapist or police interviewer asking leading questions of a witness during an interview.
Memories can also be affected by bias, which is the final distortion error. Schacter (2001) says that your feelings and view of the world can actually distort your memory of past events. There are several types of bias:
- Stereotypical bias involves racial and gender biases. For example, when Asian American and European American research participants were presented with a list of names, they more frequently incorrectly remembered typical African American names such as Jamal and Tyrone to be associated with the occupation basketball player, and they more frequently incorrectly remembered typical White names such as Greg and Howard to be associated with the occupation of politician (Payne, Jacoby, & Lambert, 2004).
- Egocentric bias involves enhancing our memories of the past (Payne et al., 2004). Did you really score the winning goal in that big soccer match, or did you just assist?
- Hindsight bias happens when we think an outcome was inevitable after the fact. This is the “I knew it all along” phenomenon. The reconstructive nature of memory contributes to hindsight bias (Carli, 1999). We remember untrue events that seem to confirm that we knew the outcome all along.
Have you ever had a song play over and over in your head? How about a memory of a traumatic event, something you really do not want to think about? When you keep remembering something, to the point where you can’t “get it out of your head” and it interferes with your ability to concentrate on other things, it is called persistence. It’s Schacter’s seventh and last memory error. It’s actually a failure of our memory system because we involuntarily recall unwanted memories, particularly unpleasant ones (Figure). For instance, you witness a horrific car accident on the way to work one morning, and you can’t concentrate on work because you keep remembering the scene.
Interference
Sometimes information is stored in our memory, but for some reason it is inaccessible. This is known as interference, and there are two types: proactive interference and retroactive interference (Figure). Have you ever gotten a new phone number or moved to a new address, but right after you tell people the old (and wrong) phone number or address? When the new year starts, do you find you accidentally write the previous year? These are examples of proactive interference: when old information hinders the recall of newly learned information. Retroactive interference happens when information learned more recently hinders the recall of older information. For example, this week you are studying about Freud’s Psychoanalytic Theory. Next week you study the humanistic perspective of Maslow and Rogers. Thereafter, you have trouble remembering Freud’s Psychosexual Stages of Development because you can only remember Maslow’s Hierarchy of Needs.
Summary
All of us at times have felt dismayed, frustrated, and even embarrassed when our memories have failed us. Our memory is flexible and prone to many errors, which is why eyewitness testimony has been found to be largely unreliable. There are several reasons why forgetting occurs. In cases of brain trauma or disease, forgetting may be due to amnesia. Another reason we forget is due to encoding failure. We can’t remember something if we never stored it in our memory in the first place. Schacter presents seven memory errors that also contribute to forgetting. Sometimes, information is actually stored in our memory, but we cannot access it due to interference. Proactive interference happens when old information hinders the recall of newly learned information. Retroactive interference happens when information learned more recently hinders the recall of older information.
Review Questions
________ is when our recollections of the past are done in a self-enhancing manner.
- stereotypical bias
- egocentric bias
- hindsight bias
- enhancement bias
Hint:
B
Tip-of-the-tongue phenomenon is also known as ________.
- persistence
- misattribution
- transience
- blocking
Hint:
D
The formulation of new memories is sometimes called ________, and the process of bringing up old memories is called ________.
- construction; reconstruction
- reconstruction; construction
- production; reproduction
- reproduction; production
Hint:
A
Critical Thinking Questions
Compare and contrast the two types of interference.
Hint:
There are two types of interference: retroactive and proactive. Both are types of forgetting caused by a failure to retrieve information. With retroactive interference, new information hinders the ability to recall older information. With proactive interference, it’s the opposite: old information hinders the recall of newly learned information.
Compare and contrast the two types of amnesia.
Hint:
There are two types of amnesia: retrograde and anterograde. Both involve the loss of long-term memory that occurs as the result of disease, physical trauma, or psychological trauma. With anterograde amnesia, you cannot remember new information; however, you can remember information and events that happened prior to your injury. Retrograde amnesia is the exact opposite: you experience loss of memory for events that occurred before the trauma.
Personal Application Questions
Which of the seven memory errors presented by Schacter have you committed? Provide an example of each one.
Jurors place a lot of weight on eyewitness testimony. Imagine you are an attorney representing a defendant who is accused of robbing a convenience store. Several eyewitnesses have been called to testify against your client. What would you tell the jurors about the reliability of eyewitness testimony?
|
oercommons
|
2025-03-18T00:39:34.601723
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https://oercommons.org/courseware/lesson/15339/overview
|
Ways to Enhance Memory
Overview
By the end of this section, you will be able to:
- Recognize and apply memory-enhancing strategies
- Recognize and apply effective study techniques
Most of us suffer from memory failures of one kind or another, and most of us would like to improve our memories so that we don’t forget where we put the car keys or, more importantly, the material we need to know for an exam. In this section, we’ll look at some ways to help you remember better, and at some strategies for more effective studying.
MEMORY-ENHANCING STRATEGIES
What are some everyday ways we can improve our memory, including recall? To help make sure information goes from short-term memory to long-term memory, you can use memory-enhancing strategies. One strategy is rehearsal, or the conscious repetition of information to be remembered (Craik & Watkins, 1973). Think about how you learned your multiplication tables as a child. You may recall that 6 x 6 = 36, 6 x 7 = 42, and 6 x 8 = 48. Memorizing these facts is rehearsal.
Another strategy is chunking: you organize information into manageable bits or chunks (Bodie, Powers, & Fitch-Hauser, 2006). Chunking is useful when trying to remember information like dates and phone numbers. Instead of trying to remember 5205550467, you remember the number as 520-555-0467. So, if you met an interesting person at a party and you wanted to remember his phone number, you would naturally chunk it, and you could repeat the number over and over, which is the rehearsal strategy.
Try this fun activity that employs a memory-enhancing strategy.
You could also enhance memory by using elaborative rehearsal: a technique in which you think about the meaning of the new information and its relation to knowledge already stored in your memory (Tigner, 1999). For example, in this case, you could remember that 520 is an area code for Arizona and the person you met is from Arizona. This would help you better remember the 520 prefix. If the information is retained, it goes into long-term memory.
Mnemonic devices are memory aids that help us organize information for encoding (Figure). They are especially useful when we want to recall larger bits of information such as steps, stages, phases, and parts of a system (Bellezza, 1981). Brian needs to learn the order of the planets in the solar system, but he’s having a hard time remembering the correct order. His friend Kelly suggests a mnemonic device that can help him remember. Kelly tells Brian to simply remember the name Mr. VEM J. SUN, and he can easily recall the correct order of the planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. You might use a mnemonic device to help you remember someone’s name, a mathematical formula, or the seven levels of Bloom’s taxonomy.
If you have ever watched the television show Modern Family, you might have seen Phil Dunphy explain how he remembers names:
The other day I met this guy named Carl. Now, I might forget that name, but he was wearing a Grateful Dead t-shirt. What’s a band like the Grateful Dead? Phish. Where do fish live? The ocean. What else lives in the ocean? Coral. Hello, Co-arl. (Wrubel & Spiller, 2010)
It seems the more vivid or unusual the mnemonic, the easier it is to remember. The key to using any mnemonic successfully is to find a strategy that works for you.
Watch this fascinating TED Talks lecture titled “Feats of Memory Anyone Can Do.” The lecture is given by Joshua Foer, a science writer who “accidentally” won the U. S. Memory Championships. He explains a mnemonic device called the memory palace.
Some other strategies that are used to improve memory include expressive writing and saying words aloud. Expressive writing helps boost your short-term memory, particularly if you write about a traumatic experience in your life. Masao Yogo and Shuji Fujihara (2008) had participants write for 20-minute intervals several times per month. The participants were instructed to write about a traumatic experience, their best possible future selves, or a trivial topic. The researchers found that this simple writing task increased short-term memory capacity after five weeks, but only for the participants who wrote about traumatic experiences. Psychologists can’t explain why this writing task works, but it does.
What if you want to remember items you need to pick up at the store? Simply say them out loud to yourself. A series of studies (MacLeod, Gopie, Hourihan, Neary, & Ozubko, 2010) found that saying a word out loud improves your memory for the word because it increases the word’s distinctiveness. Feel silly, saying random grocery items aloud? This technique works equally well if you just mouth the words. Using these techniques increased participants’ memory for the words by more than 10%. These techniques can also be used to help you study.
HOW TO STUDY EFFECTIVELY
Based on the information presented in this chapter, here are some strategies and suggestions to help you hone your study techniques (Figure). The key with any of these strategies is to figure out what works best for you.
- Use elaborative rehearsal: In a famous article, Craik and Lockhart (1972) discussed their belief that information we process more deeply goes into long-term memory. Their theory is called levels of processing. If we want to remember a piece of information, we should think about it more deeply and link it to other information and memories to make it more meaningful. For example, if we are trying to remember that the hippocampus is involved with memory processing, we might envision a hippopotamus with excellent memory and then we could better remember the hippocampus.
- Apply the self-reference effect: As you go through the process of elaborative rehearsal, it would be even more beneficial to make the material you are trying to memorize personally meaningful to you. In other words, make use of the self-reference effect. Write notes in your own words. Write definitions from the text, and then rewrite them in your own words. Relate the material to something you have already learned for another class, or think how you can apply the concepts to your own life. When you do this, you are building a web of retrieval cues that will help you access the material when you want to remember it.
- Don’t forget the forgetting curve: As you know, the information you learn drops off rapidly with time. Even if you think you know the material, study it again right before test time to increase the likelihood the information will remain in your memory. Overlearning can help prevent storage decay.
- Rehearse, rehearse, rehearse: Review the material over time, in spaced and organized study sessions. Organize and study your notes, and take practice quizzes/exams. Link the new information to other information you already know well.
- Be aware of interference: To reduce the likelihood of interference, study during a quiet time without interruptions or distractions (like television or music).
- Keep moving: Of course you already know that exercise is good for your body, but did you also know it’s also good for your mind? Research suggests that regular aerobic exercise (anything that gets your heart rate elevated) is beneficial for memory (van Praag, 2008). Aerobic exercise promotes neurogenesis: the growth of new brain cells in the hippocampus, an area of the brain known to play a role in memory and learning.
- Get enough sleep: While you are sleeping, your brain is still at work. During sleep the brain organizes and consolidates information to be stored in long-term memory (Abel & Bäuml, 2013).
- Make use of mnemonic devices: As you learned earlier in this chapter, mnemonic devices often help us to remember and recall information. There are different types of mnemonic devices, such as the acronym. An acronym is a word formed by the first letter of each of the words you want to remember. For example, even if you live near one, you might have difficulty recalling the names of all five Great Lakes. What if I told you to think of the word Homes? HOMES is an acronym that represents Huron, Ontario, Michigan, Erie, and Superior: the five Great Lakes. Another type of mnemonic device is an acrostic: you make a phrase of all the first letters of the words. For example, if you are taking a math test and you are having difficulty remembering the order of operations, recalling the following sentence will help you: “Please Excuse My Dear Aunt Sally,” because the order of mathematical operations is Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. There also are jingles, which are rhyming tunes that contain key words related to the concept, such as i before e, except after c.
Summary
There are many ways to combat the inevitable failures of our memory system. Some common strategies that can be used in everyday situations include mnemonic devices, rehearsal, self-referencing, and adequate sleep. These same strategies also can help you to study more effectively.
Review Questions
When you are learning how to play the piano, the statement “Every good boy does fine” can help you remember the notes E, G, B, D, and F for the lines of the treble clef. This is an example of a (an) ________.
- jingle
- acronym
- acrostic
- acoustic
Hint:
C
According to a study by Yogo and Fujihara (2008), if you want to improve your short-term memory, you should spend time writing about ________.
- your best possible future self
- a traumatic life experience
- a trivial topic
- your grocery list
Hint:
B
The self-referencing effect refers to ________.
- making the material you are trying to memorize personally meaningful to you
- making a phrase of all the first letters of the words you are trying to memorize
- making a word formed by the first letter of each of the words you are trying to memorize
- saying words you want to remember out loud to yourself
Hint:
A
Memory aids that help organize information for encoding are ________.
- mnemonic devices
- memory-enhancing strategies
- elaborative rehearsal
- effortful processing
Hint:
A
Critical Thinking Questions
What is the self-reference effect, and how can it help you study more effectively?
Hint:
The self-reference effect is the tendency an individual to have better memory for information that relates to oneself than information that is not personally relevant. You can use the self-reference effect to relate the material to something you have already learned for another class, or think how you can apply the concepts to your life. When you do this, you are building a web of retrieval cues that will help you access the material when you want to remember it.
You and your roommate spent all of last night studying for your psychology test. You think you know the material; however, you suggest that you study again the next morning an hour prior to the test. Your roommate asks you to explain why you think this is a good idea. What do you tell her?
Hint:
You remind her about Ebbinghaus’s forgetting curve: the information you learn drops off rapidly with time. Even if you think you know the material, you should study it again right before test time to increase the likelihood the information will remain in your memory. Overlearning can help prevent storage decay.
Personal Application Questions
Create a mnemonic device to help you remember a term or concept from this chapter.
What is an effective study technique that you have used? How is it similar to/different from the strategies suggested in this chapter?
|
oercommons
|
2025-03-18T00:39:34.633638
| null |
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"author": null
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|
https://oercommons.org/courseware/lesson/97697/overview
|
OER-DEIA Action Plan for K-12 District Implementation
Overview
This guide is intended as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens. The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA." The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.
OER-DEIA Action Plan for K-12 District Implementation
About This Guide
The guide contains a series of informational sections and reusable templates aimed at supporting district leaders and their educators in creating structures, making decisions and plans, and advancing new strategies for integrating open educational resources (OER) and diversity, equity, inclusion, and accessibility (DEIA), as a comprehensive approach to improving teaching and learning for all.
The creation of the guide relied on the groundwork, advisement, and authorship of the following contributors:
Rebecca M. Henderson, Westmoreland Intermediate Unit, Pennsylvania; Tracy Rains, Appalachia Intermediate Unit, Pennsylvania; Kelly Hammond, CUNY Graduate Center and CUNY School of Professional Studies, New York, Amee Evans Godwin, ISKME, California; An-Me Chung, New America, Washington, D.C.
Acknowledgments
This guide was collaboratively developed by members of K-12 Voices for Open, a group of 50 plus educators and leaders working together to support OER implementation in K-12 classrooms across the country. This community-led effort is facilitated by the Institute for the Study of Knowledge Management in Education (ISKME, www.iskme.org) and with support from the William and Flora Hewlett Foundation.
The authors are grateful for the input and encouragement from K-12 Voices for Open. More information: https://sites.google.com/iskme.org/k-12voicesforopen
|
oercommons
|
2025-03-18T00:39:34.648813
|
Amee Godwin
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97697/overview",
"title": "OER-DEIA Action Plan for K-12 District Implementation",
"author": "Rebecca Henderson"
}
|
https://oercommons.org/courseware/lesson/109581/overview
|
The Knowledge Equity Tree
Overview
This image was generated with DALL-E AI for a presentation about Knowledge Equity and Open Education in March 2023. It has been used several times to illustrate the ideas behind sharing knowledge openly.
Description
This image was generated with DALL-E AI for a presentation about Knowledge Equity and Open Education in March 2023. It has been used several times to illustrate the ideas behind sharing knowledge openly, including in the RECREA UNAM event on 25 October 2023.
|
oercommons
|
2025-03-18T00:39:34.666324
|
Antonio Martínez-Arboleda
|
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"url": "https://oercommons.org/courseware/lesson/109581/overview",
"title": "The Knowledge Equity Tree",
"author": "Diagram/Illustration"
}
|
https://oercommons.org/courseware/lesson/98698/overview
|
OpenEd Poster Session: Guiding K-12 District Decision Making for OER Implementation
Overview
The links within this resource are designed to provide educators with background context regarding the development of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation. Presented as a poster session at the 2022 OpenEd Conference, the slides explain the purpose of the Guide, as well as the development process.
This guide is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens. The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA." The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.
OpenEd22 Conference Presentation Slides
OER-DEIA Action Plan for K-12 District Implementation
About This Guide
The guide contains a series of informational sections and reusable templates aimed at supporting district leaders and their educators in creating structures, making decisions and plans, and advancing new strategies for integrating open educational resources (OER) and diversity, equity, inclusion, and accessibility (DEIA), as a comprehensive approach to improving teaching and learning for all.
The creation of the guide relied on the groundwork, advisement, and authorship of the following contributors:
Rebecca M. Henderson, Westmoreland Intermediate Unit, Pennsylvania; Tracy Rains, Appalachia Intermediate Unit, Pennsylvania; Kelly Hammond, CUNY Graduate Center and CUNY School of Professional Studies, New York, Amee Evans Godwin, ISKME, California; An-Me Chung, New America, Washington, D.C.
Acknowledgments
This guide was collaboratively developed by members of K-12 Voices for Open, a group of 50 plus educators and leaders working together to support OER implementation in K-12 classrooms across the country. This community-led effort is facilitated by the Institute for the Study of Knowledge Management in Education (ISKME, www.iskme.org) and with support from the William and Flora Hewlett Foundation.
The authors are grateful for the input and encouragement from K-12 Voices for Open. More information: https://sites.google.com/iskme.org/k-12voicesforopen
|
oercommons
|
2025-03-18T00:39:34.680652
|
Amee Godwin
|
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"url": "https://oercommons.org/courseware/lesson/98698/overview",
"title": "OpenEd Poster Session: Guiding K-12 District Decision Making for OER Implementation",
"author": "Rebecca Henderson"
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|
https://oercommons.org/courseware/lesson/98704/overview
|
Video: Introduction to the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation
Overview
This video provides an overview of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation. Amee Evans Godwin of ISKME and Rebecca M. Henderson of the Westmoreland Intermediate Unit provide you with an overview of the work being done by K-12 Voices for Open, the purpose of this guide, and the process of developing the guide. Finally, they walk you through the nine sections of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation, and explain the ways in which the sections can be used by districts.
OER-DEIA Action Plan for K-12 District Implementation
About This Guide
The guide contains a series of informational sections and reusable templates aimed at supporting district leaders and their educators in creating structures, making decisions and plans, and advancing new strategies for integrating open educational resources (OER) and diversity, equity, inclusion, and accessibility (DEIA), as a comprehensive approach to improving teaching and learning for all.
The creation of the guide relied on the groundwork, advisement, and authorship of the following contributors:
Rebecca M. Henderson, Westmoreland Intermediate Unit, Pennsylvania; Tracy Rains, Appalachia Intermediate Unit, Pennsylvania; Kelly Hammond, CUNY Graduate Center and CUNY School of Professional Studies, New York, Amee Evans Godwin, ISKME, California; An-Me Chung, New America, Washington, D.C.
Acknowledgments
This guide was collaboratively developed by members of K-12 Voices for Open, a group of 50 plus educators and leaders working together to support OER implementation in K-12 classrooms across the country. This community-led effort is facilitated by the Institute for the Study of Knowledge Management in Education (ISKME, www.iskme.org) and with support from the William and Flora Hewlett Foundation.
The authors are grateful for the input and encouragement from K-12 Voices for Open. More information: https://sites.google.com/iskme.org/k-12voicesforopen
|
oercommons
|
2025-03-18T00:39:34.694655
|
Amee Godwin
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98704/overview",
"title": "Video: Introduction to the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation",
"author": "Rebecca Henderson"
}
|
https://oercommons.org/courseware/lesson/104398/overview
|
Integrating OER Into Instructional Initiatives
Overview
On April 18, 2023, #GoOpen held a public webinar titled, "Integrating OER into Instructional Initiatives." The session featured Rebecca Henderson, Curriculum Services Supervisor, Westmoreland Intermediate Unit, PA; Tracy Rains, Virtual Learning Specialist, Appalachia Intermediate Unit 8, PA; and, Kelly Hammond, OER and Open Pedagogy Adjunct, CUNY School of Professional Studies; and facilitator, Amee Evans Godwin of ISKME and the #GoOpen National Network.
Webinar Resources
On Tuesday, April 18, 2023, the #GoOpen National Network hosted the professional learning webinar titled "Integrating OER into Instructional Initiatives" featuring:
- Rebecca M. Henderson, Curriculum Services Supervisor, Westmoreland Intermediate Unit, PA
- Tracy Rains, Virtual Learning Specialist, Appalachia Intermediate Unit, PA
- Kelly Hammond, OER and Open Pedagogy Adjunct, CUNY School of Professional Studies
- Amee Evans Godwin, Senior Advisor, ISKME
The speakers represent the #GoOpen community of practice, K-12 Voices for Open, which collaboratively authored a guide for district cohorts to integrate OER into curriculum planning that includes all learners. The guide is designed as a strategic planning tool for district leaders who want to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) and also helping achieve district goals to serve all students through the lens of diversity, equity, inclusion, and accessibility (DEIA).
Links to the slides and recording of the webinar are below:
And, you can access the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation on the #GoOpen Hub.
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oercommons
|
2025-03-18T00:39:34.710022
|
Amee Godwin
|
{
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"url": "https://oercommons.org/courseware/lesson/104398/overview",
"title": "Integrating OER Into Instructional Initiatives",
"author": "Rebecca Henderson"
}
|
https://oercommons.org/courseware/lesson/105228/overview
|
Educators Using OER to Identify and Remediate Bias
Overview
On May 25, 2023, #GoOpen held a public webinar titled, "Educators Using OER to Identify and Remediate Bias." This session focused on using OER to engage all learners through an interactive Climate Education experience and was facilitated by ISKME professional learning specialist, Joanna Schimizzi, and consultant, Christina Spears, with moderator, Amee Evans Godwin.
Webinar Resources
On Thursday, May 25, 2023, the #GoOpen National Network hosted the professional learning webinar titled "Educators Using OER to Identify and Remediate Bias" featuring:
- Joanna Schimizzi, Professional Learning Specialist, ISKME
- Christina Spears, Facilitation and Design Consultant, ISKME
- Amee Evans Godwin, Senior Advisor, ISKME
This session drew from ISKME’s professional learning workshops and academies that focus on engaging educators and leaders on the ground in analyzing resources for bias and identifying areas that can be adapted to include more localized experiences.
Links to the slides and recording of the webinar are below:
|
oercommons
|
2025-03-18T00:39:34.723755
|
Amee Godwin
|
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"url": "https://oercommons.org/courseware/lesson/105228/overview",
"title": "Educators Using OER to Identify and Remediate Bias",
"author": "Rebecca Henderson"
}
|
https://oercommons.org/courseware/lesson/103913/overview
|
JPN1 Syllabus
Japanese 1-Open For Antiracism (OFAR)
Overview
This portfolio is designed to promote diversity, equity, cultural awareness, and antiracism. With some adjustment, it can be used in any foreign language classe. The portfolio starts with a list of learning outcomes, so students know what they need to learn and perform at the end of each lesson. Then, it guides students to set up personal goals. That gives them a chance to explore what they would like to learn that is more relevant to their needs and identities. Based on personal goals, students collect learning evidences such as things they learn on their own, materials they collect, and journals reflecting their learning process. At the end of each lesson, students reflect on how much they have acheived the learning outcomes and personal goals. The purpose of the portfolio is to give students a chance to address their own identities and cultural backgrounds in Japanese language learning; and to keep track of and be responsible for their learning process.
Action Plan
OER and open pedagogy are efficient and powerful ways to create a more welcoming, diverse, and anti-racsist learning environment for students. They give students oppournities to express what they want to learn according to their own needs and academic backgrounds. In a second language class, OER and open pedagogy promote exploration and development of course materials, encourage diverse perspectives, and address cultture differences. In addition, they empower students to set up their personal learning purposes, collect their own learning contents, and reflect on the learning outcomes. Overall, they help us to acheive equity and student-centered learning.
Course Description
Course Description:
This course is a study of beginning Japanese emphasizing reading, writing, speaking, and listening comprehension. It also introduces the student to various aspects of Japanese culture. Students who have completed at least one, but fewer than two years of high school Japanese (or equivalent) with a letter grade of "A" or "B" within one year of the present date, should register for Second Semester Japanese.
Learning Outcomes:
Upon successful completion of this course, the students should be able to:
- recognize and begin to imitate Japanese pronunciation
- comprehend basic Japanese at the introductory level
- speak basic Japanese at the introductory level
- write basic Japanese at the introductory level, specifically the letters of 'Hiragana' and 'Katakana'
- formulate arguments supporting the importance of second language acquisition
- describe elements of the Japanese culture
Antiracist Assignment / Module
In-Class Portfolio: We will use a paper portfolio in class to keep track of and reflect on your own Japanese language learning. You will receive a package before each lesson. The portfolio package includes learning outcomes, personal goals, learning activities and evidence, and self-evaluation. The purpose is to help you set up learning goals, develop studying plans, monitor learning progress, and reflect on learning performance.
|
oercommons
|
2025-03-18T00:39:34.746129
|
05/15/2023
|
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"url": "https://oercommons.org/courseware/lesson/103913/overview",
"title": "Japanese 1-Open For Antiracism (OFAR)",
"author": "Elena Tan"
}
|
https://oercommons.org/courseware/lesson/84349/overview
|
Climate Change and COVID Canvas Course
Overview
We are concurrently experiencing two global crises - the climate crisis and COVID-19. What are connections between the two? Why are BIPOC (Black, Indigenous, People of Color) communities disproportionately affected by both? This asynchronous Canvas course explores these questions and more. The course includes recordings from two guest speakers. Dr. Isabel Carrera Zamanillo from Stanford University presents on climate justice connections. Dr. Carrie Tzou, Professor and Director of the Goodlad Institute for Educational Renewal at UW Bothell, shares strategies and instructional resources for teaching about COVID-19.
Links and activities are provided in the Canvas Course.
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oercommons
|
2025-03-18T00:39:34.764265
|
Full Course
|
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"url": "https://oercommons.org/courseware/lesson/84349/overview",
"title": "Climate Change and COVID Canvas Course",
"author": "Health, Medicine and Nursing"
}
|
https://oercommons.org/courseware/lesson/117691/overview
|
Historical Evolution of Accessibility in Online Learning
Overview
A comprehensive overview highlighting key laws, technologies, and best practices that have shaped the landscape of digital accessibility.
This work is created for the College Project.
Infographic: Historical Evolution of Accessibility in Online Learning
|
oercommons
|
2025-03-18T00:39:34.781045
|
Student Guide
|
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"url": "https://oercommons.org/courseware/lesson/117691/overview",
"title": "Historical Evolution of Accessibility in Online Learning",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/121415/overview
|
Introduction Video
Key Concepts/Terminology in Accessibility
Making Online Learning Accessible for Students with Disabilities
Increasing Accessibility in Online Learning Environments
Overview
This module is for Education Science majors specializing in Educational Technology, and those specifically interested in educational technology and instructional design. This module seeks to inform students about why accessibility is an essential consideration when developing online learning materials and how it manifests in online learning environments as well as provide a learning activity. In this learning activity, students will analyze their own online courses they are enrolled in and assess accessibility in their content.
Introduction & Lesson Overview
Welcome to "Increasing Accessibility in Online Learning Environments"!
As a future educational technologist, instructional designer, or someone pursuing other careers in the field of educational technology, it is essential to understand why accessibility is important in online learning environments and how it can be improved.
Module Learning Objectives: After completing this module, you'll be able to...
- Describe the importance of accessibility in online educational contexts.
- Identify barriers and common challenges regarding accessibility in online learning.
- Analyze online course content and brainstorm edits and adjustments to increase accessibility.
Watch the video below:
Key Concepts, Barriers, and Improvement Strategies
First, read "Key Concepts/Terminology in Accessibility" to learn some basic terms related to accessibility.
Some common barriers to accessible online learning include:
Inaccessible course content
Tables without headings, PDFs without tags, images without alt text, broken links to external resources, videos without transcripts or closed captioning, etc.
Lack of integration with Assistive Technology (AT)
Screen readers are helpful and sometimes essential for students with visual impairments, but they are not compatible with every online material used in online learning.
A lack of diversity in instructional methods
Strategies for those creating online courses:
Focus on accessibility at the onset of course design.
Utilize design principles to create more user-friendly content.
Ensure text/font contrast, simplify navigation, organize content uniformly, etc.
Survey students to assess your audience's needs and gather feedback.
Read "Making Online Learning Accessible for Students with Disabilities" for a more in-depth analysis of current barriers and strategies before moving on.
Practice & Conclusion
Let's Practice!
List the online courses you have either previously been enrolled in or are currently enrolled in. For each course, find at least two elements that demonstrate sufficient accessibility and two that could be improved upon. In a 250-500 word paragraph for each course, explain your reasoning behind your selections and what strategies you would employ to improve accessibility in that corresponding course.
Conclusion
I hope this module has been informative and allowed you to reflect on your learning experiences as an Education Sciences student.
Please fill out the attached End of Module Survey to provide your thoughts and any feedback you may have. This form is anonymous!
References
Vanderbilt University. (2020, May 7). PSA: Tips for Increasing Accessibility in the Online Classroom. YouTube. https://www.youtube.com/watch?v=ZFzGHX_xzhA
Top 10 website. (2019). Word cloud featuring “e-Learning” [Review of Word cloud featuring “e-Learning”]. https://www.flickr.com/photos/182229932@N07/48445750527
Unlocking the Future: Making Online Learning Accessible for Students with Disabilities - Accessibility Spark. (2023, August 13). https://accessibilityspark.com/making-online-learning-accessible-for-students-with-disabilities/
Youngson, N. (2020). Conclusions Sticky Note [Review of Conclusions Sticky Note]. https://www.picpedia.org/post-it-note/c/conclusions.html
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oercommons
|
2025-03-18T00:39:34.807779
|
10/27/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121415/overview",
"title": "Increasing Accessibility in Online Learning Environments",
"author": "Madeline Browy"
}
|
https://oercommons.org/courseware/lesson/128125/overview
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SCL Blueprint Navigator
Overview
The Student-Centered Learning Blueprint Navigator is an essential tool that empowers districts to prioritize, implement, and evaluate their Student-Centered
Learning program. The Blueprint Navigator works in tandem with the Student-Centered Learning Blueprint's collaborative self-assessment tool, ensuring a thoughtful and systematic approach to SCL advancement.
This easy to use tool offers a targeted approach to implementing the SCL Blueprint. Assessing each compnent using a rating system allows the user to then determine action steps for moving forward in their SCL journey!
Included in the document are:
- Navigator Instructions
- Rating Scales for Prioritization and Progress Monitoring
- Navigator Tool
- Action Steps and Notes
Aligned with the principles and strategies outlined in Pennsylvania’s Student-Centered Learning Blueprint, this Navigator helps assess district readiness and guides ongoing progress toward creating student-centered environments that emphasize personalized learning, engagement, and academic growth.
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oercommons
|
2025-03-18T00:39:34.825505
|
Rebecca Henderson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/128125/overview",
"title": "SCL Blueprint Navigator",
"author": "Tracy Rains"
}
|
https://oercommons.org/courseware/lesson/98159/overview
|
CHAPTER 8: BUILDING INTERPERSONAL COMMUNICATION
Overview
Introduction to Communication textbook.
Learning Objectives
After reading this chapter you should be able to:
• Define interpersonal communication.
• Explain self-disclosure.
• Understand the role of communication climate on interpersonal communication.
• Be aware of the role of dialectical tensions in interpersonal communication.
• Understand the unique dynamics of different types of relationships.
8.1 BUILDING INTERPERSONAL COMMUNICATION
Think about your relationships in the last few years. You may have just transitioned from high school to Indiana State University. Perhaps you and your friends from high school went to different colleges and are now living far apart from each other. If you have recently been separated by a distance from friends or family, you have noticed that it is more difficult to stay connected and share all of the little things that go on in your day. As you continue to grow and change in college, it is likely that you will create relationships along the way. Being away from your family, you will probably notice changes to your relationships with them. All of these dynamics fall under the scope of interpersonal communication.
“relationships” by jenny downing is licensed under CC BY 2.0
Before going any further, let us define interpersonal communication. “Inter” means between, among, mutually, or together. The second part of the word, “personal” refers to a specific individual or particular role that an individual may occupy. We often engage in interpersonal communication in a dyad, which means between two people. It may also occur in small groups such as you and your housemates trying to figure out a system for household chores.
Important to know is that the definition of interpersonal communication is not simply a quantitative one. What this means is that you cannot define it by merely counting the number of people involved. Instead, Communication scholars view interpersonal communication qualitatively; meaning that it occurs when people communicate with each other as unique individuals. Thus, interpersonal communication is a process of exchange where there are desire and motivation on the part of those involved to get to know each other as individuals. We will use this definition of interpersonal communication to explore the three primary types of relationships in our lives—friendships, romantic, and family. But before we go into detail about specific interpersonal relationships, let’s examine two important aspects of interpersonal communication: self disclosure and climate.
8.2 SELF DISCLOSURE & CLIMATE
Self Disclosure
Interpersonal Communication Now:
Melanie Booth and Self-disclosure in the Classroom
One emerging area of interest is the area of interpersonal communication is self-disclosure in a classroom setting and the challenges that teachers face dealing with personal boundaries. Melanie Booth (2012) wrote an article discussing this issue, incorporating her personal experiences. Even though self-disclosure challenges boundaries between teacher-student or student-student, she states that it can offer “transformative” learning opportunities that allow students to apply what they have learned to their life in a deeper more meaningful way. She concludes that the “potential boundary challenges associated with student self disclosure can be proactively managed and retroactively addressed with careful thought and action and with empathy, respect, and ethical responses toward our students.”
Because interpersonal communication is the primary means by which we get to know others as unique individuals, it is important to understand the role of self-disclosure. Self disclosure is the process of revealing information about yourself to others that are not readily known by them—you have to disclose it. In face-to-face interactions, telling someone information that can be easily perceived by you from your appearance is not considered self-disclosing. However, revealing, “I am an avid surfer” or “My favorite kind of music is ‘electronic trance’” would be examples of self-disclosure because these are pieces of personal information others do not know unless you tell them. Given that our definition of interpersonal communication requires people to “build knowledge of one another” to get to know them as unique individuals, the necessity for self disclosure should be obvious.
“File:Onion Metaphor – Social Penetration Theory.png” by Nick. J. Austin is licensed under CC BY-SA 3.0
Social Penetration Theory
According to the social-penetration theory, there are degrees of self-disclosure in breadth and depth, ranging from relatively safe (revealing your hobbies or musical preferences), to more personal topics (illuminating fears, dreams for the future, or fantasies). Altman and Taylor (1973) first described the process of self-disclosure as peeling back the layers of an onion. Typically, as relationships deepen and trust is established, self disclosure increases in both breadth and depth. We tend to disclose facts about ourselves first (I am a Biology major), then move towards opinions (I feel the war is wrong), and finally disclose feelings (I’m sad that you said that). An important aspect of self-disclosure is the rule of reciprocity. This rule states that self-disclosure between two people works best in a back and forth fashion. When you tell someone something personal, you probably expect them to do the same. When one person reveals more than another, there can be an imbalance in the relationship because the one who self-discloses more may feel vulnerable as a result of sharing more personal information.
Johari Window
One way to visualize self-disclosure is the Johari Window which comes from combining the first names of the window’s creators, Joseph Luft and Harry Ingham (1955). The Johari Window is a model to illustrate self-awareness by better understanding the relationship between yourself and others. The window is divided into four quadrants: the arena, the blind spot, the facade, and the unknown.
Johari Window
The arena area contains information that is known to us and to others, such as our height, hair color, occupation, or major. In general, we are comfortable discussing or revealing these topics with most people. Information in the blind spot includes those things that may be apparent to others, yet we are unaware of it in ourselves. The habit of playing with your hair when nervous may be a habit that others have observed but you have not. The third area, the façade, contains information that is hidden from others but is known to you. Previous mistakes or failures, embarrassing moments, or family history are topics we typically hold close and reveal only in the context of safe, long-term relationships. Finally, the unknown area contains information that neither others nor we, know about. We cannot know how we will react when a parent dies or just what we will do after graduation until the experience occurs. Knowing about ourselves, especially our blind and unknown areas enables us to have a healthy, well-rounded self-concept. As we make choices to self-disclose to others, we are engaging in negotiating relational dialectics.
8.3 RELATIONAL DIALECTICS
One way we can better understand our personal relationships is by understanding the notion of relational dialectics, or the contradictions in relationships that cause tension. Baxter (1988) describes three relational dialectics that are constantly at play in interpersonal relationships. Essentially, they are a continuum of needs for each participant in a relationship that must be negotiated by those involved. Let’s take a closer look at the three primary relational dialectics that are at work in all interpersonal relationships.
H. Rayl and are available under the CC-BY 4.0 license.
• Autonomy-Connection refers to our need to have a close connection with others as well as our need to have our own space and identity. We may miss our romantic partner when they are away but simultaneously enjoy and cherish that alone time. When you first enter a romantic relationship, you probably want to be around the other person as much as possible. As the
relationship grows, you likely begin to desire fulfilling your need for autonomy, or alone time. In every relationship, each person must balance how much time to spend with the other, versus how much time to spend alone.
• Novelty-Predictability is the idea that we desire predictability as well as spontaneity in our relationships. In every relationship, we take comfort in a certain level of routine as a way of knowing what we can count on the other person in the relationship. Such predictability provides a sense of comfort and security. However, it requires balance with novelty to avoid boredom. An example of balance might be friends who get together every Saturday for brunch but make a commitment to always try new restaurants each week.
• Openness-Closedness refers to the desire to be open and honest with others while at the same time not wanting to reveal every thing about yourself to someone else. One’s desire for privacy does not mean they are shutting out others. It is a normal human need. We tend to disclose the most personal information to those with whom we have the closest relationships. However, even these people do not know everything about us.
8.4 HOW WE HANDLE RELATIONAL DIALECTICS
Understanding that these three dialectical tensions are at play in all relationships is a first step in understanding how our relationships work. However, awareness alone is not enough. Couples, friends, or family members have strategies for managing these tensions in an attempt to meet the needs of each person. Baxter identifies four ways we can handle dialectical tensions.
H. Rayl and are available under the CC-BY 4.0 license.
The first option is to neutralize the extremes of the dialectical tensions. Here, individuals compromise, creating a solution where neither person’s need (such as novelty or predictability) is fully satisfied. Individual needs may be different, and never fully realized. For example, if one person seeks a great deal of autonomy, and the other person in the relationship seeks a great deal of connection, neutralization would not make it possible for either person to have their desires met. Instead, each person might feel like they are not getting quite enough of their particular need met.
The second option is separation. This is when someone favors one end of the dialectical continuum and ignores the other, or alternates between the extremes. For example, a couple in a relationship in which each person commutes to work in a different city may decide to live apart during the week (autonomy) and be together on the weekends (connection). In this sense, they are alternating between the extremes by being completely alone during the week, yet completely together on the weekends.
When people decide to divide their lives into spheres they are practicing segmentation. For example, your extended family may be very close and choose to spend religious holidays together. However, members of your extended family might reserve other special days such as birthdays for celebrating with friends. This approach divides needs according to the different segments of your life.
The final option for dealing with these tensions is reframing. This strategy requires creativity not only in managing the tensions but understanding how they work in the relationship. For example, the two ends of the dialectic are not viewed as opposing or contradictory at all. Instead, they are understood as supporting the other need, as well as the relationship itself. A couple who does not live together, for example, may agree to spend two nights of the week alone or with friends as a sign of their autonomy. The time spent alone or with others gives each person the opportunity to develop themselves and their own interests so that they are better able to share themselves with their partner and enhance their connection.
In general, there is no one right way to understand and manage dialectical tensions since every relationship is unique. However, to always satisfy one need and ignore the other may be a sign of trouble in the relationship (Baxter, 1988). It is important to remember that relational dialectics are a natural part of our relationships and that we have a lot of choice, freedom, and creativity in how we work them out with our relational partners. It is also important to remember that dialectical tensions are negotiated differently in each relationship. The ways we self-disclose and manage dialectical tensions contributes greatly to what we call the communication climate in relationships.
8.5 COMMUNICATION CLIMATE
Do you feel organized or confined in a clean work-space? Are you more productive when the sun is shining than when it’s gray and cloudy outside? Just as factors like weather and physical space impact us, communication climate influences our interpersonal interactions. Communication climate is the “overall feeling or emotional mood between people” (Wood, 1999). If you dread going to visit your family during the holidays because of tension between you and your sister, or you look forward to dinner with a particular set of friends because they make you laugh, you are responding to the communication climate—the overall mood that is created because of the people involved and the type of communication they bring to the interaction. Let’s look at two different types of communication climates: Confirming and Disconfirming climates.
Interpersonal Communication Now:
“Sticks and Stones Can Break my Bones But Words Can Hurt Me Too”
In a study published in the journal Science, researchers reported that the sickening feeling we get when we are socially rejected (being ignored at a party or passed over when picking teams) is real. When researchers measured brain responses to social stress they found a pattern similar to what occurs in the brain when our body experiences physical pain. Specifically, “the area affected is the anterior cingulate cortex, a part of the brainknown to be involved in the emotional response to pain” (Fox). The doctor who conducted the study,Matt Lieberman, a social psychologist at the University of California, Los Angeles, said, “It makes sense for humans to be programmed thisway. .Social interaction is important to survival.”(Nishina, Juvonen, & Witkow, 2005)
Confirming and Disconfirming Climates
Positive and negative climates can be understood along three dimensions—recognition, acknowledgment, and endorsement. We experience confirming climates when we receive messages that demonstrate our value and worth from those with whom we have a relationship. Conversely, we experience disconfirming climates when we receive messages that suggest we are devalued and unimportant. Obviously, most of us like to be in confirming climates because they foster emotional safety as well as personal and relational growth. However, it is likely that your relationships fall somewhere between the two extremes. Let’s look at three types of messages that create confirming and disconfirming climates.
• Recognition Messages: Recognition messages either confirm or deny another person’s existence. For example, if a friend enters your home and you smile, hug him, and say, “I’m so glad to see you” you are confirming his existence. If you say “good morning” to a colleague and she ignores you by walking out of the room without saying anything, she is creating a disconfirming climate by not recognizing you as a unique individual.
• Acknowledgment Messages: Acknowledgement messages go beyond recognizing another’s existence by confirming what they say or how they feel. Nodding our head while listening, or laughing appropriately at a funny story, are nonverbal acknowledgment messages. When a friend tells you she had a really bad day at work and you respond with, “Yeah, that does sound hard, do you want to go somewhere quiet and talk?”, you are acknowledging and responding to her feelings. In contrast, if you were to respond to your friend’s frustrations with a comment like, “That’s nothing. Listen to what happened to me today,” you would be ignoring her experience and presenting yours as more important.
• Endorsement Messages: Endorsement messages go one step further by recognizing a person’s feelings as valid. Suppose a friend comes to you upset after a fight with his girlfriend. If you respond with, “Yeah, I can see why you would be upset” you are endorsing his right to feel upset. However, if you said, “Get over it. At least you have a girlfriend” you would be sending messages that deny his right to feel frustrated in that moment. While it is difficult to see people we care about in emotional pain, people are responsible for their own emotions. When we let people own their emotions and do not tell them how to feel, we are creating supportive climates that provide a safe environment for them to work through their problems.
Pixaby that were CC0.
Now that you understand that we must self-disclose to form interpersonal relationships, and that self-disclosure takes place in communication climates, we want to spend the rest of the chapter briefly highlighting some of the characteristics of the three primary interpersonal relationship in which we engage: Friendships, Romantic Relationships, and Family Relationships.
Some images were retrieved from Pixaby that were CC0.
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oercommons
|
2025-03-18T00:39:34.849793
|
Terri Johnson
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98159/overview",
"title": "CHAPTER 8: BUILDING INTERPERSONAL COMMUNICATION",
"author": "Textbook"
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|
https://oercommons.org/courseware/lesson/128206/overview
|
Reading Test Prep 1 - Introduction to Reading
Overview
“Introduction to Reading,” the first of six reading-focused test prep lessons, introduces students to the general format of a Reading proficiency test using a variety of practice texts and question types. It includes built-in differentiation for mixed-level classes, real-world academic texts across content areas, and detailed teacher notes to minimize prep time.
This lesson is ideal for all students who are preparing to take state language proficiency assessments. This includes Long-term ELs, Newcomers, and Students with Limited or Interrupted Formal Education (SLIFE).
“Introduction to Reading,” the first of six reading-focused test prep lessons, introduces students to the general format of a Reading proficiency test using a variety of practice texts and question types. It includes built-in differentiation for mixed-level classes, real-world academic texts across content areas, and detailed teacher notes to minimize prep time.
This lesson is ideal for all students who are preparing to take state language proficiency assessments. This includes Long-term ELs, Newcomers, and Students with Limited or Interrupted Formal Education (SLIFE).
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oercommons
|
2025-03-18T00:39:34.868216
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/128206/overview",
"title": "Reading Test Prep 1 - Introduction to Reading",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/66171/overview
|
Challenges of Adolescence
Overview
Recognizing adolescence
Adolescence is a period of life with specific health and developmental needs and rights. It is also a time to develop knowledge and skills, learn to manage emotions and relationships, and acquire attributes and abilities that will be important for enjoying the adolescent years and assuming adult roles.
All societies recognize that there is a difference between being a child and becoming an adult. How this transition from childhood to adulthood is defined and recognized differs between cultures and over time. In the past it has often been relatively rapid, and in some societies it still is. In many countries, however, this is changing.
Age: not the whole story
Age is a convenient way to define adolescence. But it is only one characteristic that delineates this period of development. Age is often more appropriate for assessing and comparing biological changes (e.g. puberty), which are fairly universal, than the social transitions, which vary more with the socio-cultural environment.
S.Mathangi
CHALLENGES OF ADOLESCENCE
Adolescence is a time in a young person’s life where they move from dependency on their parents to independence, autonomy and maturity. The young person begins to move from the family group being their major social system, to the family taking a lesser role and being part of a peer group becomes a greater attraction that will eventually lead to the young person to standing alone as an adult.
No-one can deny that for any one person facing changes in their lives in the biological, cognitive, psychological, social, moral and spiritual sense, could find this time both exciting and daunting. With the increase in independence comes increases in freedom, but with that freedom, comes responsibilities. Attitudes and perspectives change and close family members often feel they are suddenly living with a stranger.
Biological Challenges
Adolescence begins with the first well-defined maturation event called puberty. Included in the biological challenges are the changes that occur due to the release of the sexual hormones that affect emotions. Mood changes can increase, which can impact on relationships both at home with parents and siblings and socially or at school.
Cognitive Challenges
Piaget, in his theory of social development believed that adolescence is the time when young people develop cognitively from “concrete operations” to “formal operations”. So they are able to deal with ideas, concepts and abstract theories. It takes time for confidence to build with using these newly acquired skills, and they may make mistakes in judgement. Learning through success and failure is part of the challenge of the learning process for the adolescent.
Adolescents are egocentric, they can become self-conscious; thinking they are being watched by others, and at other times want to behave as if they were on a centre stage and perform for a non-existent audience. For example, acting like a music idol, singing their favourites songs in their room, with all the accompanying dance steps.
Psychological Challenges
The psychological challenges that the adolescent must cope with are moving from childhood to adulthood. A new person is emerging, where rules will change, maybe more responsibilities will be placed on him/her so that a certain standard of behaviour is now required to be maintained. Accountability is becoming an expectation from both a parental and legal concept.
As adolescents continue their journey of self-discovery, they continually have to adjust to new experiences as well as the other changes happening to them biologically and socially. This can be both stressful and anxiety provoking. It therefore is not surprising that adolescents can have a decreased tolerance for change; hence it becomes increasingly more difficult for them to modulate their behaviours which are sometimes displayed by inappropriate mood swings and angry outbursts.
Health Issues of adolescence:
Eating Disorders
An eating disorder is a serious mental illness, characterised by eating, exercise and body weight or shape becoming an unhealthy preoccupation of someone's life. Eating disorders are not a lifestyle choice, a diet gone wrong or a cry for attention. Eating disorders can take many different forms and interfere with a person’s day to day life.
Types of Eating Disorders
An eating disorder is commonly defined as an all-consuming desire to be thin and/or an intense fear of weight gain. The most common eating disorders among adolescents are anorexia, bulimia and binge-eating disorder. Even patients that do not meet all of the clinical criteria for an eating disorder can be at serious risk and should seek medical treatment.
Anorexia Nervosa
Teenagers with anorexia may take extreme measures to avoid eating and control the quantity and quality of the foods they do eat. They may become abnormally thin, or thin for their body, and still talk about feeling fat. They typically continue to diet even at very unhealthy weights because they have a distorted image of their body.
Signs of anorexia nervosa
- A distorted view of one’s body weight, size or shape; sees self as too fat, even when very underweight
- Hiding or discarding food
- Obsessively counting calories and/or grams of fat in the diet
- Denial of feelings of hunger
- Developing rituals around preparing food and eating
- Compulsive or excessive exercise
- Social withdrawal
- Pronounced emotional changes, such as irritability, depression and anxiety
Physical signs of anorexia include rapid or excessive weight loss; feeling cold, tired and weak; thinning hair; absence of menstrual cycles in females; and dizziness or fainting.
Teenagers with anorexia often restrict not only food, but relationships, social activities and pleasurable experiences.
Physical Signs and Effects of Anorexia Nervosa
Bulimia Nervosa
Teenagers with bulimia nervosa typically ‘binge and purge’ by engaging in uncontrollable episodes of overeating (bingeing) usually followed by compensatory behavior such as: purging through vomiting, use of laxatives, enemas, fasting, or excessive exercise. Eating binges may occur as often as several times a day but are most common in the evening and night hours.
Teenagers with bulimia often go unnoticed due to the ability to maintain a normal body weight.
Bulimia Nervosa often starts with weight-loss dieting. The resulting food deprivation and inadequate nutrition can trigger what is, in effect, a starvation reaction - an overriding urge to eat. Once the person gives in to this urge, the desire to eat is uncontrollable, leading to a substantial binge on whatever food is available (often foods with high fat and sugar content), followed by compensatory behaviours. A repeat of weight-loss dieting often follows, leading to a binge/purge/exercise cycle which becomes more compulsive and uncontrollable over time.
Signs of bulimia nervosa
- Eating unusually large amounts of food with no apparent change in weight
- Hiding food or discarded food containers and wrappers
- Excessive exercise or fasting
- Peculiar eating habits or rituals
- Frequent tips to the bathroom after meals
- Inappropriate use of laxatives, diuretics, or other cathartics
- Overachieving and impulsive behaviors
- Frequently clogged showers or toilets
Physical signs of bulimia include discolored teeth, odor on the breath, stomach pain, calluses/scarring on the hands caused by self-inducing vomiting, irregular or absent menstrual periods, and weakness or fatigue.
Teenagers with bulimia often have a preoccupation with body weight and shape, as well as a distorted body image. The clinical diagnosis commonly defines a teenager as having bulimia if they binge and purge on average once a week for at least three consecutive months.
Physical Signs and Effects of Bulimia Nervosa
Sexually Transmitted Diseases
Sexually transmitted diseases (STDs) are infections that are passed from one person to another through sexual contact. The causes of STDs are bacteria, parasites, yeast, and viruses. There are more than 20 types of STDs, including
Most STDs affect both men and women, but in many cases the health problems they cause can be more severe for women. If a pregnant woman has an STD, it can cause serious health problems for the baby.
Antibiotics can treat STDs caused by bacteria, yeast, or parasites. There is no cure for STDs caused by a virus, but medicines can often help with the symptoms and keep the disease under control.
Correct usage of latex condoms greatly reduces, but does not completely eliminate, the risk of catching or spreading STDs. The most reliable way to avoid infection is to not have anal, vaginal, or oral sex.
Chlamydia
Chlamydia is an STD caused by Chlamydia trachomatis (C. trachomatis). This bacterium only infects humans. Chlamydia is the most common infectious cause of genital and eye diseases globally. It is also the most common bacterial STD.
Women with chlamydia do not usually show symptoms. Any symptoms are usually non-specific and may include:
- bladder infection
- a change in vaginal discharge
- mild lower abdominal pain
If a person does not receive treatment for chlamydia, it may lead to the following symptoms:
- pelvic pain
- painful sexual intercourse, either intermittently or every time
- bleeding between periods
Genital herpes
This STD is caused by the herpes simplex virus (HSV). The virus affects the skin, cervix, genitals, and some other parts of the body. There are two types:
- HSV-1, also known as herpes type 1
- HSV-2, also known as herpes type 2
Herpes is a chronic condition. A significant number of individuals with herpes never show symptoms and do not know about their herpes status.
HSV is easily transmissible from human to human through direct contact. Most commonly, transmission of type 2 HSV occurs through vaginal, oral, or anal sex. Type 1 is more commonly transmitted from shared straws, utensils, and surfaces.
In most cases, the virus remains dormant after entering the human body and shows no symptoms.
Symptoms of genital herpes
- blisters and ulceration on the cervix
- vaginal discharge
- pain on urinating
- fever
- generally feeling unwell
- cold sores around the mouth in type 1 HSV
Gonorrhea
This sexually transmitted bacterial infection usually attacks the mucous membranes. It is also known as the clap or the drip. The bacterium, which is highly contagious, stays in the warmer and moister cavities of the body.
The majority of women with gonorrhea show no signs or symptoms. If left untreated, females may develop pelvic inflammatory disease (PID). Males may develop inflammation of the prostate gland, urethra, or epididymis.
The disease is caused by Neisseria gonorrhoeae. The bacteria can survive in the vagina, penis, mouth, rectum, or eye. They can be transmitted during sexual contact.
Symptoms of gonorrhea may occur between 2 to 10 days after initial infection, in some cases, it may take 30 days. Some people experience very mild symptoms that lead to mistaking gonorrhea for a different condition, such as a yeast infection.
Males may experience the following symptoms:
- burning during urination
- testicular pain or swelling
- a green, white, or yellow discharge from the penis
Females are less likely to show symptoms, but if they do, these may include:
- spotting after sexual intercourse
- swelling of the vulva, or vulvitis
- irregular bleeding between periods
- pink eye, or conjunctivitis
- pain in the pelvic area
- burning or pain during urination
HIV and AIDS
Human immunodeficiency virus (HIV) attacks the immune system, leaving its host much more vulnerable to infections and diseases. If the virus is left untreated, the susceptibility to infection worsens.
HIV can be found in semen, blood, breast milk, and vaginal and rectal fluids. HIV can be transmitted through blood-to-blood contact, sexual contact, breast-feeding, childbirth, the sharing of equipment to inject drugs, such as needles and syringes, and, in rare instances, blood transfusions.
With treatment, the amount of the virus present within the body can be reduced to an undetectable level. This means the amount of HIV virus within the blood is at such low levels that it cannot be detected in blood tests. It also means that HIV cannot be transmitted to other people. A person with undetectable HIV must continue to take their treatment as normal, as the virus is being managed, not cured.
HIV is a virus that targets and alters the immune system, increasing the risk and impact of other infections and diseases. Without treatment, the infection might progress to an advanced disease stage 3 called AIDS. However, modern advances in treatment mean that people living with HIV in countries with good access to healthcare very rarely develop AIDS once they are receiving treatment.
Mental Health Disorder
1.Anxiety Disorders
Anxiety disorders are a group of mental disorders characterized by significant feelings of anxiety and fear. Anxiety is a worry about future events, and fear is a reaction to current events. These feelings may cause physical symptoms, such as a fast heart rate and shakiness.
Occasional anxiety is an expected part of life. You might feel anxious when faced with a problem at work, before taking a test, or before making an important decision. But anxiety disorders involve more than temporary worry or fear. For a person with an anxiety disorder, the anxiety does not go away and can get worse over time. The symptoms can interfere with daily activities such as job performance, school work, and relationships.
There are several types of anxiety disorders, including generalized anxiety disorder, panic disorder, and various phobia-related disorders.
Generalized Anxiety Disorder
People with generalized anxiety disorder (GAD) display feel excessive, unrealistic worry and tension with little or no reason, most days for atleast 6 months, about a number of things such as personal health, work, social interactions, and everyday routine life circumstances. The fear and anxiety can cause significant problems in areas of their life, such as social interactions, school, and work.
Generalized anxiety disorder symptoms include:
- Feeling restless, wound-up, or on-edge
- Being easily fatigued
- Having difficulty concentrating; mind going blank
- Being irritable
- Having muscle tension
- Difficulty controlling feelings of worry
- Having sleep problems, such as difficulty falling or staying asleep, restlessness, or unsatisfying sleep
Panic Disorder
People with panic disorder have recurrent unexpected panic attacks. Panic attacks are sudden periods of intense fear that come on quickly and reach their peak within minutes. Attacks can occur unexpectedly or can be brought on by a trigger, such as a feared object or situation.
During a panic attack, people may experience:
- Heart palpitations (unusually strong or irregular heartbeats), a pounding heartbeat, or an accelerated heart rate.
- Sweating
- Trembling or shaking
- Sensations of shortness of breath, smothering, or choking
- Feelings of impending doom
- Feelings of being out of control
People with panic disorder often worry about when the next attack will happen and actively try to prevent future attacks by avoiding places, situations, or behaviors they associate with panic attacks. Worry about panic attacks, and the effort spent trying to avoid attacks, because significant problems in various areas of the person’s life, including the development of agoraphobia - People with agoraphobia have an intense fear of two or more of the following situations:
- Using public transportation
- Being in open spaces
- Being in enclosed spaces
- Standing in line or being in a crowd
- Being outside of the home alone
2. Mood Disorders
The development of emotional or behavioral symptoms in response to an identifiable stressors that occur within 3 months of the onset of the stressors in which low mood, tearfulness, or feelings of hopelessness are predominant.
3. Major Depressive Disorder (MDD):
A period of atleast 2 weeks during which there is either depressed mood or the loss of interest or pleasure in nearly all activities. In children and adolescents, the mood may be irritable rather than sad.
4. Bipolar Disorder:
A period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistency increased activity or energy, lasting at least 4 consecutive days and present most of the day, nearly every day, or that requires hospitalization.
5. Attention Deficit Hyperactivity Disorder
Definitions of the symptom complex known as attention-deficit/hyperactivity disorder (ADHD) differ, but severe problems with concentration or attention and/or hyperactivity are estimated to affect adolescents. Six times as many boys as girls are affected. The main consequences of ADHD are poor academic performance and behavioural problems, although adolescents with ADHD are at substantially higher risk of serious accidents, depression, and other psychological problems. About 80% of children with ADHD continue to have the disorder during adolescence, and as many as 50% of adolescents still do throughout adulthood.
6. School phobia
School phobia also called school refusal, is defined as a persistent and irrational fear of going to school. It must be distinguished from a mere dislike of school that is related to issues such as a new teacher, a difficult examination, the class bully, lack of confidence, or having to undress for a gym class. The phobic adolescent shows an irrational fear of school and may show marked anxiety symptoms when in or near the school.
7. Learning disabilities
Learning abilities encompasses disorders that affect the way individuals with normal or above normal intelligence receive, store, organize, retrieve, and use information. Problems included dyslexia and other specific learning problems involving reading, spelling, writing, reasoning, and mathematics. Undiagnosed learning disabilities are a common but managerable cause of young people deciding to leave school at the earliest opportunity.
Social Issues
Sexual Abuse
Sexual abuse is sexual behavior or a sexual act forced upon a woman, man or child without their consent. Sexual abuse includes abuse of a woman, man or child by a man, woman or child.
Sexual abuse or violence against children and adolescents is defined as a situation in which children or adolescents are used for the sexual pleasure of an adult or older adolescent, (legally responsible for them or who has some family relationship, either current or previous), which ranges from petting, fondling of genitalia, breasts or anus, sexual exploitation, voyeurism, pornography, exhibitionism, to the sexual intercourse itself, with or without penetration.
Sexual abuse in childhood may result in problems of depression and low self-esteem as well as in sexual difficulties, either avoidance of sexual contact or, on the other hand, promiscuity or prostitution. Research studies suggest that the kinds of abuse that appear to be the most damaging are those that involve father figures, genital contact, and force.
As reports of sexual abuse of children have increased, ways to protect children are now being carried out. Some information campaigns have concentrated on children’s contacts with strangers-for example, “Never get into a car with anyone you don’t know, “Never go with someone who says he or she has some candy for you”. However, in the majority of reported assaults children are victimized by people they know. To prevent this kind of assaults, children need to be taught to recognize signs of trouble and to be assertive enough to report them to a responsible adult. How to accomplish this task represents an important challenge to prevention-oriented researchers.
Sexual abuse of children is regarded by the World Health Organization (WHO) as one of the major public health problems. Studies conducted in different countries suggest that 7-36% of girls and 3-29% of boys suffered sexual abuse.
Substance Abuse
Many communities are plagued with problems of substance abuse among youth. Some children start smoking or chewing tobacco at an early age, aided by easy access to tobacco products. Many of our youth, with limited supervision or few positive alternatives, drink too much beer and liquor. Other youth, influenced by their peers, use other illegal drugs. Our youth suffer from substance abuse in familiar ways: diminished health, compromised school performance, and reduced opportunities for development. Our communities also bear a heavy burden for adolescent substance abuse. Widespread use and abuse of tobacco, alcohol, and illegal drugs by teens can result in increased accidents, health costs, violence, crime, and an erosion of their future potential as workers and citizens.
Protective factors are personal and environmental factors that decrease the likelihood that a person may experience a particular problem. Protective factors act as buffers against risk factors and are frequently the inverse of risk factors.
Personal risk factors for substance abuse include: poor school grades, low expectations for education, school dropout, poor parent communication, low self-esteem, strong negative peer influences, peer use, lack of perceived life options, low religiosity, lack of belief about risk, and involvement in other high-risk behaviours. Environmental risk factors include: lack of parental support, parental practice of high-risk behaviors, lack of resources in the home, living in an urban area, poor school quality, availability of substances, community norms favorable to substance use, extreme economic deprivation, and family conflict.
Protective factors may include peer tutoring to improve school grades, mentoring and scholarship programs to increase educational opportunities, programs to build strong communication and refusal Preface Work Group for Community Health and Development iv skills, information to increase understanding about risk, and the enforcement of local laws prohibiting the illegal sale of tobacco and alcohol products to youth.
Influence of Electronic Media
Electronic devices are an integral part of adolescent's lives in the twenty-first century. The world of electronic devices, however, is changing dramatically. Television, which dominated the media world through the mid-1990s, now competes in an arena crowded with cell phones, computers, iPods, video games, instant messaging, interactive multiplayer video games, virtual reality sites, Web social networks, and e-mail.
Electronic devices are defined as any object or process of human origin that can be used to convey media as books, films, mobiles, television, and the Internet. With respect to education, communication or play.
Adolescents, in particular, spend a significant amount of time in viewing and interacting with electronic devices in the form of TV, video games, music, and the Internet. Considering all of these sources together, adolescence spend more than six hours per day using media. Nearly half of that time is spent in watching TV, playing, or studying with computer. The remainder of the time is spent using other electronic media alone or in combination with TV.
The electronic media mainly consist of radio, television, and movies, and are actually classrooms without four walls. Media is an important source of shared images and messages relating to political and social context. Technology of media is an important part of student’s lives in the twenty-first century and play very important role in creating awareness related various aspects of life and personality as found. The world of electronic media, however, is changing dramatically. Television, which dominated the media world through the mid-1990s, now competes with cell phones, iPods, video games, instant messaging, interactive multiplayer video games, Web social networks, and e-mail. We learn skills, values and patterns of behavior from the media both directly and indirectly. There is no doubt that electronic media have a important influence on children from a very early age, and that it will continue to affect children's cognitive and social development. Electronic media activate and reinforce attitude and contribute significantly in the formation of new attitudes.
Effects of Technology on Adolescence
Technology and internet addiction in adolescence can have far reaching effects on the addict and his family. Adolescence with technology addiction can suffer from a variety of physical and psychological health problems.
General Effects
- Poor eating habits
- Increased obesity
- Depression
- Loneliness
- Anxiety
- Aggression
- Attention problems in school, low attention span
- Lack of empathy
- Poor sleep
- Poor academic performance
- Social phobia
- Increased instances of cyberbullying
- Increased instances of substance abuse
- Growth issues
- Unable to control impulse to use the Internet/technology
- Feelings of happiness when using Internet or thinking about using the Internet
Negative effects of video games on adolescence's physical health, including obesity, video-induced seizures and postural, muscular and skeletal disorders, such as tendonitis, nerve compression, and carpal tunnel syndrome as well as delayed school achievement. However, these effects are not likely to occur for most adolescence. Parents should be most concerned about two things: the amount of time that adolescence play, and the content of the what to be play or watching.
In addition, symptoms associated with using mobile phones most commonly include headaches, earache, warmth sensations and sometimes also perceived concentration difficulties as well as fatigue However, over exposure to mobile phone use is not currently known to have major health effects. Another aspect of exposure is ergonomics. Musculoskeletal symptoms due to intensive texting on a mobile phone have been reported and techniques used for text entering have been studied in connection with developing musculoskeletal symptoms. The central factors appearing to explain high quantitative use were personal dependency, and demands for achievement and availability originating from domains of work,
To protect adolescence from harm, all health staff must have the competences to recognize adolescence maltreatment and to take effective action as appropriate to their role. They must also clearly understand their responsibilities, and should be supported by their employing organization. In addition, Parents have no idea about electronic devices effects on adolescence. So, parents need to understand that electronic devices can have an impact on everything they are concerned about with their adolescence's health and development, school performance, learning disabilities, sex, drugs, and aggressive behavior.
Preventive Measures
- Set strict time limit for phone use at home.
- Restrict the use of video games, television and other gadgets.
- Ask your teens to use only the family computer for all their online activities at home.
- Supervise the time your teens spend on the Internet.
- Spend time with your child to understand the source of his addiction. It is important for parents to know what makes their children find solace on the Internet.
- Talk to your teen’s teachers to understand problems at school, if any.
- Create positive environment at home. Your teen could be spending excessive time on the Internet to escape the problems at home. This excessive time spend on technology can easily turn into an addiction.
- Enforce no-Internet time at home or consequences for breaking rules about using technology at home.
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oercommons
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2025-03-18T00:39:34.986298
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05/04/2020
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66171/overview",
"title": "Challenges of Adolescence",
"author": "Mathangi s"
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https://oercommons.org/courseware/lesson/91190/overview
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Marketing Research Techniques
Overview
Provided by: Lumen Learning. License: CC BY: Attribution
Outcome: Marketing Research Techniques
What you’ll learn to do: recognize alternative techniques for conducting marketing research, including primary and secondary research methods
The five-step marketing research process provides a well-structured approach to follow any time you have a marketing problem that research can help you solve. What type(s) of research you conduct depends on the kind of information needed to solve your problem. Sometimes you can solve the problem using secondary data someone else has already collected for another purpose. At other times, you will need to collect your own data through primary research focused expressly on your problem.
The next section of this module discusses common methods for conducting secondary and primary research. As you become familiar with these techniques, you will learn which marketing research methods tend to be most appropriate for which sorts of problems.
The specific things you’ll learn in this section include:
- Describe primary research methods and the types of information they yield
- Explain the pros and cons of in-person, telephone, and online research methods
- Describe secondary market research and the types of insights it produces
Learning Activities
The learning activities for this section include the following:
- Reading: Secondary Marketing Research
- Reading: Primary Marketing Research Methods
Licenses and Attributions
CC licensed content, Original
- Outcome: Marketing Research Techniques. Provided by: Lumen Learning. License: CC BY: Attribution
Reading: Secondary Marketing Research
Tapping Existing Sources of Information
Before diving into primary research for a marketing research project, it’s always wise to investigate whether there’s an existing body of relevant information that you can work with. It’s at least a place to start, and it may show you what you’re missing. This is known as secondary research.
Secondary research uses secondary data, or source information that has previously been collected either inside or outside the organization. Internal data and some external data are freely available or have only a nominal cost. Other secondary-data providers charge fees to marketing researchers who want to access their data sets, reports, and customer insights. Common types of secondary data are described below.
Internal Data
A company’s internal data, such as sales and marketing records, customer account information, product purchasing and usage data are typical secondary data sources. Previously prepared marketing research reports may also be a great source of insights as you seek to solve a new or related business problem. Marketing researchers may also compile a large amount of internal data into a shared database and conduct marketing analytics to understand patterns in customer behavior, market trends, and other insights to guide management and marketing strategy decisions.
Government and Nongovernmental Organization (NGO) Data
Many government agencies as well as nonprofits and other nongovernmental organizations collect and publish vast amounts of freely available data that may be useful for marketing research purposes. For example, demographic data published by the U.S. Census Bureau offers great insight into the makeup of the U.S. population by age, gender, educational attainment, and many other factors. The U.S. Bureau of Economic Analysis publishes economic indicators for the nation at large, as well as economic data associated with domestic industries, states, regions, and so forth. The World Trade Organization publishes economic data, trade statistics, and information about the regulatory environment for business for more than one hundred WTO member countries.
2018 Median Household Income in the United States. Access an interactive version of this median household income map on the U.S. Census Bureau website.
When leading auto-repair franchise Midas developed a formula for “placing” their new franchised stores in successful locations, they turned to government research sources such as U.S. census data. The company explains that they look for “streets with high traffic counts, with 50,000 or more residents within three miles, and with speed limits no higher than 45 miles per hour. We look for areas that have several other major food, automotive, or retail brands, and we like to put new locations near car dealerships, since many customers transition their freshly out-of-warranty cars from dealer maintenance to Midas.”1
These examples of governmental and NGO data just scratch the surface of the many and varied publicly available data sources that can inform smart marketing and business decisions.
Industry Associations, Professional Journals, and Media
A variety of industry and professional associations publish data to inform professionals and the general public about what’s happening in their profession or economic sector. Most industries also have dedicated media that focus on pertinent news, research, and developments including online or offline news outlets, magazines, newsletters and journals, as well as popular Web sites, blogs, and other online forums. Similarly, academic journals and libraries can be great secondary data sources for influential developments. Topics can range broadly, from sizing industries and product categories to discussions of key challenges faced by organizational leaders such as corporate chief information officers or college and university presidents. Marketers should be attuned to the organizations and publications that cover the industries or product categories they work within. These will likely be the most fertile sources of insightful, up-to-date secondary data.
Commercial Marketing Research Data
A number of commercial marketing research companies offer syndicated marketing research. Syndicated research usually covers topics that may be of interest to multiple organizations. Research companies collect data, analyze it, and resell it to organizations interested in the topics and consumers these initiatives explore. Often these projects collect vast amounts of consumer data over time, providing a useful historical view about the consumer population and how it may be evolving over time.
For example, the research company Nielsen captures data associated with PRIZM, an elaborate lifestyle and behavioral segmentation of the U.S. consumer market. Marketers can purchase data and analyses from Nielsen to help them better understand the PRIZM segments and how these segments map to target audiences they want to reach and penetrate. Nielsen also collects scanner data, which are detailed information about the sale of consumer goods obtained by “scanning” the bar codes for individual products at electronic points of sale in retail outlets. The data can provide information about quantities, characteristics, and prices of goods sold.2
This kind of data helped a number of quick-serve pizza chains (Pizza Hut, Domino’s, and Papa John’s, e.g.) spot the growing encroachment of retail frozen-pizza sales on their market. In response, the chains launched a series of marketing campaigns, which paid off. In 2011, they used Nielsen data tracking the sales of prepackaged, UPC-coded pizza to show that the dollar sales of frozen pizza had fallen 4.5 percent in U.S. food, drug, and mass merchandiser stores (including Walmart) during the previous year.
Student Monitor, another example of a commercial marketing research company, tracks attitudes, trends, and behaviors among American college students. Industry analysts like Forrester, Gartner, and Outsell publish research reports that estimate market size, penetration, and how competitors stack up against one another in various industries and product categories. Still other research firms offer syndicated research and insights about consumer trends and developments in various global geographies, industries, economic sectors, and product categories.
Database marketing organizations, sometimes called customer insights services providers, collect massive amounts of information about consumers by linking financial and credit data to tracking data about online and offline purchases and other behaviors. Then they mine these data to find patterns and indicators about which data points are most useful for sales and marketing purposes. Organizations can purchase access to this information for use in marketing research analyses as well as ongoing marketing activity. They can also combine it with their own internal data to get a richer view of their customers and target segments.
Macy’s flagship store, New York City
Macy’s, one of the oldest department stores in the United States, took advantage of this approach when it hired the database marketing organization Acxiom in 1999. Since then, Acxiom has managed Macy’s customer profiles and helps the company provide its customers with a much more customized shopping experience. Before that time, Macy’s customer and purchasing data were scattered across many disparate departments, and the company had no way of meeting its marketing goal of having a 360-degree view of its customers. Acxiom was tasked with integrating customer records to give the store more visibility into individual purchases and preferences, and ways of linking together other useful data such as promotional history, demographics, attitudinal data, survey responses, and online activity. The resulting integration enabled the department store to leave behind the Dark Ages of Rolodexes and typewriters and give its customers a “magical customized experience” of personalized marketing and customer service. It also helped give Macy’s a competitive advantage and foster customer loyalty and retention.
As data about individual consumers, companies, and industries proliferate, so do the ways companies try to capitalize on them by packaging, analyzing, and selling reports, data sets, and other information products to organizations that need them. It’s a burgeoning industry in its own right. The breadth and variety of commercially available secondary data will continue to expand along with the tools marketers use to exploit the available information.
Search Engine Results
Whether or not you are familiar with secondary data sources pertinent to your marketing research project, it is smart to conduct an Internet search (using a reputable search engine) to see what sources surface. Search engines can be hugely helpful in locating both free and commercially available secondary data. With this information, you can compare the options and decide whether it makes sense to pay for data or rely only on free resources.
In addition, thorough Internet searches can help confirm that you’ve tapped into whatever existing data sources might be helpful to you before you decide to invest in primary research and data collection, which is usually more expensive than secondary data.
Analyzing Secondary Data
With secondary research in hand, the next step is to review your source materials to pull out the insights that are most pertinent to your marketing problem. Some secondary research sources may include data you can analyze and map to your own customer segmentation or other market analyses. Other secondary research provides analysis and insights you can use to develop implications and recommendations for your organization and marketing problem.
It is helpful to capture key findings and recommendations from the secondary research review and analysis, just as you would for a primary research project. The goal is to summarize what you have learned, making it easier for any primary research activity to build on what has already been discovered from secondary research.
Advantages and Disadvantages of Secondary Research
There are tremendous advantages in using data from secondary sources. First, the expense of gathering information from secondary sources is usually a fraction of the cost of collecting primary data. It also requires less time to collect secondary data, and often there are significant time pressures around getting the information needed to solve a marketing or management problem. With rapid, ongoing developments in information technology, it is becoming easier and more cost-effective to gather, merge, and reformulate numerous secondary sources of data within a single system or database. This capability has made secondary data even more attractive.
There are two main limitations of secondary research. First, the information may be somewhat dated, since you are using data previously collected by a third party. Second, secondary data are rarely collected for precisely the same reasons that you are conducting your marketing research project. The secondary research may be related to your current marketing problem, but it probably does not address your exact problem with your exact market and competitive dynamics.
You can gain a lot from secondary research, but it is important to account for these limitations as you decide how to incorporate insights from secondary data. In spite of these limitations, the advantages of secondary research are so great that it’s standard practice not to proceed with primary data collection until a thorough review of secondary information has been conducted.
- https://web.archive.org/web/20180827164528/http://midasfranchise.com/research-midas/how-do-i-find-a-midas-location/
- https://stats.oecd.org/glossary/detail.asp?ID=5755
Licenses and Attributions
CC licensed content, Original
- Revision and Adaptation. Authored by: Lumen Learning. License: CC BY: Attribution
CC licensed content, Shared previously
- Chapter 3: Marketing Research: An Aid to Decision Making, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution
- The Industry Standard Cover. Authored by: Matt McAlister. Located at: https://www.flickr.com/photos/mattmcalister/3600857428/. License: CC BY-NC: Attribution-NonCommercial
- MACY'S Believe. Authored by: Allan. Located at: https://flic.kr/p/dAkTmP. License: CC BY-NC: Attribution-NonCommercial
Public domain content
- 2018 Median Household Income in the United States. Provided by: U.S. Census Bureau . Located at: https://www.census.gov/library/visualizations/interactive/2018-median-household-income.html. License: Public Domain: No Known Copyright
Reading: Primary Marketing Research Methods
Choosing the Right Primary Research Method
When secondary research doesn’t provide all the answers, marketers often turn to primary research, which involves data collection that’s tailored to the specific problem or challenge you’re trying to address. There are many ways to conduct primary research. Which approach to take depends on the type of information you need along with the timing, budget, and resources of your project.
Quantitative vs. Qualitative Research
Qualitative research explores ideas, perceptions, and behaviors in depth with a relatively small number of research participants. It aims to answer questions with more complex, open-ended responses such as, “What does this mean to you . . . ?” or “Why do you believe . . . ?” or “How do you like to . . . ?” Qualitative research doesn’t yield data that are easily tabulated and translated into tidy percentages. Instead, it provides information that can help marketers understand the big picture of how customers perceive or experience something.
Qualitative research can also give an organization directional information. That is, it can help an organization tell whether it’s on the right track with its approach or solution to a problem. Qualitative research techniques tend to be loosely structured and less formal, since the topical exploration may head in very different directions depending on the person or group participating. These techniques can provide great insights to marketers, but because they involve relatively few participants, the results can be very subjective and idiosyncratic. The risk is in assuming what you learn from a handful of individuals pertains to your target audience as a whole.
In contrast, quantitative research collects information that can easily be counted, tabulated, and statistically analyzed. When organizations need to understand (or quantify) the exact percentage of people who believe or act in a certain way, quantitative research is necessary. Quantitative methods allow researchers to test and validate a hypothesis or what they believe is the best course of action. These methods collect enough data to provide statistically valid results, and managers use them to inform the choices they make.
Often marketing research projects start with qualitative research activities to get a more complete picture of an issue or problem and how customers/consumers are thinking about it. With a better understanding of the issue, they follow up with quantitative research that provides more specificity about what proportion of the population shares common preferences, beliefs, or behaviors. This information provides insights to help marketers refine their segmentation and targeting strategy, the marketing mix, or other considerations related to marketing effectiveness.
Qualitative Research Methods
Typical qualitative methods include behavioral observation, in-depth interviews, focus groups, and social listening. Each of these methods is described below.
Observation
Observation may be the oldest method of primary research. Since the beginning of commerce, merchants have been watching their customers and non-customers engage in a variety of behaviors. Examples include information-gathering, shopping, purchasing, product returns, complaints, and so forth. Observation can be as simple as a local fast-food restaurant manager watching the expression on customers’ faces as they eat a new sandwich.
More formal observation techniques are also employed. Researchers might record observations in a prescribed way for later analysis and reference. Video cameras, audio systems, movement tracking, biofeedback, and other technologies may be used to observe and capture information about consumers. Some observational techniques can be quite intrusive. For instance, a researcher might enter a consumer’s home and conduct an audit to take an inventory of products found. Ethnographic research requires that the researcher practically move in with the consumer to observe and record various relevant behaviors.
Observation may be the only way to capture some types of information, such as how consumers actually behave or use a product. It can provide important research insights, especially if consistent patterns are identified.
A great example of observational research is the way technology company Google works to ensure that its search-engine product functions well in every market in which it operates. One of its major markets is China. In Chinese, though, the alphabet has a much more extensive character set than English does, which makes it difficult for Chinese users to get helpful research results. Google researchers observed and video-recorded Chinese people using search engines to help them understand exactly what, when, and why problems occurred. The company used this information to develop potential solutions such as “Google Suggest,” which auto-fills search suggestions so people don’t have to type in the full search query. The research also led to Google’s “Did You Mean?” feature, which asks users if they meant to type in a different, more popular, standardized, or spell-checked search query. Experimenting with and adding these sorts of features helped the company create a much more useful product for the Chinese market. Google has also added improvements with broad appeal to its standard search-engine product in other markets.1
Depending on the approach, observation can be relatively inexpensive and quick. More sophisticated observational research can be significantly more expensive, but it can also offer unique insights that marketers might otherwise miss.
In-Depth Interviews
In-depth interviews give marketing researchers the opportunity to delve deeply into topics of interest with the individuals they want to understand better. Research projects that use this method typically involve a fairly small number of these interviews, and they target the precise characteristics of the audiences that researchers want to understand. For example, a pharmaceutical company might want to understand a medical doctor’s reasoning when considering which drugs to prescribe for certain medical conditions. A business software company might want to have a focused discussion with a product “power-user” about the limitations they see in the current product and what improvements they would like to see.
In-depth interviews are structured around a discussion guide. The interviewer asks questions and then listens carefully to capture responses—and sometimes asks follow-up questions to gain additional clarity and insight. In-depth interviews provide the opportunity to get under the surface and probe for more thoughtful answers and nuanced responses to interviewer questions. Often these interviews help researchers identify the range of questions and responses they should include in a quantitative survey (with more participants). In-depth interviews might also be combined with behavioral observation to get a richer understanding of why people do what they do: “What were you thinking when…?” or, “Why did you do this . . . ?”
Interview length is an important consideration for in-depth interviews. It is difficult to keep people deeply engaged in a conversation for more than thirty minutes, so both the discussion guide and the interviewer must be very focused on covering key topics in the time allotted.
A primary disadvantage of in-depth interviews is cost: they tend to be quite expensive because they require not only the time of an experienced interviewer, but also some compensation, or incentives, for interview participants. Exactly how much compensation depends on the audience. To get a busy practicing lawyer to participate in an in-depth interviewer, researchers must offer significantly more money than they might to a flexible (and cash-strapped) college student, for example.
Focus Groups
Focus groups are much like in-depth interviews, except that they involve small groups (usually 6–12 individuals) rather than one person at a time. Like in-depth interviews, focus groups also try to delve deeply into topics of interest with people whose perspectives the researchers want to understand better. Focus groups have the added benefit of inviting peers to talk to one another about the topics in question, so the researchers hear not just one individual’s views but also listen to and observe the group’s interactions.
Whereas in-depth interviews are fairly short, focus groups tend to be longer, running 60–90 minutes, on average. It takes more time to hear from multiple people weighing in on a topic and to build an insightful group dynamic during the discussion. Focus groups tend to be expensive because each person receives an incentive for their time and participation. Audio or video recording and transcription are often preferred, so as to capture information for later reference.
It can be difficult to control the group dynamic in focus groups: sometimes one or a few people dominate the discussion while others hang back. “Groupthink” can be a problem when a charismatic participant manages to persuade others to adopt his way of thinking instead of allowing the full range of opinions to come to light. For these reasons, focus groups require skilled facilitators who are good at listening, managing time, steering the discussion, and keeping people on track. Focus group facilitators must also scrupulously avoid biasing participants with their own views, in order to ensure that the information captured accurately represents customer views.
The following video satire shows some of the challenges in conducting focus groups effectively and why a skilled facilitator isn’t always enough:
Networks and media production companies frequently rely on focus groups to guide their decisions about which television programs to produce and how to make improvements to programs in development. Termed “audience research,” these focus groups invite people into a viewing room to watch and provide feedback on a show. All are given a feedback dial—a tool participants use to indicate when they like or dislike something in the program. If they like something, they turn the dial up, and if they dislike something, they turn it down. A computer records the audience responses and provides a second-by-second view of the program overlaid with the audience’s response. Focus group facilitators monitor this feedback and then follow up with discussion about what people did or didn’t respond to, and why.
Interpreting the feedback from this audience research is something of an art: notoriously, the hit program Seinfeld was nearly canceled because the pilot show tested poorly in focus groups. Show creators look to audiences to help them understand not only what they like or dislike, but also what is interesting or unusual, and why. According to Michael Wright, former head of programming for TBS and TNT, “It’s very rare that a test compels you to order or not order a show. All you’re looking for is interesting feedback, to get insight you didn’t have before. It’s a tool. It’s diagnostic.” The focus group insights then provide guidance about where and how to improve a program to increase the chances that it will be a hit.2
Communication strategists use this same technique to test messaging in political speeches, advertising, and other presentations. The following video, from the PR firm Luntz Mazlansky, shows the results from a focus group’s feedback-dial reactions to a Barack Obama speech. The tracking lines on the screen show reactions from audience members who lean Democratic (green line) and Republican (red line). Marketers and messaging strategists use this feedback to understand which ideas and messages generate strong positive or negative feedback from the target audience:
Social Listening
With the proliferation of social media comes a tremendous opportunity to learn exactly what key individuals are saying with regard to marketing-related messages. Social listening is a systematic process for tracking what is being said about a given topic in forums such as Facebook, Twitter, LinkedIn, blogs, and even mainstream media. When they engage in social listening, marketers monitor and analyze both positive and negative perspectives. Social listening helps marketers map not only who is saying what, but also who is influencing whom to help shape these opinions.
Social listening can be passive, with marketers mainly tracking which topics are trending and the prevailing sentiments around those topics. Social listening can also be conducted in a more focused, proactive way by putting questions or prompts out to a targeted group—a set of bloggers and influencers or a social media community, for instance—and saying, “Tell me what you think about . . .”
A key challenge with social listening is how to best interpret the data that’s collected: There can be so much information or chatter that it’s hard to sift through everything to pick out the worthwhile nuggets. Marketers have a growing number of interesting tools to help monitor and harness the power of social media for social listening, from free tools like Google Alerts and Tweetdeck to advanced social media monitoring services like Brandwatch and Social Studio.
Unlike the other research methods described here, social listening takes place in public forums rather than through private research activities and interviews. This means that anything associated with the project may garner attention from members of the community or even the media. While this can be beneficial if an organization is trying to generate awareness, it can also seem manipulative or disingenuous. Social media communities have been known to turn on companies for misjudging the difference between “observation” and “interference.”
Most marketing leaders today would argue that social listening should be an integral part of a marketer’s job all the time in order to stay abreast of what people are saying about a product, company, industry, and competitive set. At the same time, marketing research projects may target social listening in a given subject or community in order to provide additional insight about a problem the organization is trying to solve or an opportunity under exploration.
An interesting example of social listening research is the work Brandwatch provides to video gaming companies. It tracks social media conversations over time as companies announce and launch new video games and new editions to monitor what creates buzz, who are the influential voices, and what generates positive and negative reactions.
The company analyzes this information and offers insights to game creators and marketers about audience receptivity to the new games, the effectiveness of marketing campaigns and messages, product and competitive strategy, and whom to target in the future to influence market perceptions.3
Quantitative Research Methods
The most common quantitative marketing research methods are surveys and experimental research. Each is explained below.
Survey Research
Survey research is a very popular method for collecting primary data. Surveys ask individual consumers to give responses to a questionnaire. Questions may cover a variety of topics, but the question topics, format, response options, and survey length must all be a good fit for the audience and contact method (telephone, online, mail, in-person; more on this shortly).
Survey questions and responses must always be clearly worded and unambiguous. This stands to reason: if survey respondents are confused about what a question is asking, the data collected for that question won’t be very valid. Surveys typically contain a combination of close-ended questions and open-ended questions. Closed-ended questions (also called structured questions) are easily tabulated, with a discrete set of answers such as yes/no, multiple choice, a scale rating, or “select all that apply.” Open-ended questions (also called unstructured questions) ask for a verbal or textual response, such as “Why did you choose X?” While it may be tempting to include lots of open-ended questions in surveys, in fact it is best to use this type of question sparingly. Survey respondents find closed-ended questions easier to answer and often skip open-ended questions or supply only minimal responses. Too many open-ended questions increases the likelihood that participants will abandon the survey before it’s complete.
When creating a survey, marketing researchers must strike the right balance between covering enough information to gain useful data and making the questionnaire short enough that people will finish it. The longer the questionnaire the less likely people are to take the time to answer all the questions. Most marketing researchers concur that if a questionnaire takes longer than 15 minutes to answer, odds are good that people won’t get through it.
Surveys can be conducted quickly and inexpensively. For example, a store owner can ask people visiting the store to answer a few questions verbally or with a pencil-and-paper survey. Alternatively, a company can distribute a customer satisfaction survey at little or no out-of-pocket cost using freely available online survey tools (such as Survey Monkey or Wufoo).
Some surveys may require more complex and expensive data collection. For instance, a candidate running for public office may want to poll likely voters to learn which way they are leaning and what factors might influence their vote. For the survey to be useful and accurate, a representative set of likely voters must take the survey. This requires a screening process to make sure that the survey reaches the right people: likely voters whose age, ethnicity, gender, and other characteristics are similar to the population in the voting district. In this case, marketing researchers might opt for a telephone survey rather than an online or in-person survey. A telephone survey allows an interviewer to efficiently screen respondents to make sure they fit the likely voter profile and other characteristics of the voting population.
Once data are collected, the results are tabulated and analyzed with statistical methods in order to help marketing researchers understand the views, preferences, and experiences of their target audiences. The statistical analysis confirms not only how people respond to the survey questions, but also how confident researchers can be about the results’ accuracy. A large number of completed surveys yields greater confidence that the results accurately represent the views of the general population. A smaller number of completed surveys means researchers can be less sure that the sample reflects the views of the general population.
The brokerage and banking firm Charles Schwab takes an interesting approach to survey research. The company frequently commissions quantitative surveys to better understand various issues related to investing, such as attitudes about retirement savings among 401K plan participants, and the economic outlook of adults living in major metropolitan centers. The company uses these surveys for two purposes. First, they gain deeper insights into ways of winning new customers and better serving existing customers. They can adjust targeting, marketing messages, product features, pricing, and placement as a result. Second, the company publishes many of the research results through its Web channels, social media, and paid media in order to generate attention. The company views this type of content as “currency for engagement”—that is, it’s a way of starting conversations with new and current customers about ways that Charles Schwab might meet their needs.4
Experimental Research
Another quantitative research method is to conduct experiments in which some factor or set of factors is varied to yield comparative results. A typical example is A/B testing in marketing campaigns. In an A/B test, marketers develop two different versions of a marketing campaign artifact, such as a Web site landing page. Each version may use a slightly different call to action, image, or headline. The marketers send out each version to a set of target customers and then track the results to see which one is most effective. Marketers then use this information to further refine the campaign message and materials, hoping to boost results.
Experimental research may also be used to investigate how individuals with one set of factors or criteria compare to another. For instance, marketing researchers for a sales consulting services company might track the sales growth of companies using their services to companies that do not. Marketers might use the data from this research to demonstrate how using their company’s services is linked to improved financial performance.
Research Contact Methods: Offline vs. Online
As marketing researchers decide which type of primary research to conduct, they must also decide which contact method fits best with their needs. In some situations, offline techniques like mail, telephone, and in-person research work best. In other situations, online contact methods are preferred, using email, mobile phone, and/or Web sites to attract survey participants and capture responses.
The following table outlines advantages and disadvantages of each contact method.
| Contact Method | Advantages | Disadvantages |
|---|---|---|
| Telephone | Good control over who participates Quick, timely data collection | Moderately expensive Fewer people to answer phones, leading to low response rates Interviewer quality may affect research results Questionnaire length limitations |
| Inexpensive | Little control over who participates Data collect takes longer Low response rates | |
| In-person | Great control over who participates Quick, timely data collection Fairly good response rates Great for capturing in-depth detail and/or feedback | Very expensive Interviewer quality may affect research results Questionnaire length limitations |
| Online | Inexpensive Quick, timely data collection Low cost to continue data collection until desired response rates are achieved | Little control over who participates Greater possibility for self-selection bias misses people who aren’t online |
Before the advent of the Internet, marketing researchers relied on a combination of mail, in-person, and telephone contact to conduct marketing research. Observation techniques and focus groups were typically carried out in person, using skilled interviewers to facilitate high-quality data collection in the processes described above. Telephone and mail were the preferred contact methods for surveys, with researchers mailing a survey packet to targeted households or making telephone calls to request that people participate in survey research.
In mail surveys, a typical packet might contain a cover letter explaining the purpose of the research, a copy of the questionnaire, a stamped self-addressed return envelope, and an incentive for compliance (cash, merchandise, contribution to charity, or copy of report). Mail questionnaires allow the researcher to ask a large number of questions over a broad range of topics. They also permit the respondents to answer the questionnaire at their leisure. Mail surveys also have disadvantages. Researchers lose control through the mail process: Did the targeted person receive and answer the questionnaire? Did the respondent understand the questions? Did she/he complete the questionnaire? On what time frame? Mail surveys have been a good option for budget-conscious marketing-research projects, while, until recently, telephone surveys have been the preferred method for in-depth interviews and short, timely surveys with highly targeted audiences.
Historically, telephone surveys have offered several advantages. Names and related telephone numbers can be obtained directly from a telephone directory or from internal or external databases. Telephone survey costs are relatively low, and research companies can provide well-trained and technically supported interviewers to ensure good data collection. Telephone surveys are limited in several important ways, though, such as the difficulty of reaching the correct respondent, the problem of completing the interview if the respondent decides to hang up, and the inability to eliminate the bias introduced by not interviewing those without phones or individuals with unlisted numbers. Telephone survey respondents may lose patience rather quickly, so it is best to limit survey length as much as possible. This means only a limited number of topics can be addressed.
Digital technologies have altered the picture of marketing research data collection dramatically. Today, virtually everything that was once done in-person via telephone or mail can now be conducted digitally, often very effectively and at a lower cost. Digital tools like Skype, Google Hangouts, and a variety of other Web conferencing technologies offer effective means of conducting in-depth interviews and even focus groups. Surveys can be provided through links in email messages, pop-up windows on Web sites, online forms, and through a range of other delivery mechanisms. Even many types of observational research can be conducted in virtual settings.
However, digital data collection has limitations, as well. In the digital world, researchers have less control over who opts to participate in a survey, so there is greater potential for self-selection bias—the problem of data reflecting the views of those who choose to participate, while omitting a significant proportion of the population who choose not to participate. Digital data collection also bypasses the many individuals who spend little if any time online. Over time as the population approaches universal access to the Internet, this will become less of a factor. As long as the digital divide exists, researchers must factor in this issue when they design data collection among their target audiences.
Depending on the target audience, the quality and type of data researchers need, in-person, telephone, or mail may still be the optimal contact method. But with a growing array of sophisticated and cost-effective online data collection tools now available, it’s always sensible for marketing researchers to evaluate online options for data collection, too.
Developing Research Instruments
Every marketing research method requires an instrument—the tool used for data collection. There are three basic types of marketing research instruments: questionnaires (for surveys), discussion guides (for in-depth interviews and focus groups), and mechanical data collection techniques designed to capture data associated with a research activity such as observation or experiment.
Designing Questionnaires
There are several rules of thumb for designing a questionnaire. Each question should be worded carefully, concisely and clearly, so that the respondent knows exactly what is being asked and what the response options mean. After drafting survey questions, it is always wise to have others review them and provide feedback on the question wording, clarity and overall flow from question to question. A good questionnaire should resemble a well-written story: it should be logical, relevant, easy to follow, and interesting to the reader or respondent.
As explained above, questionnaires usually include a mix of open-ended and closed-ended questions. The figure below illustrates the forms questions can take. As a yes/no question, Question 1 is considered a closed-ended dichotomous question; i.e., the respondent must check one of two possible answers. Question 2 is considered short response; the respondent enters a brief text response of no more than a few words. Questions 3 and 4 are two different scaled questions, a type of closed-ended. Questions 5 and 6 are open-ended, allowing the respondent to provide any answer desired. Closed-ended questions are best used when the researcher wants to capture a particular set of answers or feels the respondent is unlikely to come up with an original answer.
Open-ended questions allow the respondent to provide personal answers with as much or as little detail as desired. Of course, there is a risk that the respondent will have no answer.
| Question | Response Options |
|---|---|
| 1. Have you purchased a new automobile since January 1st of this year? | ___Yes ___No |
| 2. If you have purchased a new automobile since January 1st, what make and model is it? | Make: ____________ Model: ____________ |
| 3. If you have not purchased a car since January 1st, how likely is it that you will buy a new care sometime before December 31st of this year? | ___Extremely likely ___Quite likely ___Unlikely ___Extremely unlikely |
| 4. How strongly do you agree with the following statement? When buying a car, I tend to rely heavily on the reputation of the car brand | Disagree 1 2 3 4 5 Agree |
| 5. If you have not purchased a new automobile this year, what is the most important reason for your decision not to buy a new car? | Text response: |
| 6. Are there any other reasons that you have not bought a new car this year? | Text response: |
Another important consideration is how to sequence the questions in the questionnaire. This may include placing easier questions at the beginning, to encourage people to stick with the survey and complete it, whether and how to group similar questions, and where to place demographic questions such as gender, age, occupation, and so forth. Typically demographic questions are grouped at the beginning or end. Researchers must also pay attention to making questions flow logically. Again, the goal is to create a coherent questionnaire so that respondents can answer it easily and accurately.
Designing Qualitative Discussion Guides
Discussion guides for in-depth interviews and focus groups follow many of the same rules as questionnaires: Questions need to be clearly worded and logically sequenced to provide a natural flow of discussion. Because these qualitative techniques are trying to get beneath the surface and uncover more in-depth information, they typically contain fewer closed-ended questions and more open-ended questions. Closed-ended questions might preface a thoughtful discussion about why a research participant feels or acts in a certain way.
Discussion guides should leave flexibility for the interviewer to pursue a useful line of inquiry that might surface. Focus group discussion guides should include questions that spark dialogue among the participants, so the researcher can benefit from the richness of peer interaction and opinion.
Timing is always an important consideration for these research instruments: How much ground can the interviewer realistically cover in the time allotted? Researchers must also pay close attention to where questions are placed in the discussion guide to ensure that the most important topics are covered even if the interviewer runs out of time.
Using Mechanical Instruments for Marketing Research
Some marketing research techniques collect information as research participants complete a task or go through a process. The research instruments in these research activities may involve some type of mechanical device and/or activity for data collection. For instance, marketing researchers may conduct Web site user testing to understand the effectiveness of the the Website design, layout, and messaging to encourage desired behaviors and perceptions. This research activity may involve equipment and a research process to track the user’s eye movements, mouse/pointer movements and click stream, as well as his or her impressions of the Web site user experience. Marketing research on media and messaging may use a variety of devices to track research participants’ media usage habits or their responses to messages and images as they view an advertisement, program, or speech.
Rather than designing these research tools from the ground up, marketing researchers typically work with specialists to conduct marketing research projects using these techniques and tools. Often these techniques are used in conjunction with other qualitative or quantitative methods to understand a marketing problem and possible solutions from multiple perspectives and approaches.
Sampling: Selecting Research Participants
In most marketing research, it is not necessary or feasible to conduct a complete census—that is, to speak to 100 percent of the target segment you want to study. This would be time-consuming, expensive, and superfluous, since after you have heard from a number of individuals, you will have information that is representative of the views of the entire population. Sampling is the process of selecting the appropriate number and types of research participants so that the data you collect is sufficiently representative of the whole segment.
A sample is a group of elements (persons, stores, financial reports) chosen for research purposes from among a “total population” or “universe” of all possible participants who fit the target criteria for research subjects. The value of a research project is directly affected by how well the sample has been conceived and constructed.
The first critical question in sampling is getting the right participant profile: whom, exactly, should you talk to or study for this marketing research? For example, if a research project is about laundry soap, the sampling plan must identify the right individuals to contact: Is it the person in the household who buys laundry soap? Is it the person who usually does the laundry? Is it the supermarket inventory manager who decides which products and brands to stock? Any of these individuals could be the right research subject, depending on what problems and questions the marketing research project is trying to address.
Another essential question is sample size: How many people must participate in the research to give valid results? A small project involving in-depth interviews or focus groups might require recruiting just a dozen research participants or thereabouts. A large quantitative survey might involve hundreds or even thousands of individuals in order to yield the type of data and desired level of reliability in the results.
Marketing researchers must also determine how to identify potential participants. For some projects, a company’s own customer and prospective-customer records provide enough names within a target segment to complete the research. For other projects, marketing researchers must purchase lists of individuals who fit the target profile, or they may pay a marketing research services company to recruit participants. Another option for some projects is to use a panel: a group of people who have been recruited by an organization to participate in periodic research projects. While these are effectively professional (paid) marketing research subjects, if they happen to fit the respondent profile, they may still provide useful data and perspectives. Because their members are pre-screened for a wide variety of criteria, panels can be extremely useful for reaching hard-to-find individuals amongst the general population—such as people who drive Volkswagen vehicles or parents of teenagers.
How researchers select the individuals who will participate—also known as the sampling procedure—is another important consideration. All sampling procedures can be classified as either probability samples or nonprobability samples. In a probability sample, each individual has a known chance of being selected for inclusion in the sample. The simplest version is the random sample, in which each individual in the research population has exactly the same chance of selection. For example, a sample of names could be selected from the company’s customer list according to a random process, such as using a randomization algorithm to order the list.
While in a probability sample the sampling units have a known chance of being selected, in a nonprobability sample the sampling units are selected arbitrarily or according to a marketing researcher’s judgment. Returning to the customer list example, instead of using a randomization algorithm to order the list, an arbitrary selection method would be to start research with the first fifty or sixty names on the list. Another method would be for researchers to select a subset of the customer list that includes known individuals or entities that would be great prospects for being willing to participate and provide useful information.
Analyzing Primary Data
Once primary data collection is complete, these projects proceed with the process described previously for analyzing data: interpreting what it means, generating recommendations, and reporting results to the appropriate stakeholders within an organization. As noted above, qualitative research methods do not yield neat percentages and statistically reliable results, so it can be difficult to describe the data in these projects. Summarizing key themes and takeaways can be a useful approach, as well as including verbatim comments from research participants that express important points.
Quantitative research usually has a rigorous analysis phase involving cleaning and formatting the data. Researchers apply a variety of statistical tabulations, manipulations, and tests to determine what the data are saying, which findings are truly significant, and what meaningful correlations or relationships exist to offer new insights about the target segment. A key challenge for interpreting quantitative data involves sifting through lots of information and data points to determine which findings are most important and what they mean as organizations take steps to apply the results of marketing research. With this in mind, it can be helpful for marketers and researchers to look for the story quantitative data tell: What is the picture they paint of the problem, and how should managers understand the problem (and possible solutions) differently as a result of the research?
This type of approach can help managers, marketers, and teams who are stakeholders in the marketing research better understand and digest the insights provided by the research project and take action accordingly.
- https://hbr.org/2009/03/how-google-and-pg-approach-new
- How We Decide by Jonah Lehher, pp. 108–109, https://books.google.com/books?id=f9LqaUbde2QC. See also http://www.nytimes.com/2012/05/13/arts/television/networks-rely-on-audience-research-to-choose-shows.html
- https://www.brandwatch.com/de/wp-content/uploads/2012/01/social_media_in_videogames.pdf
- https://aboutschwab.com/press/research and http://blog.news360.com/2014/05/content-marketing-all-star-qa-with-helen-loh-of-charles-schwab/
Licenses and Attributions
CC licensed content, Original
- Revision and Adaptation. Authored by: Lumen Learning. License: CC BY: Attribution
CC licensed content, Shared previously
- Chapter 3: Marketing Research: An Aid to Decision Making, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution
- Listen. Authored by: Ky. Located at: https://www.flickr.com/photos/ky_olsen/3133347219. License: CC BY: Attribution
- USAG-Humphreys teens participate in a focus group. Provided by: USAG-Humphreys. Located at: https://www.flickr.com/photos/usaghumphreys/3568673346/. License: CC BY: Attribution
- Researcher. Authored by: Jim Surkamp. Located at: https://www.flickr.com/photos/jimsurkamp/13146978405/. License: CC BY-NC: Attribution-NonCommercial
CC licensed content, Specific attribution
- Interview. Authored by: Amy Hirschi. Provided by: Unsplash. Located at: https://unsplash.com/photos/JaoVGh5aJ3E. License: CC0: No Rights Reserved. License Terms: Unsplash License
All rights reserved content
- Focus Group on John Kenney's TRUTH IN ADVERTISING. Provided by: Simon & Schuster Books. Located at: https://youtu.be/Gh1UM5c4M84. License: All Rights Reserved. License Terms: Standard YouTube license
- Obama Speech Focus Group Reaction - Responsibility. Provided by: LuntzMaslansky. Located at: https://youtu.be/g2pRN6Sd45k. License: All Rights Reserved. License Terms: Standard YouTube license
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oercommons
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2025-03-18T00:39:35.052962
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03/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91190/overview",
"title": "Statewide Dual Credit Principles of Marketing, Marketing Information and Research, Marketing Research Techniques",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/91186/overview
|
Why it Matters
Overview
Teacher resources for Unit 6 can be found on the next page.
Why It Matters: Marketing Information and Research
Resources for Unit 6: Marketing Information and Research
Slide Deck - Module 6: Marketing Information and Research
Pacing
The Principles of Marketing textbook contains sixteen units—roughly one unit per week for a 16-week semester. If you need to modify the pace and cover the material more quickly, the following units work well together:
- Unit 1: What Is Marketing? and Unit 2: Marketing Function. Both are lighter, introductory units.
- Unit 15: Global Marketing and Unit 16: Marketing Plan. Unit 16 has more course review and synthesis information than new material per se.
- Unit 5: Ethics can be combined with any unit. You can also move it around without losing anything.
- Unit 8: Positioning and Unit 9: Branding. Companion modules that can be covered in a single week.
- Unit 6: Marketing Information & Research and Unit 7: Consumer Behavior. Companion units that can be covered in a single week.
We recommend NOT doubling up the following units, because they are long and especially challenging. Students will need more time for mastery and completion of assignments.
- Unit 4: Marketing Strategy
- Unit 10: Product Marketing
- Unit 13: Promotion: Integrated Marketing Communication
Did you have an idea for improving this content? We’d love your input.
Why use marketing information and research to develop marketing strategies for organizations?
Learning Outcomes
- Explain the role of marketing information in helping firms understand and reach consumers
- Describe the key types of marketing information including internal data, competitive intelligence and marketing research
- Outline a standard process for using marketing research to address an organization’s strategic questions
- Recognize alternative methods for conducting marketing research, including primary and secondary research methods
- Identify major sources of available market data
- Explain how Customer Relationship Management (CRM) systems can help organizations manage and gain customer insights from marketing information
- Use marketing information to inform the marketing strategy
Your uncle Dan owns an independent bookstore called Bookends in Seattle, Washington. You drop in to see him whenever you’re in the neighborhood to catch up and borrow some graphic novels. (That’s you in the picture.)
When you visit this time, Dan sits you down in a corner and tells you he needs help. “Sales are down,” he says, “and rent’s going up. It’s killing me. I’d say I’ve got six months to turn things around or I’m done. The end of Bookends. You still learning about marketing?—your mom said you’re taking a class. Got any bright ideas? Maybe some whiz-bang advertising?”—he grins and punches you lightly on the shoulder.
You start to tell him that marketing isn’t just advertising . . . but instead you say, “I don’t know, Dan. I’ll have to think about it.”
So, you do think about it. You don’t know everything about marketing yet, but you’ve learned this: Your uncle needs to understand his customers—that’s where marketing starts and ends. Who are Dan’s customers, and what’s up with them? Why aren’t they buying as much as they used to? How can you find out more about what they want?
These are big, important questions. For now, they all have one answer: marketing information and research.
Read on if you want to save your uncle’s bookstore . . .
Marketing information and marketing research are tools that organizations use to understand what’s happening in the markets they serve.
Why do marketing information and research matter? Because no one has all the answers all the time. Because people and attitudes and behaviors change. Because customers, competitors, the economy, and other factors can all affect your success. Marketing is an increasingly data-rich field, and these days, doing it well means using all the information you can to gain insights into what your customers want and how you can give them value. Without that information, you’re trying to shoot a target in the dark.
Licenses and Attributions
CC licensed content, Original
- Why It Matters: Marketing Research. Provided by: Lumen Learning. License: CC BY: Attribution
CC licensed content, Shared previously
- bookstore. Authored by: darwin.wins. Located at: https://www.flickr.com/photos/darwinwins/930136784/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
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oercommons
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2025-03-18T00:39:35.086522
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03/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91186/overview",
"title": "Statewide Dual Credit Principles of Marketing, Marketing Information and Research, Why it Matters",
"author": "Anna McCollum"
}
|
https://oercommons.org/courseware/lesson/114061/overview
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Microsoft Generative AI Resources
Overview
A list of Microsoft Generative AI Resources. Not an exhaustive list but it'll get you started with generative AI on the Microsoft Azure Platform.
Microsoft Generative AI Resources
Microsoft Generative AI Resources:
Here is a list of Microsft AI open resources. This is not an exhaustive list. But it'll get you started in generative AI with on the Microsoft Platform with Azure.
Understanding AI: Introducing responsible AI - Discover the importance of adopting responsible AI practices with an overview of the principles, governance system, and procedures followed at Microsoft. Learn about how to responsibly implement generative AI to minimize the risk of harmful content generation and explore guidelines for developing responsible conversational AI.
Fundamental AI Concepts - In this module, you'll learn about the kinds of solutions AI can make possible and considerations for responsible AI practices.
Artificial Intelligence for Beginners - Explore the world of Artificial Intelligence (AI) with Microsoft's 12-week, 24-lesson curriculum! Dive into Symbolic AI, Neural Networks, Computer Vision, Natural Language Processing, and more. Hands-on lessons, quizzes, and labs enhance your learning.
Generative AI for Beginners - Learn the fundamentals of building Generative AI applications with our 18-lesson comprehensive course by Microsoft Cloud Advocates.
Microsoft Azure AI Fundamentals: Generative AI - Take this learning path to get started with generative AI. In it, you'll:
Understand how large language models form the foundation of generative AI
Describe how Azure OpenAI Service provides access to the latest generative AI technology
Understand how generative AI applications, such as copilots, support efficiencies
Describe how prompts and responses can be fine-tuned
Describe how Microsoft's responsible AI principles drive ethical AI advancements
Microsoft Azure AI Fundamentals: AI Overview - Artificial Intelligence (AI) empowers amazing new solutions and experiences; and Microsoft Azure provides easy to use services to help you get started. This learning path helps prepare you for Exam AI-900: Microsoft Azure AI Fundamentals.
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oercommons
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2025-03-18T00:39:35.101758
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Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114061/overview",
"title": "Microsoft Generative AI Resources",
"author": "Activity/Lab"
}
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https://oercommons.org/courseware/lesson/107397/overview
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NSG 280 Professional Concepts in Nursing
Overview
Professional Nursing Concepts is an 8 week hybrid course with 6 of the 8 weeks offered in person (the 1st, 2nd, 4th, 5th, 7th, & 8th week) with the other 2 weeks asynchronous on Canvas. During this course we are going to review and expand upon topics that you have learned in your previous nursing courses such as prioritization, delegation, collaboration, etc. In addition we will begin to prepare you for the next steps starting your career as a new graduate nurse, where we will be learning the culture and expectations of the nursing profession, completing resumes, and NCLEX tips and application.
NSG 280 Professional Concepts in Nursing
Professional Nursing Concepts is an 8 week hybrid course with 6 of the 8 weeks offered in person (the 1st, 2nd, 4th, 5th, 7th, & 8th week) with the other 2 weeks asynchronous on Canvas. During this course we are going to review and expand upon topics that you have learned in your previous nursing courses such as prioritization, delegation, collaboration, etc. In addition we will begin to prepare you for the next steps starting your career as a new graduate nurse, where we will be learning the culture and expectations of the nursing profession, completing resumes, and NCLEX tips and application.
Canvas Commons Link
Use this link to access this course in the Canvas Commons.
Common Cartridge File Download
Downoad this Common Cartridge File to access the course in an LMS other than Canvas.
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oercommons
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2025-03-18T00:39:35.121164
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08/02/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107397/overview",
"title": "NSG 280 Professional Concepts in Nursing",
"author": "Micah Weedman"
}
|
https://oercommons.org/courseware/lesson/118471/overview
|
Podcast_Mastering College Communication; Freshman Success Stories
Overview
Freshman Success Storie is the podcast where we help you navigate your first year of college with tips, stories, and expert advice. I’m your host, Anna, and today, we’re diving into two essential skills that will transform your interactions: active listening and non-verbal communication. Whether you're making new friends, working on group projects, or networking for future opportunities, mastering these skills is crucial. Let's get started!
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oercommons
|
2025-03-18T00:39:35.137615
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118471/overview",
"title": "Podcast_Mastering College Communication; Freshman Success Stories",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/70700/overview
|
Online Board Gaming Program
Overview
This document is a how-to on having an online gaming program. Two resources will be featured & explained: boardgamearena.com and tabletopia.com. This is an especially effective way for people to connect and while still social distancing.
Overview
Both websites allow their users to play various boards games with other users completely online. The games range from casual favorites to hardcore experiences. Some games are locked behind a premium pay wall, but if one player participating in the game has a premium account, then a non-premium user can play with them.
This means that if you were hosting a program, you’d only need one person to have a premium account to play any of the premium games on either site. You need an account to play games (free or premium accounts available). On either site you can play with complete strangers online, by yourself (for solo games), and/or with your friends.
Board Game Arena
There are differences between the two websites. What makes Board Game Arena unique is that the games featured are built to be played online, meaning that the rules, instructions, and gameplay are aided by a computer AI. You can’t do anything outside of the rules of the game because the AI won’t allow you too. This makes playing a game with beginners much easier because it’s a guided/on-rails experience.
Because of this feature, the game selection on this site is a bit more selective in comparison to Tabletopia. If you want to purchase a premium account, the cost is $2.18 a month for a year subscription ($26.16), and $4.36 for a straight monthly subscription. There are some other useful features that come from having a premium account, including integrated voice/video chat and creating game tournaments.
Users are also able to create public and private groups, to whom they can invite any players they wish to join. This could be useful in communicating to BCPL patrons during a program. One other useful thing about this site is that all the games have tutorials to teach you how to play.
Quick Hits
Built in online- gameplay
Monthly subscription cost
$26.16 a year
$4.36 a month
Premium account includes
Access to premium games
Integrated voice/video chat
Creating game tournaments
You can create public and private groups
Tabletopia
This site has a wider selection of games than Board Game Arena (over 900 to choose from). You can set up different “virtual tables” that you can invite other users to play games with you at; you can stop playing games at these tables and come back to them whenever you’d like to finish. There aren’t any built in tutorials for games, but a readable rules pdf is included in each session for you to read.
The gameplay hasn’t been fully ported for online use, so if you don’t understand the rules of the game, it is possible to play a game incorrectly. When you’re at a virtual table, there are some useful things you can do like setting specific camera angles (useful for seeing different parts of the game) and setting hotkeys. What makes Tabletopia truly unique is that you can also build games using its workshop! I’ll elaborate on that in a future document.
There are three account options: Bronze (Free), Silver, and Gold. With Bronze you can play up to two games simultaneously; Silver allows you to play 6 games simultaneously and play premium games (but you can’t invite non-premium players to play premium games with you). The Gold account gives you all the features: 10 games simultaneously, access to premium games, and the ability to invite non-premium users to play premium games with you. A Silver membership costs $4.99/month and Gold membership costs $9.99/month.
Quick Hits
You can customize your virtual table
Monthly subscription cost
Bronze
Free
Can play 2 games simultaneously
Silver
$4.99/month
Can play 6 games simultaneously
Access to premium games
Gold
$9.99/month
Can play 10 games simultaneously
Access to premium games
Can invite guests to play premium games.
You can create games in workshop mode
Recommendations & Resources
Recommended games on Board Game Arena (Will update with further recommendations)
Kingdomino
Sushi Go!
For Sale
Tabletopia (Will update with further recommendations)
Spyfall
Wingspan
Santorini
Other Resources for Online Board Gaming
Yucata.de
Boitejeux.net
|
oercommons
|
2025-03-18T00:39:35.160763
|
Graphic Arts
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70700/overview",
"title": "Online Board Gaming Program",
"author": "Electronic Technology"
}
|
https://oercommons.org/courseware/lesson/128213/overview
|
Cognitive Information Retrieval
Overview
Cognitive Information Retrieval (Cognitive IR) is a sophisticated information retrieval (IR) paradigm that incorporates human cognitive functions and expertise into search and retrieval system design. It seeks to learn how humans retrieve, search for, and understand information in order to make search more efficient and relevant. Cognitive IR is a synthesis of artificial intelligence (AI), psychology, and machine learning aimed at enhancing user interaction with search engines, recommendation systems, and other retrieval-based systems.
1. Which are the subject that have and to make information science in a cognitive one.
Answer: To make information science more cognitive, you would have to incorporate a number of interdisciplinary courses that focus on comprehending, processing, and interpreting information in a human-oriented manner. Cognitive science borrows from a variety of disciplines to gain a better understanding of how humans and artificial systems perceive, reason, and process information. Some of the principal topics that lead to making information science more cognitive include:
Cognitive Psychology: The research of the mental processes that include perception, memory, learning, problem-solving, and decision-making. Cognitive psychology informs information science by way of offering the insights on the manner in which human beings handle and process information, which could be used for guiding the designing of user interfaces, information retrieval systems, as well as knowledge representation.
Artificial Intelligence (AI): AI, particularly subdomains such as machine learning and natural language processing, has the ability to mimic human cognitive functions. AI models can be used to help develop systems that imitate human reasoning, learning, and decision-making, thereby linking information science and cognitive science.
Neuroscience: Knowledge about the structure and functions of the brain supports the understanding of how humans handle information. Neuroscience assists in designing improved models for knowledge representation, decision-making systems, and knowledge of cognitive constraints of human interaction with technology.
Human-Computer Interaction (HCI): HCI is concerned with human computer interaction and other technology. Cognitive theories are employed to develop more natural systems, user interfaces, and applications that complement the way humans think and process information.
Linguistics: Linguistics, particularly psycholinguistics, is useful in comprehending how people perceive language and meaning. This is critical in the creation of information retrieval systems, catboats, and other language-dependent AI applications.
Knowledge Representation and Semantics: This area is concerned with the structure, representation, and storage of information and knowledge. Cognitive science helps us understand how the knowledge should be represented to reflect human mental processes, and this is central in making AI systems human-like in processing and interpreting data.
Philosophy of Mind: This field addresses the nature of consciousness, thought, and mental states. What philosophy of mind can teach theories regarding how information systems ought to interpret and represent knowledge, particularly in relation to subjective experience and cognitive.
Cognitive Neuroscience: Cognitive psychology and neuroscience combine to form this field, which seeks to identify the neural processes that underlie cognitive abilities. The results can influence how information processing systems should be constructed to mirror brain-like processes.
Cognitive Science: Cognitive science is an interdisciplinary study in itself that uses psychology, neuroscience, AI, linguistics, philosophy, and anthropology to explore the nature of intelligence. Cognitive science principles are directly applicable to information science, particularly to learning how human and computer interaction can process, store, and retrieve information better.
Data Science: Data science techniques such as pattern recognition, statistical modeling, and big data analytics can be enhanced by integrating cognitive theories, making it easier to make sense of complex data in a manner consistent with human cognitive capabilities, including perception and memory.
Learning Theories: Knowledge of how humans learn—be it through behaviorism, constructivism, or connectives—assists in developing information systems that are more responsive to human learning and can enable improved knowledge acquisition and retention.
2. What is cognitive science? What are the factors that make cognitive science and important area of studies?
Answer: Cognitive science is a multidisciplinary study of the mind and its workings, including how people and other animals think, learn, perceive, remember, and comprehend the world around them. It integrates concepts from a number of disciplines like psychology, neuroscience, linguistics, artificial intelligence, philosophy, and anthropology to comprehend mental processes and behaviors.
Reasons why cognitive science is a significant field of study:
Understanding Human Cognition: Cognitive science is what helps us comprehend how the brain works, how we think, process information, and decide. This can translate to better education, therapy, and other sectors of life.
Advances in Artificial Intelligence: Cognitive science has indirectly affected AI and machine learning directly. Through understanding human thought processes, people can create more intelligent systems that emulate human behavior.
Interdisciplinary Approach: Cognitive science incorporates insights from numerous fields, providing a complete and holistic view of the mind. Such an approach of combining information from multiple areas makes it extremely useful.
Enhancing Mental Well-being: By researching cognitive functioning, cognitive science can assist in creating more effective treatments for mental illness such as depression, anxiety, and dementia. It can also enhance psychological therapy methods.
Improving Human-Computer Interaction: Research in cognitive science improves the way humans interact with technology. The study of cognitive processes can translate into improved user interface designs and more user-friendly devices.
Education and Learning: Cognitive science has the potential to maximize teaching practices by using research on how humans learn and process information, which can result in improved educational systems and learning strategies.
Evolutionary Insights: Cognitive science is able to provide insights into how cognitive skills developed, allowing us to comprehend not only human thinking but also the mental operations of other animals.
In general, cognitive science is able to provide a profound insight into human nature, and it can have all sorts of applications, from medicine to technology and education.
3. How is Information Retrieval (IR) related with cognitive science?
Answer: Information Retrieval (IR) and cognitive science go hand-in-hand since they both entail grasping and enhancing how information is retrieved, processed, and stored by humans as well as machines. This is where they cross paths:
Human Cognitive Processes: Cognitive science examines how humans perceive, process, and remember information. In IR, we seek to model and mimic human information-seeking behavior, for example, how users construct queries, understand search results, and determine which chunks of information are most pertinent. Knowledge of cognitive biases, mental models, and decision-making can assist in the design of more efficient IR systems.
User-Centric Design: Cognitive science provides knowledge of the way humans think and handle information, which is essential in the design of IR systems that are more effective and intuitive to use. For instance, cognitive load theory states that an IR system should avoid excess complexity in order not to burden the user, in line with human cognitive ability.
Search Behavior and Information Processing: Cognitive science gives theories of memory, attention, and problem-solving, which may affect the way IR systems display results, rank information, and structure data. Cognitive models may be applied to enhance ranking algorithms in consideration of factors such as attention span, memory retrieval mechanisms, and how users construct queries.
Natural Language Processing (NLP): IR and cognitive science both depend on interpreting and understanding human language. Cognitive science researches the way humans perceive and create language, which leads to improving more efficient NLP algorithms applied by IR systems in interpreting queries, extracting meaning, and delivering applicable search results.
Assessment of IR Systems: Cognitive science also assists in the assessment of IR systems by examining how users search and assess search results. Through the examination of cognitive measures such as recall, recognition, and comprehension, researchers can make IR systems more relevant and satisfying to users.
In short, IR and cognitive science share a common objective in making information better accessed and perceived both by human and machine. Cognitive science is beneficial in refining the design and testing of IR systems through giving hints on the way people act, make decisions, and process information.
4. Explain Information Retrieval (IR) as a cognitive process.
Answer: Information Retrieval (IR) as a mental process refers to the activities that go on in the minds of users when they search for, choose, and interpret information from a collection of data or documents. The process is most often thought of in terms of a set of steps that parallel how individuals naturally search for, process, and utilize information in order to answer questions or resolve problems.
This is how the mental process of IR usually happens:
Problem Recognition or Information Need: The process starts when an individual recognizes a need for information, usually because of a knowledge gap. This is a mental moment when the individual realizes that they need information in order to make a decision, solve a problem, or answer a question.
Formulation of a Query: After the information need is identified, the second step is to convert that need into a query. This means abstracting the cognitive question into a formal query that can be executed by an information retrieval system (e.g., a search engine). This process typically involves cognitive tasks such as specifying the scope of the search, choosing keywords, and determining how to phrase the query.
Information Search and Exploration: At this phase, the user interacts with a retrieval system (such as a search engine, database) to search for potential sources of information. This entails a cognitive process of relevance evaluation and sense-making of retrieved items from initial query results. Users can rephrase the query, expand or limit the search criteria, or refine their queries to match the available information more closely.
Evaluation of Retrieved Information: Upon getting the search results, the user is required to analyze the relevance and quality of the information retrieved. It is a pivotal mental process whereby users depend on their existing knowledge, previous experience, and thinking in judging the credibility, reliability, and usability of the information.
Synthesis and Decision Making: After the user has analyzed the retrieved information, they synthesize knowledge from various sources in order to develop a reasonable understanding or response to their initial question or issue. This process is characterized by the mental activity of information integration and decision-making after retrieving content.
Post-Search Reflection: Following a search, users can think about the results, evaluate if the retrieved information has satisfied their requirements, and decide if additional searches or refinement are required. This mental process entails judging the performance of the search technique and can impact subsequent IR strategies.
During this process, users tap into cognitive abilities like critical thinking, pattern recognition, and memory. Moreover, their background knowledge, objectives, and context all influence how they conduct each step in the IR process. The cognitive aspect of IR also emphasizes the significance of user interface design, relevance feedback, and personalization in enhancing the user experience in IR systems.
5. What is absolute syntax, how is it related with information Retrieval (IR)?
Answer: Absolute syntax is the precise, unambiguous form of language, which can be described by a formal set of rules or patterns. In Information Retrieval (IR) terms, absolute syntax usually means how queries are formatted or how documents are encoded in a system. It means that the syntax (structure) of queries and document encodings is uniform and standardized for efficient matching and retrieval.
In Information Retrieval (IR), the objective is to find relevant documents from a vast collection given a user's query. The connection with absolute syntax is as follows:
Query Representation: A query must be syntactically valid for the IR system to correctly interpret it. The query can contain keywords, Boolean operators (AND, OR, NOT), and other formal elements. Absolute syntax guarantees that these elements are well-structured so that the IR system can realize the user's intention.
Document Representation: Likewise, documents in an IR system tend to be represented by their syntactic structure (e.g., term frequency, metadata, etc.). Absolute syntax in this context means that documents are indexed and stored in such a manner as to enable efficient retrieval.
Matching Process: The documents and the query syntax should have some similarity to enable the IR system to retrieve matching results. If the syntax of the query is incorrect, the system may not return valuable results.
Parsing and Indexing: Absolute syntax can also be applied to the parsing phase in indexing, where the system examines the document structure and derives important information such as terms and phrases. A strict syntactic structure assists in creating more efficient indexes.
In short, absolute syntax within Information Retrieval guarantees that both documents and queries follow strict structural rules, so the system can parse, index, and match information effectively, thus enhancing retrieval efficiency and accuracy.
6. What is the role of Artificial intelligence (AI) in making IR a cognitive one?
Answer: Artificial Intelligence (AI) plays a significant role in transforming International Relations (IR) into a more cognitive and data-driven field. The integration of AI enhances decision-making, analysis, and forecasting, making IR more adaptive and informed. Here are some key roles AI plays in moving IR toward a cognitive approach:
Data Analysis and Forecasting: AI is able to analyze large sets of data from various sources (e.g., diplomatic reports, news sources, social media, satellite imaging). This enables policymakers and researchers to discern patterns, trends, and likely consequences more effectively. AI-based systems can also forecast the geopolitical consequences of specific actions, enabling policymakers to foresee implications with greater precision.
Decision Support Systems: AI can assist decision-making in complicated circumstances through real-time insight, simulation, and scenario analysis. These systems can analyze various variables and assist decision-makers in comprehending prospective risks and opportunities in global diplomacy and conflict resolution.
Natural Language Processing (NLP): NLP applications powered by AI allow analysis of diplomatic communication, speeches, treaties, and other documents to derive useful information. AI is able to translate, interpret, and analyze large amounts of foreign language content, dismantling barriers in IR.
Cognitive Diplomacy: AI can be employed to mimic negotiation and diplomatic situations, allowing policymakers and diplomats to practice and hone strategies in a risk-free environment. Cognitive AI systems can also enable cross-cultural understanding by interpreting subtle cues in language and behavior, leading to improved communication between nations.
Conflict Forecasting and Management: AI systems can forecast possible conflicts or tensions among nations by analyzing past data and current information. This enables governments and international institutions to take pre-emptive actions and exercise diplomacy before conflicts arise.
Improved Intelligence Gathering: AI systems can automate and maximize intelligence gathering, ranging from monitoring global threats to tracking military activity or identifying economic instability. This results in more proactive and informed international relations strategies.
Automation of Procedural Work: AI is able to automate and streamline procedural work in international organizations or diplomatic missions, freeing human resources to concentrate on higher-level cognitive activities, such as conflict resolution and negotiation.
To conclude, AI makes International Relations more cognitive through the offering of sophisticated tools for analysis, forecasting, and decision-making, facilitating more informed and responsive strategies in an ever-evolving global context.
|
oercommons
|
2025-03-18T00:39:35.205208
|
03/07/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/128213/overview",
"title": "Cognitive Information Retrieval",
"author": "FIROZ ALI LASKAR"
}
|
https://oercommons.org/courseware/lesson/97509/overview
|
Working As An Expat: A Free ESL Speaking Lesson Plan
Overview
“Working as an Expat” is a speaking lesson plan download aimed at students with intermediate proficiency levels and above. It is perfect for both individuals and groups, helping promote fluency in speaking and spark healthy discussion regarding the similarities and differences of working outside one’s home country.
If you enjoyed this ESL lesson plan download, there are 150+ more free lessons available with a free Off2Class account!
Off2Class
Many people choose to work outside their home country. Would you? Working as an expatriate (expat) comes with its fair share of challenges, but the new opportunities and perspectives it brings can be rewarding in many ways. The speaking lesson plan download titled “Working as an Expat” encourages students to speak about their experiences and perspectives!
When should “Working as an Expat” be used?
“Working as an Expat” is a speaking lesson plan download aimed at students with intermediate proficiency levels and above. It is perfect for both individuals and groups, helping promote fluency in speaking and spark healthy discussion regarding the similarities and differences of working outside one’s home country. Before using this speaking lesson plan download, I advise you to familiarize yourself with your students’ cultural backgrounds along with the lesson content, to ensure that lesson material is inclusive and appropriate.
How to teach the “Working as an Expat” lesson?
When teaching this lesson, you must encourage your student to focus on speaking. New vocabulary and related images will also be helpful for context and to further prompts. Ask your students: what are the perks of expat life? What are some downsides? What influences do expats have on the countries they live and work in?
In this lesson, you will also encounter three real-life stories of expats, covering vocabulary words learned in previous slides. I find that these aid students in understanding how new words are used in different contexts. When you reach this portion of the lesson, ensure you give your student(s) a chance to self-pace. This is a great time to ask your student(s) questions about the text as well!
You can access full teacher notes for this lesson plan by signing up for a free Off2Class account.
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oercommons
|
2025-03-18T00:39:35.225305
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97509/overview",
"title": "Working As An Expat: A Free ESL Speaking Lesson Plan",
"author": "Speaking and Listening"
}
|
https://oercommons.org/courseware/lesson/103703/overview
|
An ESL Lesson Plan on Consumerism and Consumption
Overview
This ESL lesson plan on consumerism and consumption is suitable to use with advanced-level students. You must use this lesson with mature students that can engage with the content…I know my adult students love this lesson! Not to mention, I love teaching it! In any case, you should use this lesson plan to practice reading, speaking and listening as well as to introduce your students to new vocabulary.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This ESL lesson plan on consumerism and consumption is suitable to use with advanced-level students. You must use this lesson with mature students that can engage with the content…I know my adult students love this lesson! Not to mention, I love teaching it! In any case, you should use this lesson plan to practice reading, speaking and listening as well as to introduce your students to new vocabulary.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:39:35.243698
|
Speaking and Listening
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103703/overview",
"title": "An ESL Lesson Plan on Consumerism and Consumption",
"author": "Reading Foundation Skills"
}
|
https://oercommons.org/courseware/lesson/90362/overview
|
Speaking - Facebook and Social Media - Off2Class ESL Lesson Plan
Overview
Facebook and Social Media
This lesson plan on the topic of social media is designed for higher-level students. When teaching this lesson, encourage students to think, share, and debate using the images and questions provided.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This lesson plan on the topic of social media is designed for higher-level students. When teaching this lesson, encourage students to think, share, and debate using the images and questions provided.
Download the lesson plan on Facebook and Social Media here: https://www.off2class.com/lesson-plan-downloads/six-free-esl-lesson-plans-to-get-your-students-speaking/
|
oercommons
|
2025-03-18T00:39:35.261119
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90362/overview",
"title": "Speaking - Facebook and Social Media - Off2Class ESL Lesson Plan",
"author": "Student Guide"
}
|
https://oercommons.org/courseware/lesson/118113/overview
|
Education Standards
Tobacco unit UBD KR
Health & Wellbeing
Overview
Tobacco use: causes cancer, heart disease, stroke, lung diseases, diabetes, and chronic obstructive pulmonary disease (COPD), which includes emphysema and chronic bronchitis. Smoking also increases risk for tuberculosis, certain eye diseases, and problems of the immune system, including rheumatoid arthritis.
Tobacco Unit
Stage 1 Desired Results | ||
ESTABLISHED GOALS: Tobacco: Comprehend concepts related to health promotion and disease prevention to enhance health. •HWS 1.2 Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. •HWS 5.1 Demonstrate the ability to access valid information and products and services to enhance health. •HWS 5.2 Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. • HWS 5.3 Demonstrate the ability to use decision-making skills to enhance health. •HWS 5.4 Demonstrate the ability to use goal-setting skills to enhance health. •HWS 5.5 Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. • HWS 5.6 Demonstrate the ability to advocate for personal, family, and community health. National Health Education Standards: www.cdc.gov/ healthyschools/sher/standards/ index.htm
| Transfer | |
Students will be able to independently use their learning that… Tobacco use: causes cancer, heart disease, stroke, lung diseases, diabetes, and chronic obstructive pulmonary disease (COPD), which includes emphysema and chronic bronchitis. Smoking also increases risk for tuberculosis, certain eye diseases, and problems of the immune system, including rheumatoid arthritis. | ||
Meaning | ||
UNDERSTANDINGS The longer a person smokes or is around someone who smokes, the greater their chances of developing a smoking related illness such as heart attack, stroke, cancer, of the lungs or mouth or throat and respiratory diseases such as emphysema and chronic bronchitis. 90% of smokers start before age 18. Many teens who smoke never expect to become addicted, and peer pressure can interfere with trying to quit. Why teens might feel pressured to smoke, and strategies for kicking this deadly habit. | ESSENTIAL QUESTIONS : Pre-Questionnaire.
| |
Acquisition | ||
Students will know… The effect of Smoking, and that Smoking can cause cancer, heart disease, stroke, lung diseases, diabetes, and chronic obstructive pulmonary disease (COPD), which includes emphysema and chronic bronchitis. Smoking also increases risk for tuberculosis, certain eye diseases, and problems of the immune system, including rheumatoid arthritis. | Students will be skilled at…
| |
Stage 2 - Evidence | ||
Criteria | Assessment Evidence | |
| PERFORMANCE TASK(S): After exploring Tobacco risk students will then Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Demonstrate the ability to access valid information and products and services to enhance health. Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Demonstrate the ability to use decision-making skills. Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Demonstrate the ability to advocate for personal, family, and community health. | |
| OTHER EVIDENCE: Unit Test Exit ticket Peer learning Project based learning | |
Stage 3 – Learning Plan | ||
Summary Learning Events and Instruction: Day 1-2: “It’s good to be a quitter” Bell Ringer: Read 3 Short Articles about Tobacco.
Open discussion in class (Name some long- and short term effects of smoking? / Why does smoking shorten your life? And Why? / Why is smoking so hard to quit?)/ Activity: Pair up in groups of two. And view the “Tips From Former Smokers” videos at http://www.cdc.gov/tobacco/campaign/tips/resources/videos to help guide their production.] We’re going to take a successful strategy used by health experts at the U.S. CDC to create our own public service announcement videos to get people, especially students, to quit, or not even start, using tobacco. The “Tips From Former Smokers” ad campaign by the CDC has helped many smokers quit permanently. The anti-tobacco ads were successful, according to CDC Director Dr. Tom Frieden, because “The fact that you may die is not highly motivating to people. The fact that the remainder of your life may be very unpleasant is.” To find subjects for our PSA video, we’ll ask our family members and friends if they know any ex-smokers who survived a tobacco-related illness. We can also call the public relations departments of local hospitals and health agencies. We’ll use the “Tips From Former Smokers” videos as production guides, and share our final videos in class. Day 3: “Burning a hole in your wallet” Bell Ringer: How much does a pack of cigarettes cost in the state of Arkansas? What is the tax? Activity: “Burning a hole in my wallet” handout. If each pack of cigarettes costs $6.07, use the “Burning a Hole in Your Wallet” handout to show how much a smoker would spend in a year. Then students will write down what they might do with each amount of money rather than spending it on tobacco products. Students will then Research and discuss the taxes our state places on tobacco to discourage use. Our will then discuss if similar taxes should be placed on other unhealthy products. If so What kinds of products should be taxed in this way?/ Should these kinds of taxes go into general budget funds, or be dedicated for spending in certain ways, such as public health initiatives related to the items taxed?/ Exit Ticket. Day 4: “Under Pressure; The choice is yours” Bell Ringer: Read “Peer Pressure” article on TeensHealth.org / Discuss ways to deal Tobacco- related peer pressure. / Discuss ways to resist negative peer pressure. Activity: “Under Pressure handout” /Instructions for Handout: Knowing about risks and consequences of tobacco use, some teens still believe smoking is cool and feel peer pressure to try or continue smoking. You and your friends can influence each other’s choices and behaviors in positive and negative ways. The pressure to conform is hard to resist, so many teens take the easy way out and make unhealthy choices. / Students and a partner will get to together and create a scenario where a teen is feeling peer pressured into smoking. Students will think about the characters, strategies, and setting that teens can use when their feeling pressured to make unhealthy choices. / With your partner create a school poster to hang in the hallway about staying away from smoking, and why. / (You could also give reasons to stay away from smoking). Day 5: “No Smoking T-Shirt” Bell Ringer: Smoking quiz (Test your knowledge) Kahoot! Activity: Creating a T-shirt!!! Students will get creative and design a T-shirt to get the message out about the risks of smoking. Their T-shirt must include at least two facts about why smoking is bad for you. (Students may keep their T-Shirts!)
| ||
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oercommons
|
2025-03-18T00:39:35.321902
|
07/18/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118113/overview",
"title": "Health & Wellbeing",
"author": "Kendra Roberts"
}
|
https://oercommons.org/courseware/lesson/105432/overview
|
Education Standards
BIPOC Voices
Overview
The BIPOC Voices project supports educator and student learning about Black, Indigenous, and People of Color scientists and community advocates. This project comprises a set of multimedia resources, including video interviews and an activity guide, that are designed to inspire critical conversations about BIPOC representation, justice-related professional pathways, and the role science can play in helping communities to thrive. Educators engage online with an asynchronous course to deepen their own learning, prepare for classroom implementation of the resources, and reflect on their experiences facilitating activities with students.
BIPOC Voices Activity Guide + Videos
The BIPOC Voices project is designed to support educators and student learning about Black, Indigenous, and People of Color (BIPOC) professionals who work as scientists* and community advocates. We have created a set of resources, including several videos and an activity guide, to inspire these explorations and critical conversations. In each video, the professionals share their reflections about their career journeys in response to a series of interview questions. The videos are five to fifteen minutes long. Our hope is that these resources cultivate all students' interest in community-centered STEM-related career pathways and their understanding of how BIPOC individuals and communities have always contributed to collective STEM endeavors.
Note: In this project, we define “science” and “scientist” in inclusive and expansive ways that honor the diverse knowledges and traditions sustained by marginalized communities. This broad definition recognizes, for example, practices of intergenerational collaboration, storytelling, and community activism as relevant and crucial to scientific inquiry.
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oercommons
|
2025-03-18T00:39:35.357730
|
06/15/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105432/overview",
"title": "BIPOC Voices",
"author": "EarthGen Washington"
}
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https://oercommons.org/courseware/lesson/99979/overview
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Accounting for Small Businesses Outline (1)
Assignments and Rubric (1)
Business Overview PP with audio (1)
Business Overview Template (2)
busn 2395
BUSN 2395-Leadership-Audio
BUSN 2395 Leadership-Managment Template
BUSN 2395-Project Management
BUSN 2395 Project Management Template
HRM Small Businesses Template
Marketing Plan
Marketing Plan Template
Meeting in _General_-20220916_165056-Meeting Recording.mp4 (1)
Portfolio and presentation instructions and rubric (1)
Portfolio and presentation technical instructions (1)
Presentation2
Strategic Business Plan Outline
SWOT Analysis Template
syllabus 2395 Business Applications
Template outline V2
Business Applications
Overview
This is the complete course for Business Applications. The content consists of lectures, templates and instructions to create a stratgeic business plan.
Overview
This course is the complete Capstone course for BUSN 2395 or Business Applications. The content was put togethre by 5 faculty who are subject matter experts in different areas of business. The course has overviews of 7 areas of business. The students will complete templates on each area, be given feedback and the will use this information to create a portfolio and presentation at the end of the semester. The content will culminate in a strategic plan for a new business.
Business vision, mission, goals and action plan
This module has a lecture on the above topics along with the template for the students to work from.
Legal Issues
This module has a lecture on the above topics along with the template for the students to work from.
Human Resources Management
This module has a lecture on the above topics along with the template for the students to work from.
Leadership-Management
This module has a lecture on the above topics along with the template for the students to work from.
Accounting for Small Business
This module has a lecture on the above topics along with the template for the students to work from. We give this module 2 weeks due to the complexity of the topic.
Marketing and SWOT
This module has a lecture on the above topics along with the template for the students to work from.
Project Management
This module has a lecture on the above topics along with the template for the students to work from.
Portfolios and Presentations
This is the final section. This gives instructions on creating the portfolio and the presentation.
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oercommons
|
2025-03-18T00:39:35.394927
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Brandi Funk
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99979/overview",
"title": "Business Applications",
"author": "Amy Caponetti"
}
|
https://oercommons.org/courseware/lesson/86339/overview
|
Practical and methodological guide for prospecting and mobilizing participants
Overview
The Intellectual Output “Practical and methodological manual for prospecting and mobilizing participants” is aimed to make the link between the profile of participants, their history and the skills required to accomplish the project mission; to search and find potential participants; to show that it is possible, when spotting potential participants; to consider their background, skills and profile at once; to explain how it is possible to recruit participants based on all the above elements; to highlight the main difficulties encountered by the partners, as well as the keys to success and the developed solutions.
This document is available in 6 languages and can also be download in other languages then english on : https://citiesbyheart.aeva.eu/index.php/portfolios/io1/
The “Practical and methodological manual for prospecting and mobilizing participants” is aimed to make the link between the profile of participants, their history and the skills required to accomplish the project mission; to search and find potential participants; to show that it is possible, when spotting potential participants; to consider their background, skills and profile at once; to explain how it is possible to recruit participants based on all the above elements; to highlight the main difficulties encountered by the partners, as well as the keys to success and the developed solutions.
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oercommons
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2025-03-18T00:39:35.412338
|
10/01/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86339/overview",
"title": "Practical and methodological guide for prospecting and mobilizing participants",
"author": "Sud Concept"
}
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https://oercommons.org/courseware/lesson/115686/overview
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Solutions-Oriented Learning Storylines (K-2)
Overview
The Solutions Oriented Learning Storylines (SOLS) project from Pacific Education Institute is designed to strengthen teachers' equitable climate science instruction through locally relevant storylines. This visual menu links to all the available K-2 lessons. See the individual lessons for standards alignment.
Menu
Please click on a title below to jump to the resource.
Kindergarten | First Grade | Second Grade |
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oercommons
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2025-03-18T00:39:35.426878
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Lesson Plan
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115686/overview",
"title": "Solutions-Oriented Learning Storylines (K-2)",
"author": "Lesson"
}
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https://oercommons.org/courseware/lesson/106079/overview
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Agricultural Connections (MS) - A Curricular Framework
Overview
Agricultural Connections is a middle school curricular program framework created by EarthGen. For this unit, we offer professional development training and assistance with implementation. Please let us know if you are interested in implementing this program at your school or district! Please contact info@earthgenwa.org for more information.
Overview
Agricultural Connections is a curricular program designed to support students in middle school as they explore past, present, and potential future food systems. Students identify their own relationships with agricultural practices, learn about how food is and can be produced, and investigate the implications of these production processes for socio-ecological well-being. Then, students carry out a design challenge to critically analyze different agricultural systems and envision a healthier model for the future.
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oercommons
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2025-03-18T00:39:35.444315
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EarthGen Washington
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106079/overview",
"title": "Agricultural Connections (MS) - A Curricular Framework",
"author": "Teaching/Learning Strategy"
}
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https://oercommons.org/courseware/lesson/104644/overview
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Steam Device
Overview
Welcome to our Virtual Learning Scenario. This program has been designed to enhanced your English language skills. Through engaging activities, interactive lessons, and practical exercises, we aim to improve your vocabulary, grammar reading comprehension, and speaking abilities. Get ready to explore the issues related to the architecture in the city of Neiva and in the rest of the world. Expand your knowledge, boost your confidence, and equip you with the language skills necessary for success in your academic and professional life.
Introduction
Welcome to our Virtual Learning Scenario. This program has been designed to enhanced your English language skills. Through engaging activities, interactive lessons, and practical exercises, we aim to improve your vocabulary, grammar reading comprehension, and speaking abilities. Get ready to explore the issues related to the architecture in the city of Neiva and in the rest of the world. Expand your knowledge, boost your confidence, and equip you with the language skills necessary for success in your academic and professional life.
VLC Goals
ICT Goals:
- One of the main aims of ICT is to help students to become competent and confident users who can use the basic knowledge and skills acquired to assist them in their daily lives. It aims to help learners to have an open and flexible mind. This will help them to adjust to the inevitable future changes.
- It aims to equip learners with the appropriate social skills required to cooperate with fellow ICT learners for a more productive learning experience.
- It aims to assist students to appreciate the beauty and diversity of culture. It also aims to help students become well-cultured citizens of the modern world.
- It aims to assist students to grow personally by facilitating different methods of learning.
English goals
- Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
- Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
Vocabulary bank
Here you will find some words that may be unfamiliar to you during the lesson:
Building (Edificio): a structure with walls and a roof, such as a house or factory
Construction (construcción): the work of building or making something, especially buildings, bridges, etc.
Stadium (estadio): a large closed area of land with rows of seats around the sides and often with no roof, used for sports events and musical performances.
Rink (pista de patinaje): a large, flat surface, of ice or other hard material, for skating or the area or building that contains this.
Neighborhood (vecindario): an area of a city, town, etc.
Delay (retrasar): to make something happen at a later time than originally planned or expected.
Investment (Inversión): the act of putting money, effort, time, etc. into something to make a profit or get an advantage, or the money, effort, time, etc. used to do this
Oral production
Activity: Presentation of the problem of white elephants and unfinished buildings to students
Task 1: After introducing students to the topic and the problems, we will ask the students to tell us about their experiences with this type of structure. The objective is that the students develop their oral competences.
Task 2: After they tell us their experiences with unfinished buildings, they now have to tell us what they know or understand about white elephants, abandoned buildings and unfinished buildings as well as to observe and analyze their previous knowledge of the topic.
Oral interaction
Activity: Students have to watch the following video about unfinished buildings in Neiva and some the most famous ones.
Video: https://drive.google.com/file/d/1NizIUHhZEe7ace6AYFyUXYaKhLrWtC5X/view?usp=drive_link
Task 1: Role Play. We are going to assign roles to each student, such as local residents, government officials, architects, and environmentalists. We will ask them to engage in a role play activity where they discuss the future of the white elephants. Each participant should present their perspective, share their concerns, and propose potential solutions.
Task 2: We are going to conduct a debate on the topic of repurposing the white elephants after the Olympic Winter Games. The students are going to be divided into two teams: one supporting repurposing, and the other opposing it. Each team should research and prepare strong arguments and counter-arguments. During the debate, participants present their arguments, engage in rebuttals, and respond to questions from the opposing team and the audience.
Reading comprehension
Read this presentation about Unfinished buildings and some examples of them in the city of Neiva.
NEIVA, A CITY FULL OF UNFINISHED BUILDINGS.
Task 1: Now with the information provided in the presentation, we are going to play the next game called "Fill in the blanks".
Go to this link: Fill in the blanks Game
Task 2: Now let's play Who wants to be a millionaire. The questions are related to the previous reading.
You will have access to the game in the document below.
Listening comprehension
Listen to the following audio which talks about the great white elephant leaving the Winter Olympics in Pyeongchang, South Korea to learn more about white elephants outside of Colombia.
Audio: https://drive.google.com/file/d/1CRldMBR5cgOtKrX0SA0AhzIbBjoczG2l/view?usp=drive link
Task 1: Answer the following question and share it with your peers taking into account what you remember about the audio.
- What were some of the reasons mentioned in the audio documentary for the white elephants after the 2018 Olympic Winter Games?
- How did the white elephants impact the local community and economy?
- Were there any proposed plans or solutions mentioned in the audio for repurposing the white elephants?
Task 2: Taking into account the information in the audio above, now let's play a kahoot game to demonstrate your knowledge about the white elephants and unfinished buildings.
Click on the link to play and wait for the game pin: https://kahoot.it
Writing production
Activity: Writing at an opinion forum.
For this activity we are going to make a forum using the online platform Microsoft Teams.
Link:https://teams.microsoft.com/l/channel/19%3aZN1hxlZQsTibh_dhDIXAhFbfyHDM5vHMWgtHDycyEM41%40thread.tacv2/General?groupId=7eac4d7a-115c-473e-acd7-004b831f9278&tenantId=4d96191b-021d-40c0-bbf2-e24bd37759be
Instructions:
Task 1: You have to write a commentary about white elephants, taking into account all the information given above. In the following classroom link they can make this comment in the activity defined as an opinion forum.
Task 2: In addition to the above comment, give a short opinion about how these white elephants could be avoided and what we can do as a society so that these spaces can be finished or in what other ways we can use them.
Writing interaction
Activity: We are going to comment on a partner's opinion.
We are going to use the same forum: https://teams.microsoft.com/l/channel/19%3aZN1hxlZQsTibh_dhDIXAhFbfyHDM5vHMWgtHDycyEM41%40thread.tacv2/General?groupId=7eac4d7a-115c-473e-acd7-004b831f9278&tenantId=4d96191b-021d-40c0-bbf2-e24bd37759be
Task 1: As in the previous activity each student had to participate in the forum postulating their own opinion regarding the unfinished buildings. Now, they have to reply to a partner's opinion, and comment whatever you think about his or her opinion.
Task 2: Finally, as a partner replies to your opinion, you have to support your opinion against the comments of your peers. Demonstrating your ability to debate an issue in writing and reinforcing your opinion.
VLS Assessment
NOW LET'S EVALUATE YOUR LEARNING EXPERIENCE WITH THIS KAHOOT
Click on this link and wait for the Game Pin: https://kahoot.it
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oercommons
|
2025-03-18T00:39:35.475247
|
06/04/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104644/overview",
"title": "Steam Device",
"author": "Iván Ramírez"
}
|
https://oercommons.org/courseware/lesson/99007/overview
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Spanish Language and Culture for Heritage Speakers
Overview
Spanish Language and Culture for Heritage Speakers
This resource will provide you with an online textbook for what will be a highly interactive course to help you gain or increase Spanish skills that are useful for your academics, current or future career and perhaps even your daily life!
Even though this resource is intended for Heritage Speakers of the Spanish language, any intermediate-advanced Spanish language learner will benefit from the content.
This resource was curated to be the equivalent of a textbook for a one-semester college-level course.
Course Overview
Spanish Language and Culture for Heritage Speakers
This resource will provide you with an online resource for what will be a highly interactive course to help you gain or increase Spanish skills that are useful for your academics, current or future career and perhaps even your daily life!
Even though this resource is intended for Heritage Speakers of the Spanish language, any intermediate-advanced Spanish language learner will benefit from the content.
This resource was curated to be the equivalent of a textbook for a one-semester college-level course.
The content represents the first course in a series of Spanish courses for Heritage speakers of the language. It is comprised entirely of free, open-educational resources which are freely available to anyone. These include SpanishDict.com, StudySpanish.com, YouTube and much more.
You will find the content practical, authentic and engaging, but more importantly, you will learn a lot!
The course is divided into 15 modules with each module centering around specific themes and grammatical structures. Even though grammar is essential to learning any language, in this course, you will find that speaking the language, strategies for learning languages and culture are just as (or even more) important than extensive grammar drills.
Also, this course encourages students to use translation platforms in order to acquire advanced language skills in an expedited manner rather than relying on memorization and drills. Therefore, this is a course designed to follow a communicative approach rather than a more 'traditional' approach to language learning which can delay students from accessing, navigating and benefiting from more advanced and interesting activities in addition to real-life conversations that they would experience when traveling or around native speakers.
As much as possible, in the activities in this online book, students will participate in 'real-life'-type language immersion rather than typical classroom drills will make for a more engaged student who can become self-directed, learn at his or her own pace, and tailor their learning depending on their needs and interests.
Each module, you can expect one or more of the following types of activities:
- Authentic Conversation: Watch and listen to authentic Spanish conversation and practice your speaking skills
- Language Learning Lab: Learn "how to learn" and practice things such as pronunciation.
- Grammar & Writing: Acquire grammar and writing skills
- Culture: Learn about the fascinating aspects of Spanish, Latin and Hispanic cultures
Each module was designed to represent one-week of class with a time commitment of between 4 to 6 hours per week. Of course, some students will take less time and some will take more, depending on many factors. Regardless, you will get as much learning out of this course as the amount of time and effort you put in!
As soon as you are ready, click on the Next button to get started!
Note: This online textbook is a resource intended to accompany an online course that is hosted in a Learning Management System (LMS) such as Backboard, Canvas, Moodle, D2L, etc. Therefore, although assignment instructions will be found here, any student work will be submitted in the appropriate sections of the LMS course. Students who would like to work independently (not part of a school/college course) are still able to benefit from the content but will not be able to submit work.
Module 1: Overview
Let's get to know each other!
This Module, you will complete the following activities:
- Authentic Conversation (AC): Introductions and Does Language Affect Thought?
- Language Learning Lab (LLL): Planning for Success
- Grammar & Writing (G&W): Verbs review
- Culture: Greetings Around the World
Module 1: Authentic Conversation
Vamos a conocernos (Let's get to know each other) and Does Language Affect Thought?
Introduce yourself in the appropriate Discussion Board submission area of your course. In Spanish, please share your name, age (optional), your major (ESPECIALIDAD), where you are from and anything else you would like to share about yourself such as hobbies, interests, pets, etc. (Hint: This YouTube Playlist videos will show you some basic, authentic greetings in Spanish) Also, please watch this short video below, and based on the video, in English: share three new, interesting or useful things you learned and how these may (or may not) change your approach/perspective to learning Spanish in this class.
- If you feel comfortable, post a photo of yourself or use/upload/find an image that represents you! Please share why you chose the image.
- In addition to getting to know each other with 'traditional' introductions, on the Discussion Board, we will also share our thoughts on how language affects thinking and culture because in order to effectively and authentically learn about any culture, we cannot isolate language and how it shapes thinking and thus, culture.
- Please make sure to respond to the posts of at least one other student.
- Don't forget to include your statements based on what you learned from the video.
All posts must contribute positively to an atmosphere of cooperation and civility
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
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Module 1: Language Learning Lab
Planning for Success
As you probably already know, managing academics, work, family and social commitments is a challenge. However, there are ways to plan for success in all areas. For this class, and specifically to learn any language, there are approaches and steps that can help you do well and which are worth exploring.
Please watch the videos below, and based on the videos answer the following questions, in English:
- Based on the How to learn faster video, which 3 or more strategies could you most easily incorporate into your studies this semester?
- Based on the Bilingual Brain video, what are some benefits of being bilingual? (list at least two benefits)
- Based on the 6 keys to learn anything, which 3 or more strategies could you most easily incorporate into your Spanish studies this semester?
- Which two strategies from the Thomas Frank video would be the most useful to you?
- Based on the How to Manage Your Time video, which are the top 5 time wasters of your day? How do you plan to eliminate or reduce some of these time wasters?
- Based on your own experience/motivation, in addition to your academic and professional reasons for enrolling in this course please share your goals for learning Spanish (personal, other business, travel, fun, daily life, etc.)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Note: Always keep in mind internet safety and please do not speak/text to people you do not know!
Module 1: Grammar & Writing
Regular and Irregular verbs review
Learn more and practice your skills about Regular and Irregular verbs review with an excellent Open Educational Resource: StudySpanish.com which you will access below.
Read the lessons first, and then take the Quizzes until you get at least a 90% score on each.
Regular Verbs Lesson: https://studyspanish.com/grammar/lessons/regverb3
Regular Verbs Quiz: https://studyspanish.com/grammar/test/regverb3
Irregular Verbs Lesson: https://studyspanish.com/grammar/lessons/irregfirst
Irregular Verbs Quiz: https://studyspanish.com/grammar/test/irregfirst
Please submit a screenshot of the Quiz page as proof of completion in the appropriate submission area.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 1: Culture
Greetings Around the World
¿Lo sabías? (Did you know?) As you may already know, Latin American countries and Spain, it is common to greet with a kiss on the cheek! You also know people greet each other differently in different countries and cultures. Therefore, you already know, greetings can be physical but also consist of gestrures and spoken words.. Learn a few of those with the short videos below.
- From each video, choose your saludo favorito (favorite greeting)
- State the countries of your saludo favorito, explain the greetings and why it is your favorite.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 2: Overview
Let's continue to get to know each other!
This Module, you will complete the following activities:
- Authentic Conversation (AC): Let's continue to get to know each other (with audio!)
- Language Learning Lab (LLL): Pronunciation review
- Grammar & Writing (G&W): Review preterite and imperfect
- Culture: Difference between Spanish, Latino and Hispanic
Module 2: Authentic Conversation
Let's continue to get to know each other (with audio!)
In this discussion, we will continue to get to know each other (in Spanish) with text and audio!
This will be great practice for introductions when meeting others such as students, new friends, co-worker, client, etc.
- First, watch the YouTube videos below with more advanced greetings in Spanish. Notice the difference between formal and informal speech.
- Based on what you learned from the videos you will submit an original introductory post and respond to the post of others on the appropriate submission area of the course as audio and text, in English and Spanish.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
Module 2: Language Learning Lab
Pronunciation review
You may already be familiar with Spanish pronunciation, however, there are certain sounds that are often confusing, even for more advanced speakers.
- Watch the video below for a review on how to pronounce certain words.
- Based on what you review from the video, write down 10 NEW OR USEFUL vocabulary Spanish words presented/listed/pronounced on the video AND record audio of yourself reading the words, using the proper pronunciation.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 2: Grammar & Writing
Review of preterite and imperfect verb tenses
The preterite and imperfect tense is important so you can talk and understand the Past Tense in Spanish.
- To review how to use them, start with a StudySpanish.com lesson (you can access it by clicking on the titles below)
- Then, take the quiz until you get 90% score. Submit a screenshot showing your score as proof of completion.
STUDYSPANISH LESSON: https://studyspanish.com/grammar/lessons/pretimp1
STUDYSPANISH QUIZ: https://studyspanish.com/grammar/test/pretimp1
- Then, watch the video below, and based on what you learn from the video, explain the difference between the Preterite and Imperfect tenses.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 2: Culture
Difference between Spanish, Latino and Hispanic
In addition to learning the language (and to aid in more authentically understanding it) it can be helpful to also learn about culture.
Based on the videos below, you will describe, in full sentences and with enough detail and evidence from the videos:
- The difference between Spanish, Latino and Hispanic (and any other terms worthy of note)
- From each video, state 2 facts that were new, useful or interesting for you.
- Please include in which video you found each fact.
- What did you learn about the difference in terms that was most interesting, useful or surprising to you?
- Why might it be important to be aware of the difference in terms (Spanish, Hispanic and Latino)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
.
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Module 3: Overview
Pasatiempos
This Module, you will complete the following activities:
- Authentic Conversation (AC): ¿Qué te gustaba hacer?
- Language Learning Lab (LLL): Confusing palabras
- Grammar & Writing (G&W): Hacer (+ tiempo) y gustar
- Culture: Cultural Differences between Latin America and the U.S.
Module 3: Authentic Conversation
¿Qué te gustaba hacer?
In this discussion, we will continue to get to know each other (in Spanish) with text and audio by talking about hobbies and what we USED TO like do during our free time!
First, watch the videos below about hobbies and the past tense.
- Based on what you learned from the videos you will submit an original introductory post about what you USED TO like do during your free time and ask 2 distinct questions to your classmates to help you learn more about their past.
- Respond to the questions on the post of 2 others in the appropriate submission area of the course.
- Your original and response posts should be in English and Spanish as text and audio.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
Module 3: Language Learning Lab
Confusing palabras
Read the Thoughtco article on titled Confusing Spanish words to learn about some often-confused pairs of words.
- Based on the article, choose FIVE SETS of words that, given your current or future professional situation might cause negative issues if used incorrectly (offend someone, cost money, inaccurate essential information, etc.)
- Based on the words you choose, create one sentence (for each word from each set, for a total of 6) in Spanish and English with text and audio of you stating the sentences.
Please submit in the appropriate submission area.
THOUGHTCO ARTCICLE: https://www.thoughtco.com/two-dozen-confusing-spanish-words-4078814
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resource (Optional)
For extra credit: Watch the video below, and based on the video, explain AHORITA and why it is confusing.
Module 3: Grammar & Writing
Hacer (+ tiempo) y gustar
Please visit a Study Spanish lessons which you can access below to review hacer y gustar.
- Then, take the Basic Quizzes until you get at least 90% score on each. Submit a screenshot as proof of completion
- Also, access the Oral exercises where you will listen to the audio and then record yourself repeating each of the flashcard sentences in Spanish and English. Submit an audio link.
Submit in the appropriate submission area as a Word document or PDF with audio link.
- STUDYSPANISH LESSON 'VERBS LIKE GUSTAR': https://studyspanish.com/grammar/lessons/gustar
- STUDYSPANISH QUIZ 'VERBS LIKE GUSTAR': https://studyspanish.com/grammar/test/gustar
- STUDYSPANISH ORAL EXERCISE 'VERBS LIKE GUSTAR': https://studyspanish.com/grammar/listen-and-repeat/gustar-sp
- STUDYSPANISH LESSON 'HACE (Ago)': https://studyspanish.com/grammar/lessons/hacerago
- STUDYSPANISH QUIZ 'HACE (Ago)': https://studyspanish.com/grammar/test/hacerago
- STUDYSPANISH ORAL EXERCISE 'HACE (Ago)': https://studyspanish.com/grammar/listen-and-repeat/hacerago-la
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Culture
Cultural Differences between Latin America and the U.S.
Read the article on the below from Abasto titled Cultural Differences between Americans and Hispanics
- Based on the article you read, and the video below, about cultural differences between the American and Hispanic Cultures, create an image-with-text artifact highlighting the five differences between both cultures you found most interesting. Include enough detail about these differences and conduct additional research if needed. (in Spanish)
ABASTO ARTICLE
Below is a student sample of an exemplary presentation using Google Slides. Please DO NOT simply create yours based on this one - be creative and use original images and your own words. Unlike the sample presentation, yours should be in Spanish,
Submit your work in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
SAMPLE PRESENTATION
Please submit your assignment in the appropriate submission area.
Module 4: Overview
Rutinas (Routines)
This Module, you will complete the following activities:
- Authentic Conversation (AC): La siesta
- Language Learning Lab (LLL): Translate using context
- Grammar & Writing (G&W): Reflexive Verbs and pronouns
- Culture: Chronemics
Module 4: Authentic Conversation
La siesta
To exemplify a cultural difference in routines between the U.S. and Spain (and some Latin American countries) that relates to time, there is no better example than the siesta. An interesting part of daily routines in Spain is the Siesta.
Watch the following videos, and based on the video. In English and Spanish, as audio and text:
- From the first video, explain the concept of a siesta and how you feel about it! Did you know about it? Would you like to incorporate it into your daily life? How would U.S. be different if the siesta was a part of our culture?
- Explain sobremesa and how it might be important to be aware of this practice whether in daily life or in the workplace if working with individuals from other countries.
- From the second video, share 2 new, interesting or useful facts you learned.
- Please provide enough details and evidence from the video as well as your own thoughts in your submission. Please post to the appropriate Discussion Board area of your course. You do not need to respond to the posts of others.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
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Additional resources (Optional)
See how the Spanish are trying to save the siesta with a sleeping competition! (video is less than 3 minutes)
Module 4: Language Learning Lab
Translate using context (Beginner)
For this assignment, you will try out translating first WITHOUT help and then WITH the help of online resources. While simple, it will prepare you for upcoming translation exercises which will be more advanced.
The goal here is NOT to have a perfect translation but to give you a sense of translating by using context.
You will first read the text you will find at the bottom of this page. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!)
2. After you translate on your own (without an app) Create a list of 10-20 words that you did not know and translate them using any of the resources you have (DeepL, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS
3. Return to original and translate again. Did the translation get better? Explain.
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so?
- Submit ALL written translations, properly labeled as per the instructions above AND Included with your translations document: Share how this process went for you:
- (1) How long did it take?
- (2) How accurate was your initial translation?
- (3) How did the translation improve after you increased your vocabulary by looking up the words?
- (4) Was this activity challenging? Simple? Fun? Useful? Explain.
- Submit ALL written translations, properly labeled as per the instructions above AND Included with your translations document: Share how this process went for you:
Translate the following
¡Hola! Mi nombre es Susana y tengo quince años. Vivo en Barcelona en un apartamento con mi madre. Cada día me levanto a las ocho de la mañana.Luego voy a la cocina y desayuno. Suelo tomar una taza de leche con tostadas con mermelada y mantequilla. Después del desayuno me visto, me lavo los dientes, preparo mi mochila y me voy al instituto. Suelo ir en autobús. Las clases son desde las 9 hasta las 2:30 de la tarde. Por la tarde hago los deberes y estudio. Los lunes voy a clases de ballet y los jueves a clases de inglés. Mamá y yo solemos cenar a las nueve de la noche. Después de la cena vemos la televisión juntas. Nos encantan las series de misterio. Me suelo acostar a las once de la noche.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 4: Grammar & Writing
Reflexive Verbs
Learn more and practice your skills about reflexive verbs in Spanish with a StudySpanish.com lesson and Quiz which you can access below.
- Read the lesson first, and then take the Quiz until you get at least a 90% score. Below is a video which may also help.
- Please submit a screenshot of the Quiz page showing your score as proof of completion in the appropriate submission area.
STUDYSPANISH LESSON - REFLEXIVE VERBS: https://studyspanish.com/grammar/lessons/reflexive2
STUDYSPANISH QUIZ - REFLEXIVE VERBS: https://studyspanish.com/grammar/test/reflexive2
- Watch the following video, and based on the video, explain the difference between Reflexive and 'Normal' verbs and provide 2 examples from the video.
Module 4: Culture
Chronemics
Watch the following videos to learn about how different cultures experience time.
- Based on each video list 3 new or interesting facts you learned from each video.
- Submit your list and include enough evidence from the video.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Overview
Ojalá
This Module, you will complete the following activities:
- Authentic Conversation (AC): Ojalá
- Language Learning Lab (LLL): Shadowing and Repeating
- Grammar & Writing (G&W): Subjunctive
- Culture: Culture and Geography
Module 5: Authentic Conversation
Ojalá
The subjunctive (el subjuntivo) is one of the three moods in Spanish, the other two being the indicative and the imperative.
The subjunctive is used to express desires, doubts, the unknown, the abstract, and emotions. You will explore it further in other activities but meantime, you will learn about an unusual yet common word in the subjunctive: ojalá. First, learn about the subjunctive with this Thoughtco article.
Conduct some research on ojalá, and based on your research, create 3 sentences where it would make sense to use ojalá.
- Post your 3 sentences (in Spanish and English - audio and text)
- Choose a post to respond to and comment on similarities or differences between the sentences/usages you each chose (in Spanish and English - audio and text)
Please check your pronunciation prior to posting and remember the J sound in Spanish is like the H sound in English (as though we are laughing HAHA HEHE)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 5: Language Learning Lab
Shadowing and Repeating
You will now use (or re-visit!) engaging and useful methods to help you increase your Spanish skills: Shadowing and Repeating. You may have heard of the method of Shadowing as a strategy to increase your fluency in Spanish (or any language), but if not familiar with this method of increasing your Spanish fluency, the video on the next pagewill explain what it is. Shadowing is sometimes difficult for beginners, but for this assignment, do give it a try!!!!
For this assignment, you will try out both methods and see how/if they might be helpful for you by:
- Watch the following video and describe the difference between shadowing and repeating.
- Choose ANY video/audio in Spanish you would like
- While watching/listening record yourself SHADOWING FOR AT LEAST THREE MINUTES
- While watching/listening record yourself REPEATING FOR AT LEAST THREE MINUTES
- Share a bit about your experience and the answers to the following:
- Share the link to the source (audio, video, etc.) you chose to shadow and explain WHY you chose it.
- What was your experience like with shadowing? (Fun? Challenging? Stressful? Simple? Useful?)
- Based on this experience, do you think shadowing and/or repeating might (or might not) be a good way to increase your Spanish skills? Explain
- Submit your answers to the above AND some kind of audio/video proof of using the methods such as a Vocaroo recording of you shadowing/repeating the video for AT LEAST 3 MINUTES!
Please submit assignment in the appropriate submission area as a Word document or PDF.
NOTE: The assignment is the same (as far as instructions) as a previous assignment, but for this assignment you should try a different video (in case the video you first chose was too fast or too slow; you may want to choose a different subject matter, etc.)
You do not have to re-watch the video, if you already have done so for the previous assignment, but DO share a reflection of the Shadowing and Repeating experience this time!
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Grammar & Writing
Subjunctive
The subjunctive mood can be difficult, and as you will learn from the video on the next page, it is more of a 'native' speaker's way of expressing wishes, doubts, etc. in the sense, that even if you do not use it, you can still be understood.
Nonetheless, it is worth exploring, and if you so wish, looking into it further. It can also be quite fun! You will explore it in other activities, but meanwhile:
- Watch the video, and based on the video, write a list of the subjunctive words and phrases mentioned. Then record yourself stating each.
- Submit your written list and audio link.
- Access the following SpanishDict lesson and activity. Submit a screenshot of the final activity screen as proof of completion.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Culture
Culture and Geography
In addition to learning language and culture, it is also helpful to explore how geography may affect the two. In this lesson, we will become acquainted in the Geography of South American in a variety of ways.
Part 1
- Based on the YouTube videos below, please describe, in full sentences and with enough detail and evidence from the videos:
- 3 new, interesting or useful facts you learned about South America and/or the relationship between Culture and Geography.
- Based on what you have learned from the videos and any research you may need to conduct, please explain how Geography can affect language and culture.
- Please make sure to include enough details and evidence to support your answer.
Part 2
- Learn about Central and South American countries and their capitals by clicking here and here. Then, choose ONE of the following tasks:
- Click here to access an online interactive map quiz for South America. Complete the quiz by clicking on the correct countries on the map and keep practicing until you get a 90% (Watch out where you click as there will be a lot of ads! Make sure to only click on the map)
- Submit a screenshot of your Quiz screen showing a 90% score.
- Click here to access an outline map of South America. Either by hand or online, fill in the names for each country along with the capitals.
- Submit your filled out map as a document (pdf preferred)
- Click here to access an online interactive map quiz for South America. Complete the quiz by clicking on the correct countries on the map and keep practicing until you get a 90% (Watch out where you click as there will be a lot of ads! Make sure to only click on the map)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
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Additional Resources (Optional)
Module 6: Overview
The World of Work
This Module, you will complete the following activities:
- Authentic Conversation (AC): Job interview questions
- Language Learning Lab (LLL): Háblame de ti
- Grammar & Writing (G&W): Written Communications
- Culture: Honorifics
Module 6: Authentic Conversation
Job interview questions
In preparation for upcoming assignments relating to the topic of professions, job interviews, etc. Conduct some research (from credible sources) and find THREE questions that most job applicants can expect during a job interview.
- Post text and an audio recording of yourself asking the questions in English and Spanish as well as the link to the source where you found those questions.
- Respond to the post of at least one other student answering the interview questions as text and audio (English and Spanish) as though you were answering at an actual job interview!
Note: Please make sure to listen/view other posts before you post so that you do not repeat the same questions!
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Helpful Resources
Module 6: Language Learning Lab
Háblame de ti
One type of question that you can almost count on during a job interview is 'Tell me about yourself' roughly translated to Háblame de ti.
This question allows the interviewer to hear a short, summed up version of your background and skills, and it gives them insight into what experience and qualifications you think are most relevant to the position you’re interviewing for. It will be that question (or one along those lines) that you will answer in this assignment, in Spanish!
- In ONE minute, record yourself (audio or video) answering this question: Háblame de ti. as though you were in an actual interview in Spanish for a job you might actually apply for or an ideal job you would like. Submit text and audio in English and Spanish.
NOTE: As you will see/learn from the resources below, this interview question is NOT the time to talk about your personal life but rather to present to the interviewer your professional background and what you 'bring to the table' (how would the company benefit from hiring you)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources
Article
INDEED ARTICLE: HOW TO ANSWER 'TELL ME ABOUT YOURSELF'
Video
Helpful Resource
Module 6: Grammar & Writing
Written Communications
In addition to speaking to communicate in Spanish, it is also useful to learn how to communicate in writing. Learn about different types of business and personal letters in the Thoughtco article: How to Write Personal and Business Letters in Spanish, and based on the article:
- List 2 possible Letter greetings listed that are formal enough to use on a business letter (Spanish and English). Please do not just copy and paste. Take the time to practice writing in Spanish and using the Typeit editor for accents, inverted question marks, etc.
- List 2 possible Letter closings listed that are formal enough to use on a business letter (Spanish and English) Please do not just copy and paste. Take the time to practice writing in Spanish and using the Typeit editor for accents, inverted question marks, etc
- Write a business letter for a situation you have or might be in, in Spanish and English, of at least five sentences (not including dates, greetings or closings - this means 5 sentences in the body of the letter AND the letter should also have dates, greeting and closing)
- Make sure to check your date in Spanish, greeting, closing, grammar, accents, punctuation, etc.
- Submit as a Word or PDF file
Make sure you write the dates in Spanish properly! Click here for a link that will help.
Note: Some ideas for letters include job application, college acceptance, writing to a colleague, a business Thank You letter, etc. You choose!
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 6: Culture
Honorifics
As you already know, in Spanish, there is a formal and informal way to address people, and honorifics are one such way.
- Watch the video below to learn about honorifics, and based on the video, list 3 new or useful honorifics you learned and include a brief description of how/when each is used.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 7: Overview
Telling stories
This Module, you will complete the following activities:
- Authentic Conversation (AC): Tell me...
- Language Learning Lab (LLL):Translate using context
- Grammar & Writing (G&W): Resume/CV
- Culture:Languages for Professions
Module 7: Authentic Conversation
Tell me...
"Dime" (dee-meh) is a phrase which is often translated as "tell me", and "cuéntame" (koo-ehn-tah-meh) is a phrase which is also often translated as "tell me" (similar to something like "Tell me about...") You can learn more by clicking on the icon below.
- For this discussion, post a question asking a classmate something using dime, one question using cuéntame and one question using hablame (Spanish and English, audio and text).
- For your response post, answer the questions of at least one other student (Spanish and English, audio and text). The link below will help explain the verbs.
To learn about how to use these words, please access the following resources:
SPANISHDICT LESSON: HABLAR; DECIR; CONTAR
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
VIDEO
Module 7: Language Learning Lab
Translate using context (Intermediate)
For this assignment, you will try out translating first WITHOUT help and then WITH the help of online resources. The goal here is NOT to have a perfect translation but to give you a sense of translating by using context. You will first read the text you will find at the end of this page. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!)
2. Create a list of 10-20 words that you did not know and translate them using any of the resources you have (Linguee, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS
3. Return to original and translate again. Did the translation get better? Explain
4. Now, copy and paste (or type) the original Spanish text into the translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so?
6. Share how this process went for you: how long did it take? How accurate was your initial translation? How did the translation improve after you increase your vocabulary by looking up the words? Was this challenging? Simple? Fun? Useful? Explain.
NOTE: This ThoughtCo article will help you with the dates, greetings and closings of a business letter. You will want to read it before beginning the translation portion of the assignment.
https://www.thoughtco.com/business-and-personal-letters-in-spanish-3080297
Spanish letter to translate
John Doe
Calle 142
Telf: 78609411
Edificio Cortez
24 de junio de 2022
Muy señores míos:
Por la presente, me refiero a su anuncio en The Times del 23 de junio del puesto de contable. Quisiera presentar mi candidatura.
Actualmente, trabajo en una empresa de seguros en Londres; pero me atrae el puesto de trabajo que ofrecen por su mayor responsabilidad. Por tanto, aunque todavía comprometida, podría librarme de mis obligaciones después de avisar a mi empresa actual con un mes de antelación.
Si deciden concederme una entrevista, les comunico que me convendría mejor una hora durante la tarde.
Adjunto mi curriculum vitae, el cual contiene una relación completa de mis estudios y empleo hasta la fecha.
Sin otro particular, les saluda muy atentamente,Ana Mercedes Suárez Holguín
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 7: Grammar & Writing
Resume/CV
Writing a resume (sometimes also known as CV - depending on the profession) is an important skill no matter what the language! Since this is a Spanish class, you will create a resume in Spanish.
Access the external links below to learn more about this skill and then create a resume in Spanish for a future (or dream) job that you might want to pursue.
You may want to first create it in English and then translate it into Spanish.
Expatica - Finding a Job Resume in Spanish (Please note: Photos, marriage status or birth dates in a resume are no longer a practice - do not include!)
- Based on the video, list 3 mistakes you should avoid when writing your resume
- Submit a properly-formatted, professional-looking resume, in Spanish, as a Word of PDF file.
Please submit your assignment in the appropriate assignment submission area of your course.
For videos in Spanish, you can click on the cc icon to read subtitles and click on the gear icon and choose Auto Translate and click on English.
Notice that, unlike the U.S., in other countries, it is still common to submit a photo with your Resume!
Module 7: Culture
Languages for Professions
Given that you are studying Spanish (whether it is an academic requirement or not!) and given the growth of the Spanish language here in the U.S. it might be worthwhile to explore some career possibilities for those of you who are (or plan to be) bilingual.
Watch the videos below about careers for bilingual individuals.
Based on the videos:
- Based on the Drew Binsky video, what are 2 reasons to learn a foreign language? (in English and Spanish - text and audio )
- List three of the professions mentioned in Jobs for Language Lovers (in English and Spanish - text and audio)
- List the 7 most useful languages to learn from the video Top 7 languages to learn. (in English and Spanish - text and audio )
- List how or if learning Spanish would be helpful for your current or future career/work/profession. Explain. (in English and Spanish - text and audio)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
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Module 8: Overview
Important Figures
This Module, you will complete the following activities:
- Authentic Conversation (AC): Influential Hispanic Americans
- Language Learning Lab: Inventors
- Grammar & Writing: Indicativo y subjuntivo
- Culture: ¿Lo puedes creer? (Can you believe it?)
Module 8: Authentic Conversation
Influential Hispanic Americans
In the following video you will identify significant contributions of Hispanic authors, scientists, athletes and other important figures throghout history.
- Based on what you learned from the videos, choose 2 Hispanic American figures whose accomplishments you can relate to based on your interests, hobbies, work or future career. Share their name, their contributions and why you chose them.
- Conduct some research and find 1 additional Hispanic figure who has made a significant contribution to a field of interest to you. Share their name, a brief description of their contribution and a link to where you found the information.
- Please respond to the post of at least one other student. You can share additional information about the figures they chose, you can expand on what they shared or simply comment on what you learned from their post.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 8: Language Learning Lab
Inventors
Did you know? There are many important inventions that you may not know were originated by Latinos.
Learn about some of their significant contributions by watching the video below.
- Based on what you learned from the video, choose 3 inventions that were most interesting for you and submit the name of the invention, their inventor and describe the invention.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 8: Grammar & Writing
Indicativo y subjuntivo
You should already be somewhat familiar with the Subjunctive mood in Spanish. Now, learn the difference between the indicative and subjunctive moods in Spanish (and gain some Spanish listening practice!) with the video and article below.
- Based on the video, describe the difference between the indicative and subjunctive.
- Also, write one sentence for each mood that was mentioned in the video. Submit your sentences as text in Spanish and English
- Record yourself reading each sentence sample (English and Spanish) and submit your audio link.
- Based on the article list and describe the 3 modos verbales
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Article/Lesson: Los tres modos verbales
Module 8: Culture
¿Lo puedes creer? (Can you believe it?)
(same as: ¿Puedes creerlo?)
The teen in the video you will watch below speaks 13 languages at varying levels of fluency. Even if you have already watched it, please watch it again.
Answer in Spanish but English as well encouraged!
Based on the video:
- List three new, useful or interesting facts you learned
- List three strategies that the teen uses to learn languages which you could incorporate to your studies.
- Did the video inspire you to continue learning Spanish? Other languages? Explain
- How might you (or not) change your approach to learning Spanish after viewing the video?
- What level of Spanish proficiency do you want to acquire? What would you consider your current level? Explain.
- How much (or little) has your Spanish proficiency increased since the beginning of this class? Are you happy with your progress? Explain.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 9: Overview
QUÉ and CUÁL
This Module, you will complete the following activities:
- Authentic Conversation (AC): Stories about Spanish learners
- Language Learning Lab (LLL): One Simple Method
- Grammar & Writing (G&W): Prepositions
- Culture: Daily life in Spain
Module 9: Authentic Conversation
Stories about Spanish learners
Do you ever struggle with your Spanish skills or even while learning another language? You may be surprised to know you are know alone. Watch some stories how a few individuals learned Spanish (and also to get some authentic Spanish listening practice) and based on the video, share 2 'struggles' from the Spanish language learners to which you can relate. Explain how you can related to the difficulties the individuals share in their stories, even if the struggle is not related to learning Spanish (it can be another language!).
You are welcome to post in English, Spanish or both.
Respond to the post of at least 2 other students, in the same language they posted in.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 9: Language Learning Lab
One Simple Method
Note: Online safety is essential. Please do not practice any methods/strategies with people you do not know.
Curious as to how others learn languages most efficiently and while enjoying the process? Even if not, please watch the following video (running time of about 16 minutes). You will be glad you did!
Based on the video:
- Share what strategies or facts about language learning were new, most surprising or most useful to you. (at least 3)
- Share how OR if you plan to continue learning Spanish on your own. Maybe you will learn a different language? Which one(s)?
- Did the video inspire you to do something different in the way you approach language learning? Why or why not? Explain
- Provide enough detail from the video as well as your own thoughts and opinions.
Note: Online safety is essential. Please do not practice any methods/strategies with people you do not know.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 9: Grammar & Writing #1 and #2
Por and para (G&W Part 1 of 2)
Learning the differences between por and para is often quite challenging, and with good reason. In Spanish, both por and para take on the responsibilities of not only for, but also by, on, through, because of, in exchange for, in order to, and several other prepositions and phrases.
Read the article below, and based on what you learned:
- In your own words, explain how POR and PARA are used.
- List all the examples from the article using por and para in Spanish and English (text and audio)
- Create 3 original sentences using each POR and PARA in Spanish and English
- Record audio of yourself reading the sentences you created in Spanish and English
- Submit your written work and audio link (as always, please check your grammar, accents and pronunciation before submitting your work.)
BASELANG ARTICLE: POR Y PARA
Antes and después (G&W Part 1 of 2)
The words “before” and “after” are pretty straightforward to use in English. In Spanish however, they translate into various expressions with different grammar structures.
Read the article below to learn all about “after” and “before” in Spanish.
Based on what you learn:
- Tell us something about you with 3 sentences using 3 different ANTES phrases. (adverb, preposition and conjunction) - (in Spanish and English - audio and text)
- Tell us something about you with 3 sentences using 3 different DESPUÉS phrases. (adverb, preposition and conjunction) - (in Spanish and English - audio and text)
- Post two questions to a classmate (you do not need to specify the classmate!) using ANTES
- Post two questions to a classmate using DESPUÉS - (in Spanish and English - audio and text)
- Choose one post to respond to and answer the questions the classmate asked (in Spanish and English - audio and text)
SPANISH ACADEMY ARTICLE: BEFORE AND AFTER IN SPANISH
Module 9: Culture
Life in Spain
Get to know life in Spain while getting some listening practice
Note the accents as they speak!
After you watch the video below:
- Describe the six customs discussed in the video (English and Spanish - audio and text)
- How do these differ from your life in the U.S.? (English and Spanish - audio and text)
- List 5 new words or phrases from the video which were new and would be useful for you. Why would they be useful? (English and Spanish - audio and text)
- Model the conversation in the video and create a short script of at least 10 lines based on you and a friend//family member as though your friend is from Spain and you are explaining customs/daily life in the U.S. The script should have 5 lines for one character and 5 lines for the second character.
- Note: You can play both parts, or you can find a willing friend or family member to play one of the characters.
- Submit your answers to the questions, written script as well as audio link in both languages.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 10: Overview
Las noticias
This Module, you will complete the following activities:
- Authentic Conversation (AC): Las noticias
- Language Learning Lab (LLL): Reading the News
- Language Learning Lab: Translating Using Context
- Culture: Customs
Module 10: Authentic Conversation
Las noticias
Reading in Spanish is a great way to increase your comprehension skills, and reading the news also helps you stay informed. Please visit BBC Mundo (link on next page) which is a source of news in Spanish and choose one article that is of interest to you. The article must be about POSITIVE/GOOD news!
- Share the link to that article, a brief summary (in English and Spanish as audio and text) and tell us why you chose the article.
- Choose a post to respond to and comment on similarities or differences between the articles you each chose (in Spanish and English - audio and text)
Note: Keep in mind, you will complete another assignment based on the article you chose.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 10: Language Learning Lab
Reading the News
In the previous assignment, you chose one BBC Mundo article that was about good/positive news.
Now, you will get some reading and speaking practice reading that article out loud in Spanish!
- Record yourself reading the article out loud, and submit an audio link of your recording. You do NOT have to record all at once. You can create several, shorter audio files.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 10: Grammar & Writing
Translating Using Context (Intermediate)
For this task, you will try out translating first WITHOUT help and then WITH the help of online resources.
The goal here is NOT to have a perfect translation but to give you a sense of translating by using context.
This will help you for upcoming tasks where you will translate business documents.
You will first read the text you will find below the instructions. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!)
2. Create a list of 10-20 words that you did not know and translate them using any of the resources you have (Linguee, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS
3. Return to original and translate again. Did the translation get better? Explain.
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so?
- Submit ALL written translations, properly labeled as per the instructions above AND:
- Included with your translations document: Share how this process went for you: (1) How long did it take? (2) How accurate was your initial translation? (3) How did the translation improve after you increased your vocabulary by looking up the words? (4) Was this activity challenging? Simple? Fun? Useful? Explain
Please submit assignment in the appropriate submission area.
Translate the following
TITLE: 6 ejercicios que practica cada día la neurocientífica Wendy Suzuki para mejorar su fortaleza mental
Es raro imaginar la ansiedad como algo positivo. ¿Qué tiene de bueno sentirse nervioso y preocupado?
Según Wendy Suzuki, neurocientífica y profesora del Centro de Ciencias Neuronales de la Universidad de Nueva York, la ansiedad puede ser una buena emoción.
En lugar de luchar contra ella, Suzuki cuenta que durante su vida ha utilizado esa emoción para ser más productiva, más optimista, y, en última instancia, más resistente.
La investigadora —autora del libro Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion ("Ansiedad buena: aprovechando el poder de la emoción más incomprendida" en español, que se publica este mes)— se ha especializado en el estudio de la plasticidad del cerebro y los efectos transformadores del ejercicio físico en la salud mental y el desarrollo cognitivo.
"Para volver a las funciones protectoras beneficiosas de nuestra ansiedad", dice la experta, "necesitamos aprender a bajar el volumen de nuestra ansiedad, explorar lo que esos sentimientos incómodos asociados con nuestra ansiedad nos dicen sobre nosotros mismos y, al hacerlo, aprender más sobre nosotros, sobre nuestros sentimientos y nuestras vidas emocionales".
En un reciente artículo del portal Make it, de la cadena CNBC, Suzuki plantea que "la forma más poderosa de combatir la ansiedad es trabajar constantemente para desarrollar la resiliencia y fortaleza mental".
Source where you can read the full artice: https://www.bbc.com/mundo/noticias-58442859
Module 10: Culture
Customs
You may, in the future, have/seek opportunities to live and/or work abroad. If not, it is likely you will at some point work with individuals (either as co-workers, customers, etc.) from other countries, and for this assignment, we will concentrate specifically on the possibility that these will be from Spanish-speaking countries in Latin America or Spain.
Learn about some 'customs' observed in Spanish and Mexico by watching the videos below. Keep in mind, these are NOT rules but rather suggestions or information on certain peculiarities one might encounter in Spain (and in some Latin American countries as well)
- Using as a model what you learned on the video, in Spanish and English, create a 'script' telling a possible new U.S. arrival from a Spanish country of at least FIVE things they should 'not' do in the U.S. or that they should be aware of.
- Submit Text, in English and Spanish AND images to augment the text as though this was a hand-out you were tasked to share with the new arrivals Please keep the list fun, lively and positive! (also make sure to check grammar, gender agreement, accents, etc.)
- Then, based on your script create a video presentation (either of you presenting or a slides screencast with you narrating)ALL in Spanish as though you had been tasked to share this information with the new arrivals who will be working at your company. Therefore, make it engaging and as professional as possible while keeping in mind your audience/field. (Resources for video creation are in the content area below this assignment)
- Before you record/submit, please check your spelling, grammar and pronunciation with a tool such as SpanishDict
Submit your document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
Module 11: Overview
Authentic Pronunciation
This Module, you will complete the following activities:
- Authentic Conversation (AC): Authentic Pronunciation
- Language Learning Lab (LLL): Shadowing and Repeating
- Grammar & Writing (G&W): Quedar
- Culture: Spanish in Asia and Africa
Module 11: Authentic Conversation
Authentic Pronunciation: What is it? Does it matter?
Watch two short and interesting videos on the next page about pronunciation and the difference between Spanish in Latin America and Spain.
DO KEEP IN MIND that getting your message across in Spanish is WAY more important than accurate pronunciation!
- From the video titled How to Speak Like a Native Spanish Speaker, list and describe the 4 strategies explained (in your own words and with enough evidence from the videos)
- From the video titled Are There Differences between Spanish in Latin America and Spain, list 3 new, interesting or useful things you learned.
- Explain if/how your views on pronunciation have changed (or not) after watching the videos.
- Moving forward, might you approach speaking OR listening in Spanish differently based on this new information? Explain why or why not?
- Respond to the post of at least one other student and compare your findings or opinions on pronunciation
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 11: Language Learning Lab
Shadowing and Repeating
You will now use (or re-visit!) engaging and useful methods to help you increase your Spanish skills: Shadowing and Repeating. You may have heard of the method of Shadowing as a strategy to increase your fluency in Spanish (or any language), but if not familiar with this method of increasing your Spanish fluency, the video on the next pagewill explain what it is. Shadowing is sometimes difficult for beginners, but for this assignment, do give it a try!!!!
For this assignment, you will try out both methods and see how/if they might be helpful for you by:
- If you have not done so in a previous assignment, watch the following video and describe the difference between shadowing and repeating.
- Choose ANY video/audio in Spanish you would like
- While watching/listening record yourself SHADOWING FOR AT LEAST THREE MINUTES
- While watching/listening record yourself REPEATING FOR AT LEAST THREE MINUTES
- Share a bit about your experience and the answers to the following:
- Share the link to the source (audio, video, etc.) you chose to shadow and explain WHY you chose it.
- What was your experience like with shadowing and repeating? (Fun? Challenging? Stressful? Simple? Useful?) Which method do you prefer? Why?
- Based on this experience, do you think shadowing and/or repeating might (or might not) be a good way to increase your Spanish skills? Explain
- Submit your answers to the above AND some kind of audio/video proof of using the methods such as a Vocaroo recording of you shadowing and repeating the video for AT LEAST 3 MINUTES each!
Please submit assignment in the appropriate submission area as a Word document or PDF.
NOTE: The assignment is the same (as far as instructions) as a previous assignment, but for this assignment you should try a different video (in case the video you first chose was too fast or too slow; you may want to choose a different subject matter, etc.)
You do not have to re-watch the video, if you already have done so for the previous assignment, but DO share a reflection of the Shadowing and Repeating experience this time!
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 11: Grammar & Writing
Verb Quedar
Quedar is on of the most versatile verbs in Spanish. Watch th following video and read this ThoughtCo article which you can access by clicking here.
- Based on the video, list ALL the different contexts in which quedar can be used.
- Based on the article, record yourseld reading ALL sample sentences using quedar (English and Spanish)
- Create a short script of 10 lines with a simple Spanish conversation between 2 people where at least 5 lines contain quedar.
- Record yourself (or along with a friend/family member) reading the script.
- Submit the written script and audio link as well as answers to the questions above.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 11: Culture
Spanish in Asia and Africa
Did you know Spanish is spoken in one country in Asia and one in Africa?
- Watch the following videos and from EACH video, and state two new as well as surprising and/or interesting facts you learned. Submit your responses in English and Spanish as audio and text.
- Please provide enough details from the video as well as why these facts were interesting/surprising to you.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 12: Overview
Empleos
This Module, you will complete the following activities:
- Authentic Conversation (AC): Future goals
- Language Learning Lab (LLL): Háblame de ti
- Language Learning Lab (LLL): Job letters
- Culture: A job interview
Module 12: Authentic Conversation
Future goals
Since this module, we will explore future professional goals, and a good place to start is with authentic conversation about future goals.
- Watch the following video, and based on the video state 3 future goals the interviewees shared (Spanish and English)
- State three future goals you have (in Spanish and English - audio and text)
- Ask a question of a classmate (a general classmate OR a specific classmate!) relating to a specific goal a typical student might have (in Spanish and English - audio and text)
- Respond to the question in a post of at least one other student AND make sure to address any questions that were addressed to you! (in Spanish and English - audio and text)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 12: Language Learning Lab
Háblame de ti
In addition to daily conversation, you may encounter (or have encountered) academic or work situations where you were asked something along the lines of "Tell me about yourself". So we can expand upon the typical basic conversation in Spanish in this project, you will explore how you might answer this question at a job interview (in Spanish!)
One type of question that you can almost count on during a job interview is: Tell me about yourself (Háblame de ti)
This question allows the interviewer to hear a short, summed up version of your background and skills, and it gives them insight into what experience and qualifications you think are most relevant to the position you’re interviewing for.
It will be that question (or one along those lines) that you will answer in this assignment, in Spanish!
- In ONE minute, record yourself (audio or video) answering this question as though you were in an actual interview in Spanish for a job you might actually apply for or an ideal job you would like.
- Submit a link to your audio and a written script in Spanish and English along with the Job title you are applying for.
NOTE: As you will see/learn from the resources below, this interview question is NOT the time to talk about your personal life but rather to present to the interviewer your professional background and what you 'bring to the table' (how would the company benefit from hiring you)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Helpful Resources
INDEED ARTICLE: HOW TO ANSWER "TELL ME ABOUT YOURSELF"
VIDEO
Module 12: Grammar & Writing
Job letters
Now that we have learned how to answer the "Tell me about yourself" job interview question, let's practice writing skills in Spanish with a Cover Letter for an ideal job you would apply for.
- First, read the article below from ThoughtCo and learn more about formal Spanish for business communications and watch the video below.
- Notice the greetings and closings which are different (and many not have a literal translation between English and Spanish.
- Conduct a search on jobs of interest to you and choose one job posting that you would apply to. Then, watch the video and learn about writing formal letters in Spanish such as job application letters.
- Using what you learned, write a cover letter in Spanish (with an English version) applying for the job.
- Submit your letter as a document in both languages. Include proper greetings, closings and the proper dates in Spanish.
- Submit an audio recording of you reading the letter in Spanish
- Include the job posting title and link for the job for which you created the application letter.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
THOUGHTCO ARTICLE: WRITING PERSONAL AND BUSINESS LETTERS IN SPANISH
Additional Resource (Optional) INDEED ARTICLE: WRITING COVER LETTERS
Module 12: Culture
A job interview in Spanish
For this assignment, we will continue with the topic of Spanish for the workplace.
You will watch a short video below of a job interview conducted entirely in Spanish. Please notice some of the honorifics that are specific to the Spanish language and which you learned about in a previous lesson.
- First, watch the video and write a list of 20 words/phrases that were new or useful for you if you were to interview in Spanish. Submit the list in English and Spanish.
- Then, you will shadow the Spanish interview portions of the video and submit an audio recording of your shadowing exercise.
- Share how the process went for you. Did it help you acquire some vocabulary for workplace interview? Improve your pronunciation? Was it challenging? simple?
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 13: Overview
Spanish and Arabic Connection
This Module, you will complete the following activities:
- Authentic Conversation (AC): Spanish and Arabic Connection
- Language Learning Lab (LLL): Translate using context
- Grammar & Writing (G&W): Conditional tense
- Culture: High and Low-Context Cultures
Module 13: Authentic Conversation
Spanish and Arabic Connection
Spanish has a lot of Arabic-influenced words. Why? Learn a bit about this with the Thoughco article which you can access below, and hear the similarities by watching the following video. Notice how similar several words sound in both languages.
Note: As you read the article, you will be surprised at how many English words have Arabic origins as well!
Based on the article:
- Share 3 new or interesting facts you learned from the article.
- Choose 5 Spanish words from the list were new, interesting and/or useful for you and post them in English and Spanish
ARTICLE
THOUGHTCO ARTICLE: SPAIN'S ARAB CONNECTION INFLUENCES THE LANGUAGE
VIDEO
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 13: Language Learning Lab
Translate Using Context (English to Spanish)
For this assignment, you will try out translating first WITHOUT help and then WITH the help of online resources. The goal here is NOT to have a perfect translation but to give you a sense of translating by using context. You will first read the text on the next page. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation!)
2. After you translate on your own (without an app) Create a list of 10-20 words that you did not know and translate them using any of the resources you have (DeepL, SpanishDict, etc. - extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS
3. Return to original and translate again. Did the translation get better? Explain.
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so?
- Submit ALL written translations, properly labeled as per the instructions above AND:
- Share how this process went for you:
- How long did it take?
- How accurate was your initial translation?
- How did the translation improve after you increased your vocabulary by looking up the words?
- Was this activity challenging? Simple? Fun? Useful? Explain.
Translate the following:
The introduction of Arabic words into Spanish began in earnest in the eighth century. But even before then, some words of Latin and Greek origin had roots in Arabic. People living in what is now Spain spoke Latin at one time, but over the centuries, Spanish and other Romance languages (such as French and Italian) gradually differentiated themselves. The Latin dialect that eventually became Spanish was highly influenced by the invasion of the Arabic-speaking Moors in 711. For many centuries, Latin/Spanish and Arabic existed side by side. Even today, many Spanish place names retain Arabic roots. It wasn't until late in the 15th century that the Moors were expelled. By then, literally thousands of Arabic words had become part of Spanish.
Source: https://www.thoughtco.com/spanishs-arab-connection-3078180
Module 13: Grammar & Writing
Conditional Tense
Frequently, the conditional is used to express probability, possibility, wonder or conjecture, and is usually translated as would, could, must have or probably.
Learn about this useful tense by accessing the resources below.
- Based on what you learned. Create 5 sentences that are realistic for your life, school or work using the conditional tense.
- Submit your sentence list in English and Spanish as audio and text.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
STUDYSPANISH LESSON - CONDITIONAL TENSE
VIDEO
Module 13: Culture
High and Low-Context Cultures
Learn a bit more about differences in cultures as far as how they communicate (and with 'how many' words!) Based on the video and article below (and any extra research you need to conduct):
- Define high-context and low-context cultures
- Is the U.S. a high-context or low-context culture? Explain
- Are Latin American countries high or low context? Explain
- If you were to live, visit or work in a Latin American culture or with individuals from Latin America, what would you do in order to gain an advantage in business or make friends and establish trust? Use specific evidence from the video as well as your own opinion.
- Share links/resources where you got the information
- Your submission can be in English only (Spanish version encouraged!)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
READ THIS: HISTORYPLEX ARTICLE: HIGH AND LOW CONTEXT CULTURES
VIDEO
Module 14: Overview
TED Talks en Español y BBC Mundo
This Module, you will complete the following activities:
- Authentic Conversation (AC): TED Talks en español (share)
- Language Learning Lab (LLL): TED Talks en español (watch & summarize)
- Language Learning Lab (LLL): Translating LAS NOTICIAS using context
- Language Learning Lab (LLL): Language Learning through Input
- Culture: Idioms
Module 14: Authentic Conversation
TED Talks en español (share)
Visit TED en Español and choose two videos, in Spanish, with content that interests you.
- For this submission, post to the appropriate submission area and share the titles and links to your videos you chose AND the reason you chose those two videos. (English and Spanish - audio and text)
- Note: For an upcoming assignment, you will do some work based on the videos you chose. You do not have to watch them for this discussion unless you have time or would like to. However, for next activity, you will need to watch them.
- You do not need to respond to the post of others but are encouraged to read the posts (and respond if you would like) to get some ideas of additional videos you may want to watch!
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 14: Language Learning Lab #1
TED Talks en español (watch & summarize)
If you have not done so already, go to TED Talks en Español and choose 2 videos to watch in Spanish. Based on the videos you chose, share how your experience was watching the videos in Spanish.
- Did you watch both videos entirely? If not, why not?
- How much were you able to understand?
- Did you use the captions or transcripts? Did they help?
- Would you recommend watching these types of videos to increase Spanish skills? Why or why not?
- Share a brief summary of each video along with the title.
- Also, share the links to the videos you watched.
- Anything else you would like to share
- Please be thoughtful and detailed in your responses. Use full sentences and paint a complete picture of how this process went for you.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 14: Language Learning Lab #2
Language Learning through Input
More and more, it is becoming accepted that language learning is most effective when it is 'input' based rather than filled with grammatical drills and other traditional methods. But, what is input based learning? Learn more about this with the following 13-minute video, and based on the video, answer the following questions:
- What are the 4 important points to acquire language mentioned? List and briefly explain each.
- From the methods or learning strategies you have used in this course, which would you consider 'input' based?
- Define 'comprehensible input'
- What is the difference between 'acqusition' and 'learning' language?
- Based on what you learned from the video (or any research you conduct), do you agree comprehensible input is an effective method? Explain why or why not?
- Moving forward, which other methods would you like to incorporate to help you increase your Spanish skills? Or which will you continue using? Why?
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 14: Culture
Idioms
You may already know that learning and using idioms can help you understand Spanish better and make you sound more like a native speaker. Idioms are also a fun way to communicate authentically.
Access a FluentU article with some idioms in Spanish by clicking on the link below and watch an interesting video on common Spanish idioms.
Based on the article you read or the video:
- Choose TWO idioms that were new and/or interesting for you.
- List the idioms in English and Spanish (with the English 'literal' and 'actual use' translations.
- Find images (or create) images that could represent the idioms (either the literal translation or as an idiom)
- Use the idioms in sentences and include the English and Spanish version.
READ THIS: FLUENTU ARTICLE: 15 COMMON SPANISH IDIOMS
VIDEO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 15: Overview
Adiós
This Module, you will complete the following activities:
- Authentic Conversation (AC): Saying Goodbye
- Language Learning Lab (LLL): Español todos los días (Spanish every day)
Module 15: Authentic Conversation
Saying Goodbye
Did you know? Adiós is Spanish for "goodbye" or "farewell".
Literally translated, the word is the contraction of "a" (to) and "Dios" (God), from the old Spanish phrase "A Dios vais" ("You're going to God", meaning to the Kingdom of Heaven), which appears in the novel Don Quixote.
Here, we will say adiós to the course and each other. Hopefully you have had an enjoyable time in this class, learned some basic Spanish language and culture as well as learned from and gotten to know some classmates.
On the appropriate discussion board area, you are also welcome to reflect upon your Spanish journey as well as say goodbye to classmates
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Additional Resource (Optional)
Module 15: Language Learning Lab
Español todos los días (Spanish every day)
So far throughout this course, you have used many different resources to help you increase your skills (shadowing, chatbots, talking to pets, translating recipes, etc.). You have also used resources for grammar, pronunciation, etc. such as SpanishDict, StudySpanish.com and more. In this assignment, you will continue implementing resources and strategies to learn Spanish.
The days do not have to be in a row but must total to at least FIVE days within the assignment/project timeframe.
To help you keep track, and for grade, each day, you will fill out one row for the table which you can access on the next page. The table below is part of what you will turn in as your assignment submission. You will also answer a set of questions which you will find below the table.
NOTE 1: Please do not limit yourself to only 5 days!
NOTE 2: Please do not repeat resources, platforms. This means, if you use Duolingo one day, you cannot use Duolingo another day, even if the lessons are different. If you SHADOW one day, you should not shadow another day, even if the content is different, etc.
Please submit assignment in the appropriate submission area.
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oercommons
|
2025-03-18T00:39:35.643992
|
Activity/Lab
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99007/overview",
"title": "Spanish Language and Culture for Heritage Speakers",
"author": "World Cultures"
}
|
https://oercommons.org/courseware/lesson/115128/overview
|
Lesson plan CLIL Animal Cell
Overview
This lesson aims to describe the animal cell, allowing students to understand the importance and the function of both the animal cell in general and each of its components. Additionally, students will be able to integrate English language skills for communication.
Animal Cell Sixth Grade
Lesson Plan: ANIMAL CELL Class (or level): Sixth Grade
Length of lesson: 30 min Related Areas: English/Biology
Resume:
This lesson aims to describe the animal cell, allowing students to understand the importance and the function of both the animal cell in general and each of its components. Additionally, students will be able to integrate English language skills for communication.
Science and other subjects connection:
The connection to science with the topic “Animal Cell” is about real-life situations. For example, a discussion about how cells play a role in wound healing, infection control, and new tissue growth. In the same way, this topic involves a Cross-Curricular Connection with concepts from other subjects such as math (e.g., measuring cells), art (e.g., drawing cells), English and Spanish Language (e.g., vocabulary building), Social Sciences (e.g., impact on society such as medicine, and technology). Through this approach, students can see the interconnectedness of different fields of study.
Learning Objectives:
- By the end of this lesson, students will be able to identify and name the different parts of the animal cell in English. Also, they will be able to describe the functions of each component in English.
- By the end of this lesson, students will be able to comprehend and understand the structure and function of the animal cells components, integrating English language skills for communication.
Educational Standards:
Science Standard:
- Explico la estructura de la célula y las funciones básicas de sus componentes.
English Standard:
- Responde a preguntas relacionadas con el “qué, quién y cuándo” después de leer o escuchar un texto corto y sencillo, siempre y cuando el tema esté relacionado con eventos que le son familiares.
Materials for the Lesson:
- Laptop
- Video beam
- Worksheet
- Online games
Attachments:
https://drive.google.com/file/d/15GKnjWZ_cZG61Xen0ZYrRKgNi06Xf66g/view?usp=sharing
https://wordwall.net/es/resource/33311499/animal-cell-structure-diagram-
https://wordwall.net/es/resource/56443597/animal-cell
Animal Cell Fifth Grade
Lesson Plan: ANIMAL CELL Class (or level): Fifth Grade
Length of lesson: 30 min Related Areas: English/Biology
Resume:
This lesson aims to describe the animal cell, allowing students to comprehend the importance and the function of both the animal cell in general and each of its components. Additionally, students will be able to integrate English language skills for communication.
Science and other subjects connection:
The connection to science with the topic “Animal Cell” is about real-life situations. For example, a discussion about how cells play a role in wound healing, infection control, and new tissue growth. In the same way, this topic involves a Cross-Curricular Connection with concepts from other subjects such as math (e.g., measuring cells), art (e.g., drawing cells), English and Spanish Language (e.g., vocabulary building), Social Sciences (e.g., impact on society such as medicine, and technology). Through this approach, students can see the interconnectedness of different fields of study.
Learning Objectives:
- By the end of this lesson, students will be able to identify and name the different parts of the animal cell in English. Also, they will be able to describe the functions of each component in English.
- By the end of this lesson, students will be able to comprehend and understand the structure and function of the animal cell components, integrating English language skills for communication.
Educational Standards:
Science Standard:
- Explico la estructura de la célula y las funciones básicas de sus componentes.
English Standard:
- Responde a preguntas relacionadas con el “qué, quién y cuándo” después de leer o escuchar un texto corto y sencillo, siempre y cuando el tema esté relacionado con eventos que le son familiares.
Materials for the Lesson:
- Laptop
- Video beam
- Worksheet
- Online games
Attachments:
https://drive.google.com/file/d/1tgkAdz3MpQ9QdlRKj8bvkWYWxBVPSyCd/view?usp=sharing
https://wordwall.net/resource/68812364/animal-cell
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oercommons
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2025-03-18T00:39:35.676515
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04/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115128/overview",
"title": "Lesson plan CLIL Animal Cell",
"author": "Norman Acebedo Bonilla"
}
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https://oercommons.org/courseware/lesson/113661/overview
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Hands-On AI Projects for the Classroom: A Guide for Elementary Teachers
Overview
ISTE and GM have partnered to create Hands-On AI Projects for the Classroom guides to provide educators with a variety of activities to teach students about AI across various grade levels and subject areas. Each guide includes background information for teachers and student-driven project ideas that relate to subject-area standards.
The hands-on activities in the guides range from “unplugged” projects to explore the basic concepts of how AI works to creating chatbots and simple video games with AI, allowing students to work directly with innovative AI technologies and demonstrate their learning.
Introduction
The Hands-On AI Projects for the Classroom series is a set of guides for teachers who are seeking instructional and curricular resources about artificial intelligence (AI) for various grade levels and across a range of subject areas. Developed by ISTE in partnership with General Motors, these guides are an extension of ISTE's work and feature student-driven AI projects curated from educators in the field, as well as strategies to support teachers in implementing the projects in a variety of K–12 classrooms. The projects engage students in both unplugged and technology-infused activities that explore key facets of AI technologies.
Click here to access the full Elementary resource in English.
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oercommons
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2025-03-18T00:39:35.689699
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03/02/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113661/overview",
"title": "Hands-On AI Projects for the Classroom: A Guide for Elementary Teachers",
"author": "Rebecca Henderson"
}
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https://oercommons.org/courseware/lesson/69263/overview
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Present Tense Irregular Verbs
Overview
Ir, Ser, and Tener are irregular Spanish verbs. They have their own unique conjugations and follow different rules in the present tense than regular present tense verbs. In this seminar, you will review how these verbs are conjugated as well as some other irregular verbs.
ACTFL Standards
Communication: Interpersonal Communication, Presentational Communication
Comparisons: Language Comparisons
Learning Target
I can match a character in a headline to a supporting visual
Habits of Mind
Thinking flexibly
Critical Thinking Skill
Construct Meaning
Engage
Introductory warm-up activity.
The use of pictures continues to be useful as you learn a language and to be able to identify vocabulary you know to visuals. You may already know some regular present tense verbs, but in order to match more pictures to words you need to review irregular present tense verbs as well. What verbs would you use for this comic strip? Why?
Academic/Concept Vocabulary
Explore
Read and watch the resources to learn about this concept, then do the practice activity.
Read | Watch | Do |
Click here to read. | Watch the video Important Irregular Verbs in the Present Tense - Spanish.
| Use this interactive to practice and learn the vocabulary terms you will need to understand for this Seminar. Choose your study mode! |
Explore More
Access one, many, or all of these resources to explore this topic more deeply.
- Watch the series "Oh Noah!" on PBS here to practice your Spanish listening skills and identify new verbs.
Explain
Discuss your ideas / opinions / understandings.
Based on what you learned in the Explore and Engage sections of this Seminar, answer the following prompt:
How do visuals (photos, videos, etc.) help in the support of learning a language? Consider this question based on the content from this module. How do you think it can help you?
Evaluate
Now it is time to self-check how much you have learned about this topic. If you do not know as much as you thought, go back to the “Explore” section of this seminar and reread, rewatch, or redo the activities listed. See your facilitator if you have questions.
Elaborate
This is a task or project where you can show what you know.
Option 1: Using the slides below, create 5 original sentences using an irregular verb in each sentence, an agreeing subject pronoun, and any additional vocabulary needed. You may submit your 10 sentences by typing them in a document and just uploading them. You can also make a copy of the slides and add the sentences beneath the powerpoint. Access the slides here.
Option 2: Create a podcast reviewing irregular present tense Spanish verbs. Show how to spell them, say them correctly, and what they look like by doing them. Your podcast must include all 5 verbs from this lesson- each form of the verb, an example sentence for each verb, and a picture to go with each sentence. Upload your podcast.
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oercommons
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2025-03-18T00:39:35.715487
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07/02/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69263/overview",
"title": "Present Tense Irregular Verbs",
"author": "Carolina Marquez"
}
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https://oercommons.org/courseware/lesson/64655/overview
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Grade 6-8 World Language Resources
Overview
Resource suggestions to explore and consider as a way to support learning in grades 6-8 World Languages.
Grade 6-8 World Language Resources
Georgia Virtual Learning Courses: OER coursework in Chinese, Spanish, Japanese, French, German and Latin.
Online language teaching/learning tools: From Catherine Ousselin, clearly distinguishes between free and paid; includes YouTube tutorials on how to use these tools.
Smithsonian: World Languages: Diversity, Engagement, and Revitalization: These resources are tied to the National Curriculum Standards for Social Studies and include video, webcasts, and lessons.
PBS Learning Media: This site focuses on bring world languages and cultures into your classroom with resources on world languages.
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oercommons
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2025-03-18T00:39:35.728465
|
Full Course
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64655/overview",
"title": "Grade 6-8 World Language Resources",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/89286/overview
|
Spanish II - Introductory Spanish
Overview
This resource was designed for a Spanish student who has taken at least one semester of college-level Spanish, one year of High-School Spanish or has some basic knowledge of Spanish. Its content can be useful (and adapted to) more advanced students, even heritage speakers who would like to improve their speaking, listening, reading and writing skills as well as explore Spanish, Latin and Hispanic Culture.
This online resource can be used as a textbook for an entire one-semester college course. It is comprised entirely of free, open-educational resources which are available to anyone. These include SpanishDict.com, StudySpanish.com, The Spanish Experiment, YouTube and much more.
The content is practical, authentic and engaging, but more importantly, it allows students to acquire much more than basic Spanish skills. It provides students with oppotunities to learn about Spanish, Latin and Hispanic culture and geography, as well as acquainting the students with Spanish as it is actually spoken in many different countries.
The textbook is divided into 15 modules with each module centering around specific themes and grammatical structures. Even though grammar is essential to learning any language, in this course speaking the language, strategies for learning languages and culture are just as (or even more) important than extensive grammar drills.
Course Introduction
¡Bienvenidos a la clase de español! Welcome to Spanish class!
This resource will provide you with an online textbook for what will be a highly interactive course to help you gain or increase Spanish skills that are useful for your academics, current or future career and perhaps even your daily life!
The content represents the second course in a series of Introductory Spanish courses. It is comprised entirely of free, open-educational resources which are freely available to anyone. These include SpanishDict.com, StudySpanish.com, YouTube and much more.
You will find the content practical, authentic and engaging, but more importantly, you will learn a lot!
The course is divided into 15 modules with each module centering around specific themes and grammatical structures. Even though grammar is essential to learning any language, in this course, you will find that speaking the language, strategies for learning languages and culture are just as (or even more) important than extensive grammar drills.
Also, this course encourages students to use translation platforms in order to acquire advanced language skills in an expedited manner rather than relying on memorization and drills. Therefore, this is a course designed to follow a communicative approach rather than a more 'traditional' approach to language learning which can delay students from accessing, navigating and benefiting from more advanced and interesting activities in addition to real-life conversations that they would experience when traveling or around native speakers.
As much as possible, in the activities in this online book, students will participate in 'real-life'-type language immersion rather than typical classroom drills will make for a more engaged student who can become self-directed, learn at his or her own pace, and tailor their learning depending on their needs and interests.
Each module, you can expect one or more of the following types of activities:
- Authentic Conversation: Watch and listen to authentic Spanish conversation and practice your speaking skills
- Language Learning Lab: Learn "how to learn" and practice things such as pronunciation.
- Grammar & Writing: Acquire grammar and writing skills
- Culture: Learn about the fascinating aspects of Spanish, Latin and Hispanic cultures
Each module was designed to represent one-week of class with a time commitment of between 4 to 6 hours per week. Of course, some students will take less time and some will take more, depending on many factors. Regardless, you will get as much learning out of this course as the amount of time and effort you put in!
As soon as you are ready, click on the Next button to get started!
Note: This online textbook is a resource intended to accompany an online course that is hosted in a Learning Management System (LMS) such as Blackboard, Canvas, Moodle, D2L, etc. Therefore, although assignment instructions will be found here, any student work will be submitted in the appropriate sections of the LMS course. Students who would like to work independently (not part of a school/college course) are still able to benefit from the content but will not be able to submit work.
Module 1: Overview
Let's get to know each other!
This Module, you will complete the following activities:
- Authentic Conversation (AC): Does Language Affect Thought?
- Language Learning Lab (LLL): Planning for Success
- Grammar & Writing (G&W): Verbs review
- Grammar & Writing (G&W): Numbers review
- Culture: Greetings Around the World
Module 1: Authentic Conversation
Does Language Affect Thought?
Building a community is important in any class, but especially in an online class.
In Spanish, in the appropriate submission area, please share your name, age (optional), your major, where you are from and anything else you would like to share about yourself such as hobbies, interests, pets, etc. (Hint: This YouTube Playlist videos will show you some basic, authentic greetings in Spanish)
In addition to getting to know each other with 'traditional' introductions, we will also share our thoughts on how language affects thinking and culture because in order to effectively and authentically learn about any culture, we cannot isolate language and how it shapes thinking and thus, culture.
Please watch the short video below, and based on the video, in English: share three new, interesting or useful things you learned and how these may (or may not) change your approach/perspective to learning Spanish in this class.
All posts must be respectful and contribute positively to an atmosphere of civility and cooperation.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Useful Resources
Lesson from SpanishExperiment on greetings: https://www.thespanishexperiment.com/learn-spanish/greetings
Module 1: Language Learning Lab
Planning for Success
As you probably already know, managing academics, work, family and social commitments is a challenge. However, there are ways to plan for success in all areas which are worth exploring. Please watch the videos below, and based on the videos answer the following questions:
- Based on the Does being Bilingual make you smarter video, what are some benefits of being bilingual? (list at least three benefits)
- Based on the How to Learn Faster video, which three learning strategies were more interesting or surprising to you? Why? Which ones can you incorporate into your Spanish studies this term?
- Which two strategies from the Thomas Frank video would be the most useful to you?
- Which strategies from all the videos do you plan to implement to help you succeed in this class? List at least 3 strategies and explain how they will be useful for you.
- Based on your own experience/motivation, in addition to your professional reasons for enrolling in this course please share your goals for learning Spanish (personal, academic requirement, other professional, travel, fun, daily life, etc.)
- What grade do you want to make in this class? How much effort are you willing/able to put into this class to get the grade you want?
Your responses can be in English and/or Spanish.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
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Additional Resource (Optional)
Module 1: Grammar & Writing #1
Verbs Review
You may or may not recall the basics of Regular and Irregular Verbs in Spanish. Either way, they are an essential part to communicate in Spanish and worth reviewing before moving on to other/new grammatical structures.
To review verbs, please watch the following videos and:
- Submit a brief explanation of the difference between regular and irregular verbs.
- From the Easy Spanish video, share 2 new sentences or phrases you learned. Write them in English and Spanish.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Regular verbs: https://www.spanishdict.com/guide/spanish-present-tense-forms
Irregular verbs: https://www.spanishdict.com/guide/irregular-verbs-in-spanish
Module 1: Grammar & Writing #2
Numbers Review
Practice your numbers in Spanish with an excellent Open Educational Resource: SpanishDict.com which you will access by clicking below.
Read the lesson first, and then
- Record audio of yourself reading ALL the numbers from 1-100 in Spanish
- Complete the activity and submit proof of completion
- SPANISHDICT LESSON
- SPANISHDICT ACTIVITY
- Note that for the activity, you can hover over the English phrases to see the Spanish translation!
- Please submit a link to your audio recording and a screenshot of the activity page showing proof of completion in the appropriate submission area.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 1: Culture
Greetings Around the World
¿Lo sabías? (Did you know?) In Latin American countries and Spain, it is common to greet with a kiss on the cheek!
Learn about greetings throughout the World in these two short videos on the next pages.
You might be surprised to find in one country, you 'stick out your tongue' to greet someone!
- From each video, choose your saludo favorito (favorite greeting)
- State the countries of your saludo favorito, explain the greetings and why they are your favorites.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 2: Overview
Let's continue to get to know each other!
This Module, you will complete the following activities:
- Authentic Conversation (AC): Let's continue to get to know each other (with audio!)
- Language Learning Lab (LLL): Pronunciation review
- Grammar & Writing (G&W): Review SER y ESTAR
- Culture: Formal and Informal speech
Module 2: Authentic Conversation
Let's continue to get to know each other (with audio!)
In this discussion, we will continue to get to know each other (in Spanish) with text and audio!
This will be great practice for introductions when meeting others such as students, new friends, co-worker, client, etc.
First, watch the YouTube videos below with more 'advanced' greetings in Spanish. Notice the different accents between the videos! (Did you know that the more accents you are exposed to the better your language comprehension skills will become!)
Based on what you learned from the videos you will submit an original introductory post and respond to the post of others on the appropriate submission area of the course.
PARTE 1: Original Post
- Share a brief text introduction of yourself (in Spanish) of at least five (5) sentences.
- After you create your written introduction, create a set of at least three (3) questions (in Spanish) that you might ask a student, new friend, colleagues, etc.
- Record audio of yourself reading your introduction and the questions - all in Spanish.
- Post the text version of your introduction as well as a link to the audio
PARTE 2: Respond to the Posts of 2 other students
- Choose posts from at least TWO other students that you will respond to
- Listen to their audio introductions and read their posts, paying close attention to the questions they ask
- Create an audio recording (in Spanish) where you respond to their questions.
- Post a link to your text and audio response as a Reply to their original post.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
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Module 2: Language Learning Lab
Pronunciation review
You may already be familiar with Spanish pronunciation, however, there are certain sounds that are often confusing, even for more advanced speakers.
- Watch the video below (less than 3 minutes) for a review on how to pronounce certain letters.
- Based on what you review from the video, write down the Spanish words listed/pronounced AND record audio of yourself reading the words, using the proper pronunciation.
- Create one sentence for each of the vocabulary words from the video and record audio of yourself reading the sentences in English and Spanish. Submit audio and written list,
You can use Vocaroo to record your audio and submit your audio link which you can copy and paste onto a document or if there is a text box in the submission area, you can copy and paste the link there.
Please submit your written list and audio link in the appropriate submission area as a Word document or PDF.
NOTE: The 'confusing' words are the ones the teacher shows the pronunciation for and which appear as text as well. (taco, Pepe, etc.)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 2: Grammar & Writing
Grammar & Writing (G&W): Review SER y ESTAR
SER and ESTAR (to be) are essential verbs in Spanish. To review how to use them, start with a SpanishDict lesson (you can access it below) and then, watch the following video about the verbs.
- Based on the SpanishDict lesson, explain how and when these verbs are used
- Record audio of you reading/stating each of the example sentences using the verbs SER and ESTAR (boxes in gray which contain audio icon) from the SpanishDict lesson (in English and Spanish). You can listen to the correct pronunciation by clicking on the speaker icon you will see next to each sample sentence. MAKE SURE TO SCROLL DOWN THE LESSON PAGE SO YOU CAN READ/RECORD ALL THE SAMPLE SENTENCES AS THEY ARE IN DIFFERENT SECTIONS.
Please submit your assignment in the appropriate submission area as a Word document or PDF with audio link.
NOTE: You do not have to sign up to SpanishDict (unless you would like to) in order to complete the assignment
Lesson: SPANISHDICT SER VS ESTAR
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resource
Additional Resources
ThoughtCo Article: Ser Conjugation in Spanish
Module 2: Culture
Formal and Informal speech
You may recall, in Spanish, there are different ways to address people depending on many factors; there is a formal and informal way, especially when it comes to the pronoun YOU. Based on the YouTube videos and your own research on the pronouns tú and usted, explain:
- From EACH video, list three new, useful or interesting facts you learned.
- Explain the difference between: tú, vos y usted
- When you would use one instead of the other? Provide at least five (5) different situations that are likely for you and share the situation, the pronoun you would use and why.
- Why is it important to know (and properly) use the correct one?
- Conduct research of different languages that also have a formal and informal way of addressing people? Which one(s) did you find? Share the links where you got the information.
- Your responses can be in English and/or Spanish.
Note: In addition to learning about the pronouns with the videos, you will get some excellent listening practice. Listen for the different accents!
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
NOTE: If a YouTube video is in Spanish, often, you can click the 'gear' icon, choose 'Auto translate' and click on 'English' to view the captions. (Make sure the CC icon is ON and that you are viewing the video on a separate browser tab). The translation may not be 100% accurate, but it will be close enough!
Module 3: Overview
Pasatiempos (Hobbies)
This Module, you will complete the following activities:
- Authentic Conversation (AC): ¿Cuáles son tus pasatiempos?
- Authentic Conversation (AC): ¿Qué te gusta hacer? (at work)
- Language Learning Lab (LLL): Adjectives about me
- Grammar & Writing (G&W): Hacer y gustar
- Grammar & Writing (G&W): Homonyms
- Culture: Idioms
Module 3: Authentic Conversation
¿Cuáles son tus pasatiempos?
Hobbies are called pasatiempos in Spanish, although in many Spanish-speaking countries, they are also called hobbies!.
- In the appropriate discussion board area, we will continue to get to know each other, (in Spanish) with text and audio, by talking about hobbies and what we do during our free time!
- First, watch the YouTube videos below about hobbies.
- Based on what you learned from the videos you will submit an original introductory post about what you like to do in your free time and respond to the post of 2 others in the appropriate submission area of the course.
- Your original and response posts should be in English and Spanish as text and audio.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
Module 3: Language Learning Lab
¿Qué te gusta hacer? (at school or work)
Learn more about gustar and similar verbs in the SpanishDict lesson which you can access below.
Based on your current or future professional situation (or school situation if you do not work or have never had a job)
- State your current or future profession in English and Spanish
- Create a set of THREE sentences of work-related tasks you LIKE/WOULD LIKE to do - use ME GUSTA and other alternative verbs from the lesson
- Create a set of THREE sentences of work-related tasks you DO NOT LIKE/WOULD NOT LIKE to do. Use NO ME GUSTA and other alternatives from the lesson
- Submit a written list and audio of your sentences in English and Spanish
PARTIAL SAMPLE OF one "Me gusta" sentence and one "No me gusta" sentence.
Remember, try to also use verbs other than gustar!
Current Profession: Maestra - Teacher
- Me gusta trabajar con los estudiantes. I like working with the students
- No me gusta ir a las reuniones. I do not like to go to meetings
SPANISHDICT LESSON: VERBS LIKE GUSTAR
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Grammar & Writing #1
Hacer y gustar
Whether you realize it or not, you are already aware of how to use HACER and GUSTAR from a previous task relating to hobbies. Now, we will explore the grammar behind these important verbs. To learn about the verbs HACER y GUSTAR, please watch the videos below.
PARTE 1
- From the videos, explain what the verbs mean - hacer y gustar - and how they are used (in which contexts). Note that HACER can be used in other ways besides TO MAKE/TO DO.
- From each video, choose THREE full sentences using the verbs.
- Submit a list of the sentences (6 total) in writing and with an audio link of you stating each of the sentences. (English and Spanish)
PARTE 2
Based on this THOUGHTCO lesson, learn about HACER and record audio of you reading ALL the sample sentences from the lesson (English and Spanish) and submit a link to your audio.
https://www.thoughtco.com/using-hacer-spanish-verb-3078347
PARTE 3
- Based on your own interests/situation:
- Create a list of 3 sentences using the verb HACER to indicate things YOU DO
- Create a list of 3 sentences using the verb HACER to indicate things YOU DO NOT DO
- Create a list of 3 sentences using the verb GUSTAR to indicate things YOU LIKE
- Create a list of 3 sentences using the verb GUSTAR to indicate things YOU DO NOT LIKE
- Submit written list and audio, in English and Spanish
Submit your written answers and list AND include audio link (you can use Vocaroo to record) in the appropriate submission area as a Word document or PDF with audio link.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Grammar & Writing #2
Homonyms
Although the terms Homonym, Homophones and Homographs have different meanings, for our purposes, we will refer to them as Homonyms. It is essential to be aware of them as they can be confusing and interfere with understanding
Learn these important words as in Spanish with a Thoughtco article which you can access by clicking on the ThoughtCo lesson link below.
- Based on the article, record audio of yourself reading the entire list of Spanish Homophones and Homographs and submit the link to your audio.
When needed, listen to the proper pronunciation with a tool such as SpanishDict Pronunciation
Please assignment in the appropriate submission area as a Word document or PDF.
THOUGHTCO LESSON: SPANISH HOMONYMS
Additional Resources (Optional)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Culture
Idioms
You may already know that learning and using idioms can help you understand Spanish better and make you sound more like a native speaker. Idioms are also a fun way to communicate authentically.
Access a FluentU article with some idioms in Spanish by clicking on the link below and watch an interesting video on common Spanish idioms.
\Based on the article you read or the video:
- Choose TWO idioms that were new and/or interesting for you.
- List the idioms in English and Spanish (with the English 'literal' and 'actual use' translations.
- Find images (or create) images that could represent the idioms (either the literal translation or as an idiom)
- Use the idioms in sentences and include the English and Spanish version as well as the images.
FLUENTU ARTICLE: 15 COMMON SPANISH IDIOMS
VIDEO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 4: Overview
Rutinas (Routines)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Rutinas (Routines)
- Language Learning Lab (LLL): Ordinal numbers
- Grammar & Writing (G&W): Telling Time
- Grammar & Writing (G&W): Reflexive Verbs and pronouns
- Culture: Chronemics
Module 4: Authentic Conversation
Rutinas (Routines)
Watch the videos below to learn or review routines and reflexive verbs and visit the SpanishDict lesson.
Based on the conversations from the videos and lesson you will post to the appropriate submission area the following:
PARTE 1
- Choose ONE useful phrase from each video and share it in English and Spanish (audio and text)
PARTE 2
- Create a script of a conversation of two or more people where you talk about your daily routine, including time (hours, days, season, etc.) The script should consist of at least 20 lines (10 for each of the people/characters speaking) and it should be in Spanish and English.
- Record the audio for the script (using Vocaroo or another recording platform you are familiar with OR use the Padlet audio recorder feature) in both languages.
- You can play the voice for both 'characters' in the recording OR you could ask a friend or family member to help
- Post the written script and audio link
You do NOT have to respond to the posts of others but are encouraged to do so or at least read/listen to their posts!
All posts must be respectful and contribute positively to an atmosphere of civility and cooperation.
****Please submit your routine script (text and audio) in English and Spanish as text and audio both on the Discussion Board AND the Module assignment submission area.****
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
SPANISHDICT LESSON: REFLEXIVE VERBS
VIDEOS
Module 4: Language Learning Lab
Ordinal numbers
Learn or practice your ordinal numbers skills with a StudySpanish.com lesson and ACTIVITY which you can access below.
Read the lesson first, and then complete the activity. Submit a screenshot as proof of completion.
SPANISHDICT LESSON: ORDINAL NUMBERS
SPANISHDICT ACTIVITY: ORDINAL NUMBERS
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 4: Grammar & Writing #1
Telling Time
- Visit the SpanishDict lesson below to learn or review how to tell time in Spanish. Read the lesson first, and then complete the Useful Time Expressions activity.
- Please submit a screenshot of the activity page showing proof of completion, and please submit the 3 new useful expressions you learned from the activity.
- Watch the video below, and based on the video, state 3 new or useful facts or strategies about how to tell time in Spanish.
SPANISHDICT LESSON: TELLING TIME
SPANISHDICT ACTIVITY TO COMPLETE: USEFUL TIME EXPRESSIONS
- NOTE THAT YOU CAN HOVER OVER THE SPANISH SENTENCES TO SEE THE ENGLISH TRANSLATION!
VIDEO
Additional Resources
Telling time lesson from Mondly: https://www.mondly.com/blog/2020/06/29/tell-time-spanish-guide-beginners/
Telling time lessons from SpanishDict: https://www.spanishdict.com/guide/telling-time-in-spanish
Module 4: Grammar & Writing #2
Reflexive verbs and pronouns
Learn or practice your skills about reflexive verbs in Spanish with a StudySpanish.com lesson and Quiz as well as the video which you can access below.
Part 1: Read the lesson first, and
- Record yourself reading ALL the sample sentences and phrases that use reflexive verbs and pronouns. You will need to scroll down the page to access all and can create several recordings as there are many phrases!
- Then, complete the activitiy andpPlease submit a screenshot of the activity page showing proof of completion, and please submit the 3 new useful expressions you learned from the activity.
SPANISHDICT LESSON: REFLEXIVE VERBS
SPANISHDICT ACTIVITY: REFLEXIVE VERBS COMPREHENSIVE REVIEW
- NOTE THAT YOU CAN HOVER OVER THE SPANISH SENTENCES TO SEE THE ENGLISH TRANSLATION!
Part 2. Based on the video: explain Spanish Reflexive verbs and share 3 sample sentences from the video that use reflexive verbs. Please submit a written list of the sentences in English and Spanish as well as audio of you reading the sample sentences.
VIDEO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 4: Culture
Chronemics
Watch the following videos to learn about how different cultures experience time.
- Based on EACH video list 3 new or interesting facts you learned.
- Explain why it might be important to be aware of differences in Chronemics in other cultures other than our own.
- Submit your list and include enough evidence from the video.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Overview
El pasado (the past)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Asking people what they did
- Language Learning Lab (LLL): Preterite in a story
- Grammar & Writing (G&W): Preterite
- Grammar & Writing (G&W): Positive and Negative words
- Culture: Literature (Magical Realism)
Module 5: Authentic Conversation
Asking people what they did
You are now going to learn a bit the past tense in Spanish in a practical way: by learning how to ask people 'what they did'. You will explore in more detail in upcoming activities.
Meanwhile, let's practice some real-life conversation by asking our classmates about their day, weekend or past. Watch the following video, and based on the video, and using the proper tense, you will ask and answer questions on the appropriate discussion board content area.
Based on what you learned from the video:
- Post THREE questions that you would ask a friend about what they have done in the recent past. (Spanish and English - text and audio)
- Choose two posts you will respond to and answer the 3 questions the classmates posted. (Spanish and English - text and audio)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 5: Grammar & Writing #1
Preterite
The preterite or preterit is a grammatical tense or verb form serving to denote events that took place or were completed in the past. Please learn about this important tense which allows us to communicate and understand events that happened in the past by watching the video on the next page and then based on the video:
- Explain the preterite tense
- List 3 full sentence examples using the preterite (from the video) (in English and Spanish)
- Record audio of yourself reading each of the example sentences (in English and Spanish)
Submit answer to question 1, written sentence list and audio link of your reading the list in English and Spanish.
Please submit assignment in the appropriate submission area.
Additional Resources
- https://www.spanishdict.com/guide/spanish-preterite-tense-forms
- https://www.spanishdict.com/guide/spanish-imperfect-tense-forms
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Language Learning Lab
Preterite in a story
This week, you will be exploring the preterite in Spanish (past tense) but before we delve into the grammar of it, we will re-visit a well-known children's story, but in Spanish: The Three Little Pigs. With this story, you will practice reading out loud, try out your translation skills and explore some verbs in the preterite. You can access the story by clicking on the link below.
For this assignemnt, you will:
- Read the story to yourself in Spanish, and as you read each paragraph, try to translate its meaning in your head. Then, check your translation by clicking on the Translate? button which will show you the English translation. How close was your translation?
- Read out loud and record yourself reading the entire story so you can submit an audio link. Hint: you can first hear the story read by clicking on the Click play to listen button near the top of the story page. You do not have to record the story all at once!
- From the story, choose FIVE verbs in the past tense and submit them here as a numbered list with the English and Spanish version. Note: please include the accents.
- Share a bit about your experience with this activity by addressing the steps above and share: Was it simple? challenging? fun? eye-opening? etc.
Please submit assignment in the appropriate submission area as a Word document or PDF.
SPANISH EXPERIMENT STORY: LOS TRES CERDITOS
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Grammar & Writing #2
Positive and Negative words
Positive and negative words in Spanish are useful to tell a story, ask questions, create requests, answer questions and much more.
- Watch the following video, and based on the video, list ALL the positive and negative words listed. (English and Spanish - text and audio)
- Then, choose three positive/negative sentence pairs from the video and submit them as a list in Spanish and English - text and an audio recording of you stating them. This will be a total of 6 sentences (3 with positive words with the 3 negative versions of the sentence)
- Create a positive/negative sentence pair that would be interesting and/or useful for you to know. Submit it as text and audio in English and Spanish.
- Please submit assignment in the appropriate submission area.
EXAMPLE
Positive sentence: Siempre hablo italiano. I always speak Italian.
Negative sentence: Nunca hablo italiano. I never speak Italian.
VIDEO
Additional Resources
BaseLang Lesson: https://baselang.com/blog/vocabulary/affirmative-and-negative-words-in-spanish/
Module 5: Culture
Literature (Magical Realism)
Now that you have a bit of experience with the past tense in Spanish, it might be time to expand our cultural knowledge with an introduction to a storytelling genre that is very important in Latin literature: Magical Realism. Watch the video on the following page.
Explica el libro y recomienda otro:
- After you watch the video, explain the significance of One Hundred Years of Solitude, and
- Recommend another book from a Latin author that is also part of this genre.
You will need first to know more about the genre, conduct some research and find one book that you would recommend to someone who wants to read this genre (from Spanish/Latin/Hispanic authors). State the title, author, a brief summary and WHY you recommend it. (in English, but Spanish also encouraged!)
- To learn more about this genre (not necessarily about Latin authors), visit this Thoughtco article.
- Please provide enough details and evidence from the video as well as your own thoughts.
- Submit responses in English only (Spanish version optional if you would like the practice).
Please submit your assignment in the appropriate submission area as a Word document or PDF
(Even though it is difficult to recommend a book you have not read, through your research, you should find enough information to make a recommendation based on if you would be interested in the book)
Module 6: Overview
Introduce yourself and others
This Module, you will complete the following activities:
- Authentic Conversation (AC): Introduce yourself and others
- Grammar & Writing (G&W): Verb scavenger hunt
- Grammar & Writing (G&W): Verb contar
- Language Learning Lab (LLL): Tu cuento
- Culture: Tradiciones y celebraciones
Module 6: Authentic Conversation
Introduce yourself and others
Watch the following videos, and based on what you learned from the videos, imagine you and a friend are meeting someone new.
- For your original post, create a brief script where you introduce yourself by stating 3 things you might share upon first meeting someone.
- Following your own introduction, introduce your friend to the new person you just met. Use some of the phrases you learned from the video to introduce your friend and state 2 things about your friend as part of the introduction.
- Ask the ‘new person’ (classmate who will be responding to your post) TWO questions you might ask a person you just met
- Post your script as text and include an audio recording of you reading/saying the script (English and Spanish - please check your pronunciation with a tool such as SpanishDict)
- For your response post: Choose the post of at least one other student and think of yourself as the new person the student and his friend are meeting Respond to the post by answering the 2 questions the student posted (English and Spanish, text and audio - please check your pronunciation with a tool such as SpanishDict)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 6: Grammar & Writing #1
Verb scavenger hunt
Now that you have been using Spanish verbs for a while, it might be helpful to 'tie it all together' and 'works backwards' to better understand them. Using any of the online resources you have used in class (or any research you need to conduct) answer and explain the following:
- List the 20 verbs from the Babbel article below (English and Spanish - audio and text)
- List the 5 most important/useful Spanish REGULAR VERBS (for your Spanish goals and needs). Explain how they are useful for you.
- List the 5 most important/useful Spanish IRREGULAR VERBS (for your Spanish goals and needs) Explain how they are useful for you.
- State (audio) your top 5 regular and 5 irregular verbs (English and Spanish)
Please submit assignment in the appropriate submission area.
BABBEL ARTICLE: THE 20 MOST COMMON SPANISH VERBS
Module 6: Grammar & Writing #2
Verb contar
Contar is a versatile verb in Spanish and is helpful to know its uses change depending on context.
Become familiar with contar with some of the resources below.
Based on what you learned:
- List at least 5 possible uses/contexts for contar.
- Create one sentence using contar for EACH of the uses you listed.
Submit the list of uses of the verb as text only and your written sentence list in English and Spanish as audio and text.
Please submit assignment in the appropriate submission area.
SPANISHDICT TRANSLATIONS: CONTAR
YABLA LESSON: CONTAR
Additional Resources (Optional)
Module 6: Language Learning Lab
Tu cuento
A cuento or historia both mean 'a story'. Based on what you have learned in previous modules about the Preterite (past tense) and what you will learn about the Imperfect (in the article below), write a short story of at least five sentences (in Spanish and English) telling us about a moment in your childhood that had some sort of significance. Make it simple, make it short, but make the story impactful!
To guide you, the story should begin with Cuando tenía _____ años ... (When I was ___ years old). It should have a strong beginning, some sort of surprise element or conflict, and a resolution - all in a few short sentences (try for no more than 10!) It must have taken place in the past, and therefore, you will be using the Preterite and Imperfect throughout.
Below is a sample of a great example short story with all the proper elements.
Please submit in the appropriate submission area as a Word document or PDF.
- Preterite tense lessons (Optional, if needed)
Module 6: Culture
Tradiciones y celebraciones
No conversation about the past would be complete without talking about traditions and celebrations which still take place. Some of them include festivals, and some include food!
Watch the videos on the below about Spanish and Latin Traditions and Holidays
- Based on the videos, list at least one celebration from each with a brief description for the celebration.
- From all the videos, share which you knew about and which were new to you.
- Conduct some research on your own and find one Latin or Spanish celebration not listed on the videos and which is interesting to you. Share the name and description of the celebration, why you chose it and the link where you found the information.
- Based on the new celebration you found and chose:
- Create an audio recording, in Spanish, explaining the celebration as though you were trying to convince a friend to go with you! Be convincing!
- What is the celebration?
- Where/when/why is it held?
- Why is it important?
- Why should your friend go with you?
- (Submit audio in Spanish only and your written script in Spanish and English)
- Create an audio recording, in Spanish, explaining the celebration as though you were trying to convince a friend to go with you! Be convincing!
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 7: Overview
Telling stories
This Module, you will complete the following activities:
- Authentic Conversation (AC): Tell me...
- Grammar & Writing (G&W): Prepositions
- Grammar & Writing (G&W): Animate your cuento
- Language Learning Lab (LLL): Cuéntame
- Culture: Culture and language through music
Module 7: Authentic Conversation
Tell me...
"Dime" (dee-meh) is a phrase which is often translated as "tell me", and "cuéntame" (coo-ehn-tah-meh) is a phrase which is also often translated as "tell me". You can learn more by clicking on the SpanishDict lesson below.
For this discussion, on the appropriate discussion area, post a question asking a classmate something using dime and one using cuéntame (Spanish and English, audio and text) for your response post, answer the questions of at least one other student (Spanish and English, audio and text)
SPANISHDICT LESSON: dime vs cuéntame
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 7: Grammar & Writing #1
Prepositions
Prepositions hold a privileged position as parts of speech in that they are a 'closed class'.
While prepositions are limited in number, they are important because they act as vital markers to the structure of a sentence; they mark special relationships between persons, objects, and locations. You will now, review some prepositions in Spanish but keep in mind, that their uses might be multiple and/or might change depending on context.
Access the Thoughtco article below, and record yourself reading all sentence examples for prepositions, in English and Spanish.
Submit an audio link. Please submit assignment in the appropriate submission area.
THOUGHTCO ARTICLE: SPANISH PREPOSITIONS
Module 7: Grammar & Writing #2
Animate your cuento
You may recall, in a previous module, writing a story about you in the past tense.
Now, you will complete you story following the steps below after you ensure everything is accurate as far as grammar, accents, punctuation, etc. by creating a slide show or video or some sort of animated book telling your story along with the text, audio and images.
Your story should:
- Be a Slide Show presentation (or animated video story, etc.) with audio of your story (think of each slide as a page in a book, each with its own text, image and audio)
- Story has text (in Spanish and English) that is easy to read, accurate and has been checked for grammar, accents, etc.)
- Story is illustrated with images that help illustrate the story and provide context (original photos, drawings, or images from the internet)
- Audio is of you reading, in both languages, and pronunciation is accurate (check with SpanishDict)
You could also use a video recording tool such as Screencastomatic to record your screen, video and audio all together. Before you submit, ask yourself: Is the final product one I am proud of? Would I enjoy looking, listening and reading this story?
Below is a link to a student example of a cuento/historia (it is possible sample audio may not be linked, but your story MUST have audio)
Please submit assignment in the appropriate submission area.
STORY EXAMPLE
Module 7: Language Learning Lab
Cuéntame
Let's practice listening and comprehension skills with a video that showcases a Spanish TV show called Cuéntame
- First, watch and listen to the video below, and as you listen, listen for words, phrases you know or recognize. Use context clues. Take notes.
- Then, write a short summary of the video, by hand (English). If you are a beginner Spanish speaker, your summary might be limited, and that is OK!!!
- Keep the summary (it should be hand-written!) so you can compare it to the actual video content.
- Now, re-watch the video, but this time, click on the CC icon at the bottom-right of the video screen, and then click on the gear icon and choose 'Auto-translate' and choose 'English'. This will show the captions in English, but please note, they will NOT be 100% accurate.
- Read the captions as you watch again and when done, compare the actual video content to your summary. How close were you? How much were you able to understand initially? What strategies did you use to understand?
- Submit your initial summary (upload photo, image of you summary sheet), answers to the above AND share how this experience went for you? Simple? Challenging? Frustrating? What did you learn?
Please submit each part in the appropriate submission area as a Word document or PDF. Don't forget screenshot of your hand-written summary.
Module 7: Culture
Culture and language through music
Music provides great insight into a culture (including its past), to forge connections with others and can also help us with acquiring a language, in our case, Spanish.
- Please read about different Spanish musical genres with the Live About article on the next page!
- Based on the article, list the genres included and conduct some research to find either an article or a music video (from a credible source and appropriate for an academic setting) about ONE Latin Music genre of your choosing.
- Include the genre title, a brief description of the genre, why you chose it and include the link to the article or video.
- Find a video of a song in the genre you choose (as long as it is appropriate for a classroom setting) please share it as well to the appropriate submission area
Please submit your assignment in the appropriate submission area
LIVE ABOUT ARTICLE: MOST POPULAR SPANISH MUSIC GENRES
Module 8: Overview
Cierto o Falso (True or False)
This Module, you will complete the following activities:
- Authentic Conversation (AC): ¿Es cierto? (Is it true?)
- Authentic Conversation (AC): ¿Hablas español?
- Grammar & Writing: Verb creer
- Culture: ¿Lo puedes creer? (Can you believe it?)
Module 8: Authentic Conversation
¿Es cierto? (Is it true?)
¿Es cierto? On the appropriate discussion board, you will explore more about the past (preterite and imperfect) by doing the following:
- Post two factual, positive/funny/happy events that happened to you or you did in the past (recent or long ago) and one positive, happy event that is a lie (mentira) but that you would like to happen! In Spanish and English (audio and text) post your 2 truths and a lie.
- Please HIGHLIGHT the verbs that are in the past tense.
- Choose a post to respond to and for your response, indicate which is the lie (in Spanish and English - audio and text)
- Check your original post and confirm responses you received. Did your classmate guess correctly!? (text only, Spanish and English
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
SAMPLE POST
Module 8: Language Learning Lab
¿Hablas español?
Watch the short video below of students at a college campus being asked if they speak Spanish.
Based on the video:
- Would you be able to answer the questions? Some? None? Explain.
- List two questions from the video that would be useful for you to know how to ask and answer. Submit a written list AND audio of you reading/stating the questions (English and Spanish)
- List two responses from the video that would be useful for you to know. Submit a written list AND audio of you reading/stating the responses.
Please submit your assignment in the appropriate submission area.
Module 8: Grammar & Writing #1
Verb creer
Creer (kreh-ehr) is a useful verb in Spanish language, and it is used in a wide range of expressions that you'll use daily. It means "to believe" and can be used in many contexts, such as "I think that..."/"Yo creo que..."
Access a Thoughtco article below to learn more.
Based on the lesson, record yourself reading each sentence sample using the verb creer (English and Spanish) and submit your audio link.
THOUGHTCO ARTICLE: 5 WAYS TO USE CREER
Please submit assignment in the appropriate submission area.
Module 8: Grammar & Writing #2
Adverbs
You may not realize it, but in the past few modules, between reading or writing a story, you likely have encountered adverbs. Even if not, please do not worry as you will do so in this lesson.
Adverbs are words used to modify or describe verbs, adjectives, or other adverbs. An adverb can give information about time, place, manner, or number and answer questions such as:
- How?
- How long?
- How often?
- When?
- Where?
Please access the SpanishDict lesson to learn about adverbs in Spanish, and based on the lesson:
- List the different types of adverbs, how/when each type of adverb is used
- Record audio of you reading the adverbs list for each type of adverb.
- You can find the list by scrolling down the lesson page and looking at each section where it says 'List of adverbs of _________.'
- Hint: You can hear the proper pronunciation by clicking on the audio icon next to the words.
- You are welcome to record yourself repeating after the SpanishDict audio
SpanishDict Lesson: https://www.spanishdict.com/guide/spanish-adverbs
Submit your written list and link to your audio to the appropriate assignment submission area.
Additional Resources (Optional)
Module 8: Culture
¿Lo puedes creer? (Can you believe it?)
Can you believe it? The teen in the video you will watch below speaks 13 languages at varying levels of fluency. You are welcome to answer in English but Spanish as well encouraged!
Based on the video:
- List three new, useful or interesting facts you learned
- List three strategies that the teen uses to learn languages which you could incorporate to your studies.
- Did the video inspire you to continue learning Spanish? Other languages? Explain
- How might you (or not) change your approach to learning Spanish after viewing the video?
- What level of Spanish proficiency do you want to acquire? What would you consider your current level? Explain.
- How much (or little) has your Spanish proficiency increased since the beginning of this class? Are you happy with your progress? Explain.
Please submit your assignment in the appropriate submission area as a Word document or PDF (or as slides)
Module 9: Overview
QUÉ and CUÁL
This Module, you will complete the following activities:
- Authentic Conversation (AC): QUÉ and CUÁL (What and Which)
- Authentic Conversation (AC): More question words
- Language Learning Lab (LLL): Shadowing Practice
- Grammar & Writing (G&W): Relative pronouns
- Culture: Daily life in Spain
Module 9: Authentic Conversation
QUÉ and CUÁL (What and Which)
Learn about the important distinction between QUÉ and CUÁL by watching the video below.
Also, see some examples in context in this 123Teachme webpage. Note: The 123Teachme lesson has some great idiomatic, authentic expressions using both words!
Based on what you learned from the video in the appropriate Discussion Board area:
- Explain in your own words when QUÉ vs CUÁL are used.
- Post two questions to a classmate (you do not need to specify the classmate!) using QUÉ (in Spanish and English - audio and text).
- Post two questions to a classmate using CUÁL (in Spanish and English - audio and text).
- Choose one post to respond to and answer the questions the classmate asked (in Spanish and English - audio and text)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 9: Language Learning Lab #1
More question words
While qué and cuál are the focus in this module, we will also revisit other question words.
Visit the Spanish Experiment lesson below.
Based on the lesson:
- Summarize in your own words the differences between Spanish and English questioning. (How questions are structured or formulated)
- Also, record yourself reading all Question words and/or phrases on the lesson page (English and Spanish)
- First, you will want to hear how they are pronounced which you can do by clicking on the 'play' icon.
Submit your summary and audio link in the appropriate submission area.
SPANISH EXPERIMENT LESSON: QUESTION WORDS IN SPANISH
Module 9: Language Learning Lab #2
Shadowing Practice
You will now use an engaging method to help your Spanish skills: Shadowing. You may have heard of the method of Shadowing as a strategy to increase your fluency in Spanish (or any language), but if not familiar with this method of increasing your Spanish fluency, the video on the next page will explain what it is. Shadowing is sometimes difficult for beginners, but for this assignment, do give it a try!!!!
As you will learn from the video (approximate running time: 17 minutes) shadowing is a bit 'controversial' in the sense that some people feel it does not help the novice speaker. For this assignment, you will try our shadowing and see how/if it might be helpful for you by:
- Watch the video and list at least 3 advantages of the shadowing method that are mentioned in the video and describe the advantages and how they help. You will include this as part of your assignment submission.
- Choose ANY video/audio in Spanish you would like. Hint: Movie or TV show on Netflix, YouTube videos in Spanish, authentic podcasts in Spanish, etc. However, if you feel your level is more 'beginner', you may want to find videos specific for beginning Shadowing practice OR choose videos geared for beginners or lessons for children as these tend to be shorter, more basic and slower.
- While watching/listening record yourself SHADOWING FOR AT LEAST THREE MINUTES
- Share a bit about your experience and the answers to the following:
- Share the link to the source (audio, video, etc.) you chose to shadow and explain WHY you chose it.
- What was your experience like with shadowing? (Fun? Challenging? Stressful? Simple? Useful?)
- Based on this experience, do you think shadowing might (or might not) be a good way to increase your Spanish skills? Explain
- Submit your answers to the above AND some kind of audio/video proof of using the methods such as a Vocaroo recording of you shadowing/repeating the video for AT LEAST 3 MINUTES!
NOTE 1: You can slow down the speed on YouTube videos by clicking on the gear icon on the bottom of the video screen and choosing a slower speed but please try not to slow it down in order to get the full ‘shadowing’ experience!
NOTE 2: For those who may find the Shadowing method of practice frustrating, please note that the purpose of Shadowing is to help with the mechanics of the movement of the mouth, intonation, rate of speech etc. The purpose of Shadowing is NOT to understand what is being said.
If the videos you chose are too advanced, you can choose some slower or more basic videos and/or slow down the speed. With practice, students see a lot of improvement, so hopefully you will continue to give Shadowing a try with different videos at different speeds and levels.
Submit some kind of proof that you have implemented and used the method to practice Spanish (audio, video, screenshots, etc.)
Please submit assignment in the appropriate submission area.
Module 9: Grammar & Writing
Relative pronouns
A relative pronoun in Spanish introduces a clause that describes a previously mentioned noun. This noun can be a person, thing, place, possession, or amount. You see these in English all the time: “that, which, who, whom” and you’re fairly confident that you use them correctly, although you may wonder about “whom.” (Learn about these in this SpanishDict lesson)
One example in English would be: "That is the coat THAT I bought you." In English, unlike Spanish, we can drop the relative pronoun THAT as in: "That is the coat I bought you."
However, in Spanish we cannot drop them, and thus, they are essential in conversation.
Learn about relative pronouns by watching the video below, and:
- List all the pronoun examples mentioned in the video in Spanish and English (text and audio)
- Choose THREE of the pronouns and create 3 original sentences using each pronoun in Spanish and English
- Record audio of yourself reading the sentences you created in Spanish and English
- Submit your written work and audio link (as always, please check your grammar, accents and pronunciation before submitting your work.)
Please submit assignment in the appropriate submission area.
Module 9: Culture
Daily life in Spain
Get to know daily life in Spain while learning more about qué and cuál ('what' and 'which').
Notice the different accents as they speak!
After you watch the video on the next page:
- Describe the difference between qué and cuál (when/why is each used?)
- How do their uses (qué and cuál) differ between Spain and Latin America?
- List 5 new words (other than qué and cuál) from the video which were new and would be useful for you. Why would they be useful?
- Model the conversation in the video and create a short script of at least 10 lines based on you and a friend//family member during an outing to your favorite city/town. The script should have 5 lines for one character and 5 lines for the second character.
Note: You can play both parts, or you can find a willing friend or family member to play one of the characters.
Submit your answers to the questions, written script as well as audio link in both languages in the appropriate submission area as a Word document or PDF.
Module 10: Overview
SER and IR ('To be' and 'To go')
This Module, you will complete the following activities:
- Authentic Conversation (AC): SER and IR
- Language Learning Lab (LLL): More shadowing
- Language Learning Lab: Translating Using Context
- Grammar & Writing (G&W): Ser and Ir (past tense)
- Culture: World's most useful languages
Module 10: Authentic Conversation
SER and IR
On this discussion, in the approriate Discussion Board area, you will use the verbs SER and IR in tenses other than the present. Although you will learn more about the grammar behind these in an upcoming ask, here you will practice authentic conversation using the verbs.
To guide you, please visit this YABLA lesson about the past tense of SER and IR. As always, you are encouraged to use any resources available to you to check your grammar and pronunciation.
- From the article, explain the past tense for SER and iR
- State something you 'were' in the past with the verb SER.
- Ask a question that uses the verb SER in the past tense.
- State somewhere you used to go in the past with the verb IR.
- Ask a question that uses the verb IR in the past tense.
- Choose on post you will respond to and answer the question they posted.
- Include text and audio (English and Spanish for all posts) and bold the past form of SER and IR within
SAMPLE ORIGINAL POST
STATEMENT: De niña era buena estudiate. / I was a good students as a child https://voca.ro/1eaRuhLeHv3K
QUESTION: ¿Eras un/a buen/a estudiante cuando eras niño/a? / Were you a good student as a child? https://voca.ro/1sv4JIhL4Z6y
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 10: Language Learning Lab #1
More shadowing
This week, you will continue to use the Shadowing method to practice Spanish, but this time, you will shadow the video that is included here.
- While watching/listening to the video, record yourself SHADOWING FOR AT LEAST THREE MINUTES.
- If Shadowing is too difficult for you, you can use the 'Repeating' method. (With the Repeating Method, you listen, stop the video, and then repeat what you heard.) However, please note that Shadowing is not necessarity for understanding but more for the mechanics of speech (rate, speed, the way the mouth moves, etc.) which can only be improved with practice, so hopefully, you will at least try to Shadow! Note you can slow down the video speed which may help.
- Please try to shadow the entire video, but you only need to record 3 minutes.
- Submit some kind of proof of using the methods such as a Vocaroo recording of you shadowing/repeating the video for AT LEAST 3 MINUTES!
Please submit assignment in the appropriate submission area.
Module 10: Language Learning Lab #2
Translating Using Context
For this task, you will try out translating first WITHOUT help and then WITH the help of online resources.
The goal here is NOT to have a perfect translation but to give you a sense of translating by using context.
This will help you for upcoming tasks where you will translate business documents.
You will first read the text you will find below the instructions. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!)
2. Create a list of 10-20 words that you did not know and translate them using any of the resources you have (Linguee, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS
3. Return to original and translate again. Did the translation get better? Explain.
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so?
- Submit ALL written translations, properly labeled as per the instructions above AND:
- Included with your translations document: Share how this process went for you: (1) How long did it take? (2) How accurate was your initial translation? (3) How did the translation improve after you increased your vocabulary by looking up the words? (4) Was this activity challenging? Simple? Fun? Useful? Explain
Please submit assignment in the appropriate submission area.
Translate the following
TITLE: 6 ejercicios que practica cada día la neurocientífica Wendy Suzuki para mejorar su fortaleza mental
Es raro imaginar la ansiedad como algo positivo. ¿Qué tiene de bueno sentirse nervioso y preocupado?
Según Wendy Suzuki, neurocientífica y profesora del Centro de Ciencias Neuronales de la Universidad de Nueva York, la ansiedad puede ser una buena emoción.
En lugar de luchar contra ella, Suzuki cuenta que durante su vida ha utilizado esa emoción para ser más productiva, más optimista, y, en última instancia, más resistente.
La investigadora —autora del libro Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion ("Ansiedad buena: aprovechando el poder de la emoción más incomprendida" en español, que se publica este mes)— se ha especializado en el estudio de la plasticidad del cerebro y los efectos transformadores del ejercicio físico en la salud mental y el desarrollo cognitivo.
Source where you can read the full artice: https://www.bbc.com/mundo/noticias-58442859
Module 10: Grammar & Writing
Ser and Ir (past tense)
Without stressing too much about the preterite and imperfect conjugations for SER and IR (as it takes a lot of time and practice to master these, and if you want to master them, you will need to practice more on your own!), it is still worth knowing about them as these verbs are essential in all tenses and highly irregular.
Watch the video below, and based on the video:
- Write all the conjugations for both verbs (you can replicate the tables from the video) and then
- Create one sentence for each conjugation for each verb. (For each of the verb conjugations, for each verb!)
- Submit your conjugations (typed by you and not copied and pasted from another source) as well as text and audio of your sentences (Spanish and English text and audio).
Please submit assignment in the appropriate submission area.
Module 10: Culture
World's most useful languages
Ever wonder if learning languages is all that useful?
Hopefully by now you agree Spanish is at least beautiful and fun!
Even if not, please watch the video below, by Drew Binski, who has completed a quest to visit every country in the World.
Based on the video:
- List all the 'most useful languages' mentioned in the video
- List the 2 reasons we must learn a few basic phrases of the language of the country we are visiting (or if we are around individuals from specific countries)
- State how/if learning Spanish is/would be useful for you for your career.
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 11: Overview
Ojalá
This Module, you will complete the following activities:
- Authentic Conversation (AC): Ojalá
- Language Learning Lab (LLL): Visual glossary
- Grammar & Writing (G&W): Subjunctive mood
- Culture: Customs
Module 11: Authentic Conversation
Ojalá
The subjunctive (el subjuntivo) is one of the three moods in Spanish, the other two being the indicative and the imperative. The subjunctive is used to express desires, doubts, the unknown, the abstract, and emotions. You will explore it further in the grammar folder but meantime, you will learn about an unusual yet commonly used word in the subjunctive: ojalá (oh-hah-lah)
First, learn about the subjunctive with this Thoughtco article
Based on what you learn from the article about the subjunctive and research you will conduct about ojalá, create 3 sentences where it would make sense to use ojalá.
- Post your 3 sentences (in Spanish and English - audio and text)
- Please check your pronunciation prior to posting and remember the J sound in Spanish is like the H sound in English (as though we are laughing HAHA HEHE)
- Choose a post to respond to and comment on similarities or differences between the sentences/usages you each chose (in Spanish and English - audio and text)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 11: Language Learning Lab
Visual glossary
Did you know that 90% of information transmitted to the brain is visual, and visuals are processed in the brain at 60,000 times the speed of text. In other words, we look at pictures and videos regularly and we consume them more quickly than we do text. That is why for this task, you will create a Spanish-English glossary of terms and phrases using Padlet or any other platform that allows for text and images (Google Slides, PowerPoint, etc.)
For this assignment:
- Based on your own need or interests, choose the 20 most useful phrases you feel are essential for you to know in Spanish AND create a Padlet OR Slides Presentation with those phrases.
- Create your own Padlet account, etc. and create one post for each of the phrases. Each post must include:
- The phrase correctly written in English and Spanish
- An image that illustrates or approximates the phrase or words
- Record audio of yourself reading the phrases in Spanish and English (hint: if you use Padlet, it allows for audio recording)
- Submit link to your Padlet or upload slides
Note: Padlet WILL let you upload images or choose images from the web. It also lets you record audio (you may have to start a different post on your board) or you can include a Vocaroo link.
Please submit assignment in the appropriate submission area.
Additional Resources (Optional)
Module 11: Grammar & Writing
Subjunctive mood
PART 1 of 2 (scroll down the page for Part 2)
Learn about the subjunctive mood in Spanish with the video and lesson below.
Based on the video:
- Explain the Subjunctive mood
- List 2 sentence examples (Spanish and English) from the video which show the subjunctive.
- Create 3 sentences that will be useful for you, using the subjunctive. (Spanish and English with audio and text)
- Explain how or why the sentences you created would be useful for you.
LESSON: https://baselang.com/blog/basic-grammar/spanish-subjunctive/
Part 2 of 2
Access the following SpanishDict Lessons on the Subjunctive mood to learn more, and record audio of yourself reading all the sample sentences from the lesson.
- SpanishDict Lesson 1: https://www.spanishdict.com/guide/spanish-subjunctive-mood
- SpanishDict Lesson 2: https://www.spanishdict.com/guide/using-ojala-with-the-subjunctive
Module 11: Culture
Customs
You may, in the future, have or seek opportunities to live and/or work abroad. If not, it is likely you will at some point work with individuals (either as co-workers, customers, etc.) from other countries or you may be in another country. For this assignment, we will concentrate specifically on the possibility that you might be working in Mexico or Spain and will be helping a new arrival from the U.S.
Learn about some 'customs' observed in Spain or Mexico by watching one or both of the following videos. Keep in mind, these are NOT rules but rather suggestions or information on certain peculiarities one might encounter in Spain, Mexico and in some Latin American countries as well.
- Using as a model what you learned on the video, in Spanish and English, create a 'script' telling a possible new arrival from the U.S. least FIVE things they should 'not' do in SPAIN or MEXICO that they should be aware of. You choose one country (SPAIN or MEXICO) to highlight to the new arrival from the US.
- Submit Text, in English and Spanish AND images to augment the text as though this was a hand-out you were tasked to share with the new arrivals Please keep the list fun, lively and positive! (also make sure to check grammar, gender agreement, accents, etc.)
- Then, based on your script create a video (or screencast or narrated slides) presentation ALL in Spanish as though you had been tasked to share this information with the new arrivals who will be working at your company. Therefore, make it engaging and as professional as possible while keeping in mind your audience/field. (Resources for video creation are in the content area below this assignment)
- Before you record and submit, please check your spelling, grammar and pronunciation with a tool such as SpanishDict
Please submit your script and presentation (with audio/video) in the appropriate submission area as a Word document or PDF (or as slides) with a link to the audio or video (Please do not upload audio or video files and only submit a link)
.
Resources that might be useful
(DO NOT PAY FOR ANY OF THESE. THEY SHOULD ALL HAVE FREE VERSIONS)
Screencasting: Screencast-o-matic
Online Whiteboard to also create video lessons: EduCreations
YouTube Video Privacy Settings (to make Unlisted)
Narrated PowerPoint How-To (often you have access through your college Microsoft Office 365 account)
Module 12: Overview
El futuro (The future)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Future goals
- Language Learning Lab (LLL): Háblame de ti
- Language Learning Lab (LLL): Job letters
- Grammar & Writing (G&W): Informal and Simple future
- Culture: A job interview in Spain
Module 12: Authentic Conversation
Future goals
Since this module, we will explore the future tense in Spanish, a good place to start is with authentic conversation about future goals. To prepare for the Discussion Board:
- Watch the following video, and based on the video state 3 goals the interviewees shared (Spanish and English - audio and text)
- State three future goals you have (in Spanish and English - audio and text)
- Ask a question of a classmate (a general classmate OR a specific classmate!) relating to a specific goal a typical student might have (in Spanish and English - audio and text)
- Respond to the question in a post of at least one other student AND make sure to address any questions that were addressed to you! (in Spanish and English - audio and text)
As always, please check your grammar and pronunciation with a tool such as SpanishDict
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 12: Language Learning Lab #1
Háblame de ti
In addition to daily conversation, in the future you may encounter (or have already encountered) academic or work situations where you were asked something along the lines of "Tell me about yourself". So we can expand upon the typical basic conversation in Spanish in this project, you will explore how you might answer this question at a job interview (in Spanish!)
One type of question that you can almost count on during a job interview is: Háblame de ti (Tell me about yourself)
This question allows the interviewer to hear a short, summed up version of your background and skills, and it gives them insight into what experience and qualifications you think are most relevant to the position you’re interviewing for.
It will be that question (or one along those lines) that you will answer in this assignment, in Spanish!
- In ONE minute, record yourself (audio or video) answering this question as though you were in an actual interview in Spanish for a job you might actually apply for or an ideal job you would like.
- Submit a link to your audio and a written script in Spanish and English along with the Job title you are applying for.
NOTE: As you will learn from the resources below, this interview question is NOT the time to talk about your personal life but rather to present to the interviewer your professional background and what you 'bring to the table' (how would the company benefit from hiring you)
Please submit assignment in the appropriate submission area.
INDEED ARTICLE: HOW TO ANSWER "TELL ME ABOUT YOURSELF"
Module 12: Language Learning Lab #2
Job letters
Now that you have learned how to answer the "Tell me about yourself" job interview question, let's practice writing skills in Spanish with a Cover Letter for an ideal job you would apply for.
- First, read the article below from ThoughtCo and learn more about formal Spanish for business communications with the video below the article about written communications in Spanish. Notice the greetings and closings which are different (and many not have a literal translation between English and Spanish.
- Conduct a search on jobs of interest to you and choose one job posting that you would apply to.
- Then, watch the video below and visit this Jobseekers webpage to learn about writing resumes in Spanish and essential vocabulary for job applications. (As always, be mindful of ads in these types of sites, be careful not to click on anything and do not sign up for anything!)
- Using what you learned, write a cover letter in Spanish (with an English version) applying for the job.
- Submit your letter as a document in both languages. Include proper greetings, closings and if needed, learn how to properly write dates in Spanish.
- Include the job posting title and link for the job for which you created the application letter.
Please submit assignment in the appropriate submission area.
THOUGHTCO ARTICLE: HOW TO WRITE BUSINESS AND PERSONAL LETTERS
VIDEO
Module 12: Grammar & Writing
Informal and Simple future
There are two ways to form the future tense in Spanish: the informal future (ir + a + infinitive) and the simple future (el futuro simple). The simple future, unlike the informal future, is expressed in a single word. The Spanish simple future is used to talk about what will or shall happen.
To learn more, please visit the SpanishDict lesson below to learn about Informal and Simple future and also watch the video.
Then, record audio of yourself reading all sentence examples using the future tense from the lesson page (English and Spanish) and submit a Vocaroo link of the audio.
SPANISHDICT LESSON: SIMPLE AND INFORMAL FUTURE
VIDEO
Module 12: Culture
A job interview in Spanish
For this assignment, we will continue with the topic of Spanish for the workplace.
You will watch a short video of a job interview conducted entirely in Spanish, with some strategies in English. Notice the accent!.
- First, watch the video and write a list of 20 words/phrases that were new for you. Submit the list in English and Spanish.
- Then, you will shadow (or use the 'repeating' method, if that works out better for you!) for the interview portions of the video and submit an audio recording of your shadowing exercise.
- Whether you shadow or repeat, you can slow down the YouTube video speed if needed.
- Share how the process went for you. Did it help you acquire some vocabulary for workplace interview? Improve your pronunciation? Was it challenging? etc.
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 13: Overview
Comunicación (Communication)
This Module, you will complete the following activities:
- Authentic Conversation (AC): How to ask and answer "Cuéntame"
- Language Learning Lab (LLL): Work communications (translations)
- Grammar & Writing (G&W): Résumé
- Grammar & Writing (G&W): Future Perfect
- Culture: High and Low-Context Cultures
Module 13: Authentic Conversation
How to ask and answer "Cuéntame"
This module, you will explore a casual type of conversation that involves talking to a friend or family member and asking them and which you may recall from a previous module: Cuéntame.
While not a proper question in the sense that it does not have question marks, cuéntame is the equivalent of asking someone to tell you what has been going on with their life or around them, about a place, etc. Essentially, it prompts a response in a sort-of story telling of recent or past events, future plans, about places, etc. depending on the context.
For this discussion board, in the appropriate submission area, you will ask a classmate to ‘tell you a short story’ about something in their life - it is not intended to be a long story but rather an explanation in story form (just like in English when you and someone are talking and someone asks: "So, tell me about..."
- You could pose questions such as Cuéntame algo acerca de tus estudios (tell me something about your studies) or Cuéntame acerca de tu ciudad (tell me about your town/city), etc.
- You decide what to ask a peer, and as a peer response, you will actually answer the question!
- Please respond to the post of at least one other student.
- All original and response posts must include text and audio in English and Spanish.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 13: Language Learning Lab
Work communications (translations)
As we approach the end of the course, it is important to explore written communications that relate to work since Spanish is a useful skill in many professions. It is also a good idea to translate using context clues since, if you have not figured it out already, one cannot translate any language word-for-word and expect an accurante translation.
For this assignment, you will first try to translate a document from Spanish to English WITHOUT using a translation platform. The goal is NOT an accurate translation but rather for you to give translation a try!!!
After you attempt translating on your own, you will check your translation with a tool such as Google Translate, SpanishDict and DeepL.
Detailed instructions are below.
Please submit assignment in the appropriate submission area.
Assignment Instructions
- Visit the webpage below, and from the list of sanple letters in Spanish, choose ONE sample business letter that might be most useful/interesting/simple for you to translate into English.
- You will need to scroll down past the sample greetings, etc. in order to find the actual letters to translate
- Choose ONE letter/document in Spanish and translate it WITHOUT a translator app. Type it so you can use it it on a next step. Do not worry about accuracy at this point - just try your best with what you know, even if it is not much. (Title this translation OT)
- Then, type the Spanish version into Google Translate AND SpanishDict AND DeepL to obtain an English translation from each platform. (Title the Google Translate translation GT, the SpanishDIct translation SDT, and the DeepL Translation DL)
- How close are the 4 translations? (yours, Google Translate, DeepL and SpanishDict?) How was this process for you: what did you learn? challenges? simple? useful?
- Submit the 3 translations and answers to the question above.
Webpage: https://baselang.com/blog/vocabulary/write-a-letter-in-spanish/
Module 13: Grammar & Writing #1
Résumé
Writing a Résumé (sometimes also known as CV - depending on the profession) is an important skill no matter what the language!
Since this is a Spanish class, you will create a resume in Spanish. Access the external links below to learn more about this skill and then create a resume in Spanish for a future (or dream) job that you might want to pursue. You may want to first create it in English and then translate it into Spanish.
Expatica: Finding a Job Resume in Spanish (Please note: Photos in a resume are no longer a practice - do not include!)
- In your submission, include a job posting and/or detailed job description for the job you are 'seeking'
- Submit a properly-formatted, professional-looking resume, in Spanish, as a Word of PDF file.
Module 13: Grammar & Writing #2
Future Tense
The simple perfect tense is used to describe what will happen in the future. You have learned a bit about this tense in a previous module, and here you will review and learn more.
Please visit a Spanish Dict lesson which you can access below to learn more about the Future tense. Also, please watch the short video.
Then, complete the Comprehensive Review. Submit a screenshot at the end of the activities as proof of completion.
Please submit assignment in the appropriate submission area.
SPANISHDICT LESSON: https://www.spanishdict.com/guide/simple-future-regular-forms-and-tenses
COMPREHENSIVE REVIEW: https://www.spanishdict.com/lessons/102?lesson_start_source=grammar%20article%20lesson%20name
VIDEO
Module 13: Culture
High and Low-Context Cultures
Learn a bit more about differences in cultures as far as how they communicate (and with 'how many' words!) .
Based on the video on the next page (and any extra research you need to conduct):
- Define high-context and low-context cultures
- Is the U.S. a high-context or low-context culture? Explain
- Are Latin American countries high or low context? Explain
- If you were to live, visit or work in a Latin American culture or with individuals from Latin America, what would you do in order to gain an advantage in business or make friends and establish trust? Use specific evidence from the video as well as your own opinion.
- Share links/resources where you got the information
Please submit your assignment in the appropriate submission area as a Word document or PDF.
Module 14: Overview
TED Talks en Español y BBC Mundo
This Module, you will complete the following activities:
- Authentic Conversation (AC): TED Talks en español (share)
- Language Learning Lab (LLL): TED Talks en español (watch & summarize)
- Language Learning Lab (LLL): Translating LAS NOTICIAS using context
- Language Learning Lab (LLL): Reading LAS NOTICIAS
- Culture: Pronunciation and More
Module 14: Authentic Conversation
TED Talks en español (share)
Visit TED en Español and choose two videos, in Spanish, with content that interests you.
- For this assignment, post to the appropriate DIscussion Board submission area and share the titles and links to your videos you chose AND the reason you chose those two videos.
Note: In an upcoming activity, you will do some work based on the videos you chose. You do not have to watch them for this discussion unless you have time or would like to.
You do not need to respond to the post of others but are encouraged to read the posts (and respond if you would like) to get some ideas of additional videos you may want to watch!
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 14: Language Learning Lab #1
TED Talks en español (watch & summarize)
If you have not done so already, go to TED Talks en Español and choose 2 videos to watch in Spanish.
Based on the videos you chose, share how your experience was watching the videos in Spanish.
- Did you watch both videos entirely? If not, why not?
- How much were you able to understand?
- Did you use the captions or transcripts? Did they help?
- Would you recommend watching these types of videos to increase Spanish skills? Why or why not?
- Share a brief summary of each video along with the title.
- Also, share the links to the videos you watched.
- Anything else you would like to share
Please be thoughtful and detailed in your responses. Use full sentences and paint a complete picture of how this process went for you.
Please submit your assignment in the appropriate submission area.
Module 14: Language Learning Lab #2
Translating LAS NOTICIAS using context
Please visit BBC Mundo and take a look around. Choose one article in Spanish that is good news. Based on the BBC Mundo article in Spanish you chose (It must be about POSITIVE/GOOD news!) you will translate the TITLE of the article and TWO paragraphs of your choosing.
You will try out translating first WITHOUT help and then WITH the help of online resources. The goal here is NOT to have a perfect translation but to give you a sense of translating by using context! You will first read the text you will find at the end of this page. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!) SAVE THIS TRANSLATION TO TURN IN! MISTAKES ENCOURAGED - TRY IT ON YOUR OWN WITHOUT ANY HELP!
2. After your initial translation, create a list of 10-20 words that you did not know and translate them using any of the resources you have (Linguee, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS - SAVE THIS WORD LIST TO TURN IN!
3. Return to original text and translate again using the new words you looked up. Did the translation get better? - YOU CAN (BUT DON'T HAVE TO) TURN IN THIS TRANSLATION
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION - SAVE THIS TRANSLATION TO TURN IN!
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so? ANSWER THIS QUESTION FULLY TO TURN IN! (Submit in the appropriate submission area)
Module 14: Language Learning Lab #3
Reading LAS NOTICIAS
Please re-visit the BBC Mundo article you previously chose, and record yourself reading the title AND at least 2 paragraphs in Spanish. Also, submit the link to the BBC article.
Submit your audio recording link in the appropriate submission area
Module 14: Grammar & Writing
Commands
There are many different types of Spanish commands (mandatos), or imperatives, including affirmative tú commands, negative tú commands, formal commands, nosotros commands
To learn more, please visit the SpanishDict lesson below to learn about commands in Spanish and also watch the video.
Then, record audio of yourself reading all sentence examples using the future tense from the lesson page (English and Spanish) and submit a Vocaroo link of the audio.
SpanishDict Lesson: https://www.spanishdict.com/guide/commands
.
Module 14: Culture
Pronunciation and More
As we approach the end of the course, you might be wondering how much progress you have made and how you might continue to learning Spanish in ways that are meanigful to you.
To help you get started, please watch the following video which will address many of these things as well as provide you with an opportunity to informally see 'where you are' in Spanish at this point.
Based on the video, please answer the following questions.
- How many vowel sounds are there in the Spanish language?
- What are diphtongs? Explain and give 3 examples from the video (Spanish and English versions)
- What are some tips/strategies to pronounce the letter R?
- What is the difference between the verbs SER and ESTAR? What are the general rules for when each is used?
- Give at least two examples of words that sound feminine but are masculine and two examples of words that sound masculine but are femenine (include the ARTICLE that helps us male that distinction as well as the english version of the words)
- List 2-3 ways in which you might approach learning Spanish on your own differently than the way you have approached it until now (in class and on your own). If you would NOT change your approach, explain why.
Module 15: Overview
Adiós
This Module, you will complete the following activities:
- Authentic Conversation (AC): Saying Goodbye
- Language Learning Lab (LLL): Español todos los días (Spanish every day)
Module 15: Authentic Conversation
Saying Goodbye
Did you know? Adiós is Spanish for "goodbye" or "farewell".
Literally translated, the word is the contraction of "a" (to) and "Dios" (God), from the old Spanish phrase "A Dios vais" ("You're going to God", meaning to the Kingdom of Heaven), which appears in the novel Don Quixote.
Here, we will say adiós to the course and each other. Hopefully you have had an enjoyable time in this class, learned some basic Spanish language and culture as well as learned from and gotten to know some classmates.
- Please watch the video below to learn some alternatives to say goodbye in Spanish!
- On the appropriate discussion board area, you are also welcome to reflect upon your Spanish journey as well as say goodbye to classmates
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 15: Language Learning Lab
Español todos los días (Spanish every day)
So far throughout this course, you have used many different resources to help you increase your skills (shadowing, chatbots, talking to pets, translating recipes, etc.). You have also used resources for grammar, pronunciation, etc. such as SpanishDict, StudySpanish.com and more. In this assignment, you will continue implementing resources and strategies to learn Spanish.
The days do not have to be in a row but must total to at least FIVE days within the assignment/project timeframe.
To help you keep track, and for grade, each day, you will fill out one row for the table which you can access on the next page. The table below is part of what you will turn in as your assignment submission. You will also answer a set of questions which you will find below the table.
Note: Although you will receive credit for 5 days and the questions, please do not limit yourself to only 5 days!
NOTE: Please DO NOT repeat resources, platforms. This means, if you use Duolingo one day, you cannot use Duolingo another day, even if the lessons are different. If you SHADOW one day, you should not shadow another day, even if the content is different, etc.
Please submit assignment in the appropriate submission area.
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oercommons
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2025-03-18T00:39:35.912210
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Textbook
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- Digital Citizenship
- Iowa
- License:
- Creative Commons Attribution
- Language:
- English, Spanish
- Media Formats:
- Downloadable docs, Interactive, Video
Education Standards
Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Learning Domain: Reading: Foundational Skills
Standard: Read with sufficient accuracy and fluency to support comprehension.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level text with purpose and understanding.
Learning Domain: Reading for Literature
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Literature
Standard: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Learning Domain: Reading for Literature
Standard: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Learning Domain: Speaking and Listening
Standard: Follow agreed-upon rules for discussions and carry out assigned roles.
Learning Domain: Speaking and Listening
Standard: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Learning Domain: Speaking and Listening
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Learning Domain: Speaking and Listening
Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Learning Domain: Speaking and Listening
Standard: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Learning Domain: Reading: Foundational Skills
Standard: Read with sufficient accuracy and fluency to support comprehension.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Reading: Foundational Skills
Standard: Read grade-level text with purpose and understanding.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Reading Literature
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading Literature
Standard: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Learning Domain: Reading Literature
Standard: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others�۪ ideas and expressing their own clearly.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Follow agreed-upon rules for discussions and carry out assigned roles.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Learning Domain: Speaking and Listening
Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Learning Domain: Speaking and Listening
Standard: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Technology Literacy
Standard: Demonstrate awareness of the dangers of sharing personal information with others.
Cluster: Range of Reading and Complexity of Text.
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Cluster: Integration of Knowledge and Ideas.
Standard: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Cluster: Fluency.
Standard: Read with sufficient accuracy and fluency to support comprehension.
Cluster: Fluency.
Standard: Read grade-level text with purpose and understanding.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Cluster: Comprehension and Collaboration.
Standard: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Cluster: Comprehension and Collaboration.
Standard: Follow agreed-upon rules for discussions and carry out assigned roles.
Cluster: Comprehension and Collaboration.
Standard: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Cluster: Comprehension and Collaboration.
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Cluster: Presentation of Knowledge and Ideas.
Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Cluster: Presentation of Knowledge and Ideas.
Standard: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)
Cluster: Vocabulary Acquisition and Use.
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Cluster: Vocabulary Acquisition and Use.
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Personal & Private Information
Overview
Resource used is from Common Sense Education where there are free digital resources to access for digital citizenship.
Personal & Private Information
Go to Common Sense Education to find the lesson and use the links to access materials needed for this lesson.
Students will learn:
- the difference between private and personal information
- why do we want to share our information with others
- why certain information is not shared when online
Lesson Plan:
Greet students and show first video
After the short video, ask students - How will they be a good digital citizen today?
Introduce this lesson by students participating in a warm up activity called "Stand Up, Sit Down" - follow attached lesson plan (May add your own statements to adapt to your students)
During the pair-sharing activity in the lesson plans, have students complete the worksheet about filling out a form with their information. Next students will highlight the various topics that should not be shared with others. After completion, ask students what topics were highlighted and why.
Conclude lesson with students completing the exit ticket by reflecting on the lesson.
If access to google docs, you may give an electronic quiz for students to complete. (see attached lesson plan)
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oercommons
|
2025-03-18T00:39:36.010141
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88193/overview",
"title": "Personal & Private Information",
"author": "English Language Arts"
}
|
https://oercommons.org/courseware/lesson/63255/overview
|
Útiles escolares en idioma Kaqchikel
Overview
Este es un recurso didáctico gráfico para utilizar en la enseñanza del idioma maya en el nivel de preprimaria o primaria del sector educativo de Guatemala, Centroamerica.
Idioma Maya
Dada la necesidad de recursos didácticos para la enseñanza del idioma maya, se decidió crear dichos contenidos para la educación preprimaria y primaria del sector educativo de Guatemala.
Esta vez traemos los útiles escolares en idioma kaqchiquel, en hojas de trabajo para colorear o trabajar según la técnica del docente a cargo.
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oercommons
|
2025-03-18T00:39:36.028639
|
02/23/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63255/overview",
"title": "Útiles escolares en idioma Kaqchikel",
"author": "Ilich Ivanov Lutin Calderón"
}
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https://oercommons.org/courseware/lesson/84274/overview
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En El Banco: El Banco, Cuenta Corriente vs. Cuenta de Ahorros, y Préstamos
Overview
Students in my Spanish 2 class learn banking terms. However, for many students, it helps to strengthen working knowledge of banking before transferring the terms to our target language. This project aims to strengthen both background knowledge and Spanish vocabulary, so that students will engage more fully and learn the content with depth.
For the project, divide students into 3 groups: Bank, Checking vs. Savings, and Loans. If class sizes are large, you can have multiple groups research the same topic. Each group will become the experts on their specific topic and will share a Spanish presentation to the other groups. Each group only watches the English version of one video on one topic, but is expected to have a basic understanding of all three topics in Spanish by the end of the project. To check this understanding, all students will need to complete a quiz in Spanish based on all three presentations.
En El Banco
Sample Vocabulary Quiz link: https://docs.google.com/forms/d/e/1FAIpQLSfXt1yWpqfd3Hly7DUHIMnhyjE-tQjtAi8luJzRa5M8_g0oww/viewform?usp=sf_link
Sample Presentation Quiz link: https://docs.google.com/forms/d/e/1FAIpQLSeo0DFxFHQRs--unjIDvJpu2cAPl26IzZ4WbxmbD9lovUza3Q/viewform?usp=sf_link
Students will learn Spanish banking vocabulary through the basics of banking, including
1. What is a bank and what does it do?
2. What is the difference between a checking account and savings account?
3. What is a loan and when should it be used? What are the advantages and disadvantages of a loan?
Overview: Students in my Spanish 2 class learn banking terms. However, for many students, it helps to strengthen working knowledge of banking before transferring the terms to our target language. This project aims to strengthen both background knowledge and Spanish vocabulary, so that students will engage more fully and learn the content with depth.
For the project, divide students into 3 groups: Bank, Checking vs. Savings, and Loans. If class sizes are large, you can have multiple groups research the same topic. Each group will become the experts on their specific topic and will share a Spanish presentation to the other groups. Each group only watches the English version of one video on one topic, but is expected to have a basic understanding of all three topics in Spanish by the end of the project. To check this understanding, all students will need to complete a quiz in Spanish based on all three presentations.
Procedure:
1. Assign each group a video to watch. During the video, they are to take notes for content understanding, and write down terms that they will need to know in Spanish.
What is a bank?: https://www.youtube.com/watch?v=CqD3hnjZBTM
What is the difference between a checking and savings account?https://www.youtube.com/watch?v=7K8pDRX3oaM
What is a loan? https://bettermoneyhabits.bankofamerica.com/en/personal-banking/help-your-child-understand-how-loans-work
2. As a whole class, have students share the terms they will need to successfully complete their presentations. Create a list of vocabulary words from the group that will be the list of terms to study for banking. A sample list can be found at https://quizlet.com/_a196dg?x=1qqt&i=s24pe. This list can be modified based on additions from students.
3. Give students some time each day to work on their presentations. Presentations must be at least 2 minutes in length and completely in Spanish. Presentations should have a visual component to help ensure that students understand the material shared. Each student must contribute to the spoken portion of the presentation. Students should keep translated words to 20% or less and give credit to any words used from a translation tool (i.e. Google translate). In order to credit the translated words, students keep a translation reference sheet indicating the word in English, the word in Spanish, and the date accessed.
3. On day 2, students should be prepared to take a quiz over the terms that they created in day 1. The quiz will be in a google forms format. Then provide more work time on the presentation.
4. On day 4, presentations are due. Groups present and have question and answer sessions for clarifying purposes. Students who are not presenting take notes, which may be utilized during the quiz. After all presentations, students take a quiz over the content shared. Both quiz links can be found under instructor notes.
Title Image Attribution:
"Dinero" by JohnSeb is licensed under CC BY 2.0
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oercommons
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2025-03-18T00:39:36.044652
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Stella Jackson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84274/overview",
"title": "En El Banco: El Banco, Cuenta Corriente vs. Cuenta de Ahorros, y Préstamos",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/93866/overview
|
Salud de los pulmones: Cambio climático y el asma
Overview
In this Spanish 3 lesson students will use prior knowledge from a variety of previous units to access information in articles from Spanish Speaking countries and government agencies to learn about how climate change affects respiratory health and what some countries are doing to mitigate the harm.
LESSON DESCRIPTION
Salud de los pulmones: Cambio climático y el asma
Lung Health: Climate Change and Asthma
Author of the Lesson: Vanda Baughman
Lesson Summary/Overview:
This lesson is designed for two-75 minute periods at the high school level for a Spanish 3 class that also contains heritage Spanish speakers. The time may go longer depending on the discussion successes.
In this lesson students will use prior knowledge from previous units to access readings from Spanish Speaking countries and International Spanish language documents to learn about how climate change affects respiratory health and what some countries are doing to mitigate the harm. Emphasis is placed on vocabulary building and reading comprehension. The articles increase in difficulty throughout the lesson.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards:
ACTFL National Standards: Spanish/World Languages: Communication 1.1, 1.2, 1.3 Connections 3.1, 3.2
Other Disciplines: Science/Geography/Social Studies???
Content Objectives:
- TLWBAT Identify related terms from the same language root
- TLWBAT Use cognates to support comprehension of authentic text
- TLWBAT Guess at meanings of words from known parts and patterns
- TLWBAT Answer questions both orally and in writing based on the readings
ELP Standards: Oregon 9-12.1 Construct meaning from literary and informational text through grade appropriate listening, reading, and discussion.
Language (ELP) Objectives: TBD as needed for individual students when ELL’s are enrolled in the class. To be done in consultation with the ELD Teacher.
Supporting Academic Language: Through reading and vocabulary building activities in both L1 and L2
Language Functions: Identify, Define, Compare, Interpret, Predict, Analyze
Language Modalities: Listening, Speaking, Reading, Writing
Vocabulary: Common and Academic
Syntax or Sentence Structure(s): Simple to Complex Sentences, Sentence Frames/Fill in
Discourse: Sentence to paragraph
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
- Vocabulary for weather and climate, body, health (from previous units)
- Vocabulary for some geographical sites
- Verb conjugation in the present, preterit, imperfect tenses
- Parts of speech (for vocabulary categorization)
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
- Copies of the reading materials from open source documents
- Copies of Activities
- Activity 1 Focus assignment
- Actividad 2: Familias de palabras
- Actividad 3: Preguntas de comprensión, independent reading
- Personal Dictionaries
- Graphic Organizers
- Word Families Chart
- Butcher or Poster paper, Markers, OR Whiteboard tables and markers, Highlighters
Learning Supports
Socio-emotional supports:
- Topic is sensitive for students in our school, due to community experiences with the wildfires in the Santiam Canyon in September 2020. The teacher will allow students to share personal experiences as they are able.
- When in groups, students will be paired with students of mixed levels (heterogeneous groupings ) for support: every student has their own strengths that help others
- Groups will have leveled articles to read so all students are challenged
- Students will keep a personal dictionary of known and learned vocabulary to show growth and create confidence
- Target vocabulary lists will be provided for each activity
- Teacher will circulate during pair and group activities to help as needed, model and check for understanding
Mental, Social, and Emotional Well-Being:
- Teacher must make sure that students know that they may take a time-out if discussions touch on topics that are sensitive to their experiences during and after the fires (ie.: loss of a family member, loss of family property or animals and/or livestock, loss of a home)
- Make sure that students have a safe place /person to be with.
- Follow up to make sure that students are processing safely and feel supported and safe to share their experiences.
Cultural & Linguistic Responsiveness:
- Articles for reading come from Spanish Speaking countries - Authentic source materials
- In the T-Chart activities for known vocabulary on both Health and Climate students will brainstorm as much known vocabulary as possible for each topic. Bilingual answers accepted, to include vocabulary students anticipate to be useful. (Known and unknown vocabulary…Spanish on one side, English on the other so ELL students can participate at their current level of development.)
Accessibility:
- Accommodations as indicated by 504 or IEP plans
- Teacher demonstration
- Visual supports
- Graphic Organizers
- Scaffolding
- Extended time as needed
Instructional Supports
Differentiation: Articles included range from simple to more complex.
L1 Supports: Cognates, Known parts of words
L2 Development (by level): Each student will be challenged to expand their vocabulary usage in active memory by keeping a personal dictionary of target and useful support vocabulary.
LESSON PROCEDURES
SEE THE LESSON GRID BELOW (The lesson format confused me)
| Time | Activity | Materials/Resources | Strategy | Extensions |
|---|---|---|---|---|
| Preparation:Print - Articles about Air quality and lung health 1 - Cambio climático y salud, 2 - ¿Cómo perjudicará el calentamiento global la salud y el bienestar de los seres humanos?, 3 - El cambio climático supone un profundo impacto en las personas que padecen asma y alergias, 4 - El asma aumenta de forma incesante por el cambio climático y la mayor presencia de partículas diésel en el ambiente (Alternatively, if students all have access to computers, these articles could be accessed by web browser.)Print - T-chart blanks for each group, or collect butcher paper for this activity, or use whiteboard tablesPrint - Fill - in activity about firePrint - Word Families worksheet Print - Reading comprehension questions for final reading | ||||
| DAY 1 | ||||
| 10-15 | Anticipatory Set
| T-chart (we have whiteboard tables and did this on the tables with dry-erase markers) | Activate prior knowledge by:--Small group brainstorm--Large group brainstorm--Modeling | Artistic representation |
| Transition: Students add new vocabulary to their personal dictionary | ||||
| 5-10 | Lesson Intro - Large group
| None | Sharing personal memories | Shared experiences |
| Transition:Thinking about their own experiences, introduce Activity 1, targeted vocabulary to fill in the blanks in a short story about the Santiam Canyon fires. | ||||
| 5 | Application of Fire vocabulary - Fill-in
| Activity 1 handout - Vocabulary fill-in | GroupSentence fill-inKey vocabulary | |
| Transition:Explain that fires and air quality are problems around the world, and that they impact the health of citizens everywhere. We will be listening to an article from the Organización mundial de la salud (OMS = World Health Organization - WHO) about Climate change and health effects, and they should listen and follow for known and new vocabulary. | ||||
| 20-30 | Listening Activity - Cambio climático y saludThe teacher will read this to highlight useful new words and phrases, students listen and follow along, adding vocabulary to their personal dictionaries. Pause as necessary, especially when explaining definitions if needed. | Reading handout #1 | ListeningKWL connections | |
| Transition:Take some time to think about the bigger picture--How do the Fires we experienced connect to this topic? What are some of the large topics affected by climate change? | ||||
| 10-15 | Graphic Organizer - Word Web
| WhiteboardPoster paper | Build connectionsGroupScaffold - connect to prior units studied | |
| Transition:Ask students to continue to think on these ideas overnight and tell them that the lesson will continue during the next class. | ||||
| DAY 2 | ||||
| 5 | OpeningAsk students to each say one thing that they focused on from the previous class. | None | Activate schemaGroup | What questions do they have to take this deeper? Provide sticky notes. |
| Transition:Explain that many words have different forms, and they generally have a common root. Talk about how some words are parts of families, and ask them to think about how words can be connected. | ||||
| 10, then homework | Vocabulario: Familias de palabras
| Handout #2: vocabulary to be categorized into families of vocabulary, related by verb, noun and adjective | Focused instructionModelingKey vocabularyPartnersImmediate feedback | |
| Transition:The best way to expand vocabulary and grow comprehension is to read. Explain that the second reading will be done as a guided activity and they should continue to add to their personal dictionaries. This reading is from Climate News in New York, translated into Spanish. | ||||
| 20 | Second Reading - ¿Cómo perjudicará el calentamiento global la salud y el bienestar de los seres humanos?
| Handout copies of the second reading and highlighters. | Guided readingPronunciation Key and expanded vocabularyLarge Group | |
| Transition:Introduce the third article, to be read in a small group or pairs for comfort and security, and explain that comprehension is the goal. I will be available if needed, but try to rely on each other. | ||||
| 20-30 | Third Reading - El cambio climático supone un profundo impacto en las personas que padecen asma y alergias
| Copies of Reading #3Highlighters | Building background and vocabularyBuilding autonomySmall groups or pairsHeterogeneous pairs/groupsScaffolds vocabulary from previous units | |
| Transition and Release:Explain that I believe they are ready to fledge, and can read the last article on their own. YAY! Celebrate their work so far. | ||||
| 15+ | Fourth Reading and Comprehension Questions - El asma aumenta de forma incesante por el cambio climático y la mayor presencia de partículas diésel en el ambiente
| Copies of Reading #4HighlightersComprehension questions as handouts or on the whiteboard. | Individual application | Ask students about next logical steps to continue this on a deeper level-what they would like to learn |
| Optional Closure:Students may discuss how the smoke from the fires contributed to poor lung health of family members. |
Anticipatory Set/Motivation/Hook
Time: 10 Minutes (More if needed; many students at our school still have trauma from the Labor Day 2020 fires in the Santiam Canyon. Many lost family, livestock, extended family/property.)
Teacher Does: Ask students if they remember the Labor Day 2020 fires in the Santiam Canyon.
Students Do: Share memories of the fires. Sharing can take place in Spanish or English.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 10-15 minutes
Teacher Does: Asks students to work in small groups to create a T-Chart of known and needed vocabulary to be able to talk about fire based on the previous discussion. During sharing time the teacher will write a master list of student suggestions, and then add more target vocabulary as needed.
Students Do: Work with a partner or small group to create the T-Chart of known and needed vocabulary to be able to talk about fire based on the previous discussion. During sharing time, group members will share with class as the teacher writes a master list.Then they will add new vocabulary to their personal dictionary for the unit.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 10 minutes
Teacher Does: Provide vocabulary to talk about fire: (May use a photo or drawing on the whiteboard to demonstrate the terms) fuego humo calor llamas evacuar evacuación quemar Then hand out activity one: Use this vocabulary to fill in the blanks in the sentences.
Check answers together in class.
Students Do: Copy vocabulary into a personal dictionary, then use the vocabulary to fill in the blanks in Activity 1.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 30 minutes
Teacher Does: The teacher presents some examples of how words are parts of families. For example, evacuar → la evacuación → evacuado (infinitive, noun, adjective). Provide more examples/practice with students on the board, then do Actividad 2: Familias de palabras. The teacher should circulate to provide guidance and check for understanding. When Actividad 2 is completed, check for accuracy by sharing and filling in the same chart on the whiteboard (or some type of projection/poster). Extend this lesson by adding in Academic equivalents for: la lluvia (la pluviosidad/la precipitación), el efecto (el efecto invernadero), el calor (el calentamiento/el calentamiento mundial), causar (provocar), la comida (la alimentación) la muerte (la mortalidad), el desarrollo (países en desarrollo) etc.
Students Do: Work together to fill in the chart for Actividad 2, then share to the class, and make corrections/additions to their papers during the share out.
Actividad 2: Familias de palabras
Guided Instruction (Teacher-to-Student Joint Responsibility)
Teacher Does:
- Distributes the copies of the reading chosen.
- Leads identification of the Sub-headings and mini Q/A about
- Reads the text out loud while students listen.
Group Application (Student-to-Student Joint Responsibility)
Teacher Does: The teacher hands out an expanded list of vocabulary from the reading, then explains the Word Web activity.
Students Do: Using the expanded vocabulary, create a word web of interrelated concepts.
Individual Learning (Independent Practice and Application)
Teacher Does: Hands out the Reading Comprehension Questions
Students Do: Answer the Reading Comprehension questions based on the article.
El asma aumenta de forma incesante…
Actividad 3 Preguntas de comprensión.
ASSESSMENTS
Formative Assessment
Content: Vocabulary brainstorm on the topic of FIRE/FUEGO
Language: Spanish or English, as most comfortable for student
Plans for Summative Assessments
Content: Reading Comprehension Questions based on the last article. Goal is to answer in complete sentences in the target language using new and known vocabulary.
Language: Answers may be in Spanish or English, depending on the personal goals of each student, but preferred for the Spanish 3 course content.
EXTENSIONS
- Research Climate Change in Spanish --documents must be from a Spanish-speaking country. If there are students from other cultures, they may research their country of origin, but hopefully find documents in their L1 or Spanish, or perhaps in English, to create more equity.
- Present findings orally in Spanish
- Write a summary of the document found during the research time
- EL learners work at their own level, and the summary may be in English, but preferably in good quality Spanish
Adaptations for Online Learning Environments:
- Post links/resources in Google Classroom or Canvas
- Use Text to Speech as a support for auditory learners
- Use Break out rooms in Zoom
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oercommons
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2025-03-18T00:39:36.086148
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93866/overview",
"title": "Salud de los pulmones: Cambio climático y el asma",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/59137/overview
|
"Autobiografía" lyrics
"Mi autobiografía"
Reflection Worksheet
Autobiografía
Overview
This lesson is meant to play with the genre of autobiography. It introduces two types of autobiography (reflective and factual) and asks the students to compare and contrast them. Students prepare to write their own autobiography, in the style they prefer.
This is a modification of a lesson plan originally created for an intermediate-level Spanish course by Frances Matos Schulz, Jun Takahira, Yoko Hama, Camille Braun, Olga Salazar Pozos, and myself.
Warm-Up
- Play “Autobiografía” for the class. Make sure title is hidden.
- Have students discuss with a partner: What do you think this song is about? What title would you give to this song?
“Autobiografía”
Show the title of the song and pass out the lyrics.
Play the song again and have students circle facts about his life. Give students two minutes to discuss in partners: What do we know about Luis Enrique?
Discuss as a class: What do we know about Luis Enrique from his autobiography? How do we know that? (Look at the preterit forms)
In partners: What does this song include that we don’t usually consider part of an autobiography? Put a square around any elements you see or any lines/stanzas that don’t read like a typical autobiography. What is the purpose of these sections?
- As a class—What atypical elements or lines did you see? What purpose do they serve? What do they add to the autobiography? (Students should point out the reflections and how they differ from the straightforward autobiographical information.)
“Mi autobiografía" (Jorge)
- Pass out the text "Mi autobiografía." Explain that the class will be looking at a different type of autobiography now.
- Partner activity: read the text once through, don’t worry about translating the words you don’t know. Consider: What kind of information do we get from this text? What information do we not get? (Think about “Autobiografía” as a comparison.)
- As a class—answer the previous questions. Explain that the following day they will compare the two texts more and prepare to write their own autobiography.
Comparison
Have students fill out the reflection worksheet in pairs.
Discuss as a class.
Application
Have students write their own autobiography. Talk about what elements they would use if they decided to write a reflective autobiography vs. what elements they would use for a factual autobiography.
|
oercommons
|
2025-03-18T00:39:36.111929
|
Lauren Truman
|
{
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"url": "https://oercommons.org/courseware/lesson/59137/overview",
"title": "Autobiografía",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/102852/overview
|
UN Sustainable Development Goals (SDGs) - Interactive Mind Map
Overview
An interactive reference work on the UN Sustainable Development Goals with short introductions to the goals, the official translations and numbering of the 17 goals and the 169 underlying targets, zoom in / zoom out at goal or target level, powerful search function, and "deep" hyperlinks to the UN website about the goals.
Compact and online available interactive reference work that can be useful in all kinds of learning activities related to the SDGs.
Currently available in English, Spanish, French and Dutch.
Free to use online, but also to download and "embed" in other websites (HTML5); the source code is also freely available (MMAP).
Background
The 2030 Agenda of the United Nations consists of 17 Sustainable Development Goals, subdivided into 169 targets. All things considered, that's a large amount of text that students can easily "drown" in and lose track of. In order to avoid having to provide the participants with a handout of roughly 20 pages for all kinds of workshops and learning activities, the texts are packaged in a collapsible mind map that is available online.
The first and English edition of the interactive mind map was made for and by the Working Group Fab Labs and Sustainable Development Goals. The interactive mind map is used as a compact reference work during local workshops on aligning Fab Labs with the SDGs. For workshop materials including the facilitators manual, see http://bit.ly/fab14-sdgs-kit.
Functions
Don't worry about small print or blurry text; the interactive mind map is razor-sharp and you can zoom out up to 400%.
- Portal - The interactive mind map initially only shows the 17 goals. If you click on a target, you will see an editorial explanation. You can also link to the relevant page of the UN website.
- Zoom - You can also zoom in on one or more goals. Click on the branch to the right of a target and the underlying targets will appear. Click again and the targets disappear from view again.
- Search - You can also freely search for text. Click on "Search" at the bottom left, type your search term (or part of it) and you will immediately see how often and where it appears in the goals and targets. Try eg "disaster".
- Connect - The interactive mind map uses the official translations of the United Nations. The numbering of goals and targets is the same in every language. Therefore always use these number codes when communicating with colleagues in other language areas.
- And more - For other possibilities of the interactive mind map, see Menu / Help: "Work with HTML5 maps".
Credits
- The source of all information displayed is https://www.un.org/sustainabledevelopment/; (c) United Nations
- [en][nl][sp][fr] UN Sustainable Development Goals and Targets (Interactive Mindmap); Pieter van der Hijden; Working Group "Fab Labs and SDGs"; Pieter van der Hijden, Enrico Bassi, Nagwa Elnwishy, Ted Hung, Beno Juarez, Noksy Letsoalo, Vaneza Caycho Ñuflo, Neville Govender, Yogesh Kulkarni, Wendy Neale; https://bit.ly/fab-sdgs-en (English) and -nl, -sp, -fr (Dutch, Spanish, French)
- Creative Commons Attribute License (CC-AT) Fab Labs & SDGs Working Group (Pieter van der Hijden, pvdh@sofos.nl) et al.
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oercommons
|
2025-03-18T00:39:36.129411
|
Criminal Justice
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102852/overview",
"title": "UN Sustainable Development Goals (SDGs) - Interactive Mind Map",
"author": "Career and Technical Education"
}
|
https://oercommons.org/courseware/lesson/104667/overview
|
Steam Device
Overview
Welcome to our Virtual Learning Scenario. This program has been designed to enhanced your English language skills. Through engaging activities, interactive lessons, and practical exercises, we aim to improve your vocabulary, grammar reading comprehension, and speaking abilities. Get ready to explore the issues related to the architecture in the city of Neiva and in the rest of the world. Expand your knowledge, boost your confidence, and equip you with the language skills necessary for success in your academic and professional life.
Introduction
Welcome to our Virtual Learning Scenario. This program has been designed to enhanced your English language skills. Through engaging activities, interactive lessons, and practical exercises, we aim to improve your vocabulary, grammar reading comprehension, and speaking abilities. Get ready to explore the issues related to the architecture in the city of Neiva and in the rest of the world. Expand your knowledge, boost your confidence, and equip you with the language skills necessary for success in your academic and professional life.
VLC Goals
ICT Goals:
- One of the main aims of ICT is to help students to become competent and confident users who can use the basic knowledge and skills acquired to assist them in their daily lives. It aims to help learners to have an open and flexible mind. This will help them to adjust to the inevitable future changes.
- It aims to equip learners with the appropriate social skills required to cooperate with fellow ICT learners for a more productive learning experience.
- It aims to assist students to appreciate the beauty and diversity of culture. It also aims to help students become well-cultured citizens of the modern world.
- It aims to assist students to grow personally by facilitating different methods of learning.
English goals
- Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
- Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
Vocabulary bank
Here you will find some words that may be unfamiliar to you during the lesson:
Building (Edificio): a structure with walls and a roof, such as a house or factory
Construction (construcción): the work of building or making something, especially buildings, bridges, etc.
Stadium (estadio): a large closed area of land with rows of seats around the sides and often with no roof, used for sports events and musical performances.
Rink (pista de patinaje): a large, flat surface, of ice or other hard material, for skating or the area or building that contains this.
Neighborhood (vecindario): an area of a city, town, etc.
Delay (retrasar): to make something happen at a later time than originally planned or expected.
Investment (Inversión): the act of putting money, effort, time, etc. into something to make a profit or get an advantage, or the money, effort, time, etc. used to do this
Oral production
Activity: Presentation of the problem of white elephants and unfinished buildings to students
Task 1: After introducing students to the topic and the problems, we will ask the students to tell us about their experiences with this type of structure. The objective is that the students develop their oral competences.
Task 2: After they tell us their experiences with unfinished buildings, they now have to tell us what they know or understand about white elephants, abandoned buildings and unfinished buildings as well as to observe and analyze their previous knowledge of the topic.
Oral interaction
Activity: Students have to watch the following video about unfinished buildings in Neiva and some the most famous ones.
Video: https://drive.google.com/file/d/1NizIUHhZEe7ace6AYFyUXYaKhLrWtC5X/view?usp=drive_link
Task 1: Role Play. We are going to assign roles to each student, such as local residents, government officials, architects, and environmentalists. We will ask them to engage in a role play activity where they discuss the future of the white elephants. Each participant should present their perspective, share their concerns, and propose potential solutions.
Task 2: We are going to conduct a debate on the topic of repurposing the white elephants after the Olympic Winter Games. The students are going to be divided into two teams: one supporting repurposing, and the other opposing it. Each team should research and prepare strong arguments and counter-arguments. During the debate, participants present their arguments, engage in rebuttals, and respond to questions from the opposing team and the audience.
Reading comprehension
Read this presentation about Unfinished buildings and some examples of them in the city of Neiva.
NEIVA, A CITY FULL OF UNFINISHED BUILDINGS.
Task 1: Now with the information provided in the presentation, we are going to play the next game called "Fill in the blanks".
Go to this link: Fill in the blanks Game
Task 2: Now let's play Who wants to be a millionaire. The questions are related to the previous reading.
You will have access to the game in the document below.
Listening comprehension
Listen to the following audio which talks about the great white elephant leaving the Winter Olympics in Pyeongchang, South Korea to learn more about white elephants outside of Colombia.
Audio: https://drive.google.com/file/d/1CRldMBR5cgOtKrX0SA0AhzIbBjoczG2l/view?usp=drive link
Task 1: Answer the following question and share it with your peers taking into account what you remember about the audio.
- What were some of the reasons mentioned in the audio documentary for the white elephants after the 2018 Olympic Winter Games?
- How did the white elephants impact the local community and economy?
- Were there any proposed plans or solutions mentioned in the audio for repurposing the white elephants?
Task 2: Taking into account the information in the audio above, now let's play a kahoot game to demonstrate your knowledge about the white elephants and unfinished buildings.
Click on the link to play and wait for the game pin: https://kahoot.it
Writing production
Activity: Writing at an opinion forum.
For this activity we are going to make a forum using the online platform Microsoft Teams.
Link:https://teams.microsoft.com/l/channel/19%3aZN1hxlZQsTibh_dhDIXAhFbfyHDM5vHMWgtHDycyEM41%40thread.tacv2/General?groupId=7eac4d7a-115c-473e-acd7-004b831f9278&tenantId=4d96191b-021d-40c0-bbf2-e24bd37759be
Instructions:
Task 1: You have to write a commentary about white elephants, taking into account all the information given above. In the following classroom link they can make this comment in the activity defined as an opinion forum.
Task 2: In addition to the above comment, give a short opinion about how these white elephants could be avoided and what we can do as a society so that these spaces can be finished or in what other ways we can use them.
Writing interaction
Activity: We are going to comment on a partner's opinion.
We are going to use the same forum: https://teams.microsoft.com/l/channel/19%3aZN1hxlZQsTibh_dhDIXAhFbfyHDM5vHMWgtHDycyEM41%40thread.tacv2/General?groupId=7eac4d7a-115c-473e-acd7-004b831f9278&tenantId=4d96191b-021d-40c0-bbf2-e24bd37759be
Task 1: As in the previous activity each student had to participate in the forum postulating their own opinion regarding the unfinished buildings. Now, they have to reply to a partner's opinion, and comment whatever you think about his or her opinion.
Task 2: Finally, as a partner replies to your opinion, you have to support your opinion against the comments of your peers. Demonstrating your ability to debate an issue in writing and reinforcing your opinion.
VLS Assessment
NOW LET'S EVALUATE YOUR LEARNING EXPERIENCE WITH THIS KAHOOT
Click on this link and wait for the Game Pin: https://kahoot.it
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oercommons
|
2025-03-18T00:39:36.161562
|
06/05/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104667/overview",
"title": "Steam Device",
"author": "Iván Ramírez"
}
|
https://oercommons.org/courseware/lesson/123672/overview
|
Oregon Personal Financial Education + EVERFI Standards Alignment
Overview
Financial education is more than dollars and cents. It’s about establishing better spending habits, instilling confidence, and equipping the next generation with the real-world skills to manage financial goals and milestones.
EVERFI’s online financial education curriculum, training, and support are completely free to K-12 educators.
This guide demonstrates where EVERFI's lessons align to Oregon's PFE standards. Click on the "Teacher Quick Start Guide" hyperlink in the top lefthand corner to create your account, login to your dashboard, and get started.
Financial Literacy & Financial Education for K-12 Students
Prepare students for their financial future. Financial education is more than dollars and cents. It’s about establishing better spending habits, instilling confidence, and equipping the next generation with the real-world skills to manage financial goals and milestones.
EVERFI’s online financial education curriculum, training, and support are completely free to K-12 educators.
This guide shows which individual EVERFI lesson aligns to Oregon's PFE standards. Click on the "Teacher Quick Start Guide" hyperlink in the top lefthand corner of the screen to create your free account, login to your dashboard, and get started.
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oercommons
|
2025-03-18T00:39:36.180055
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123672/overview",
"title": "Oregon Personal Financial Education + EVERFI Standards Alignment",
"author": "Finance"
}
|
https://oercommons.org/courseware/lesson/66294/overview
|
The Relationship Between Local, State, and National Government
Overview
The Relationship Between Local, State, and National Government
Learning Objectives
By the end of this section, you will be able to:
- Explain the relationship between the local government, state government, and national government
Introduction
This section explores the interrelationship between local, state, and national government.
The Relationship Between Local, State, and National Government
Whereas the federal government and state governments share power in countless ways, a local government must be granted power by the state. The way power is granted and limited is different for different types of local government.
Counties are general-law forms of government, created specifically by the state. Geographically, counties are like puzzle pieces - every square inch of Texas is in one of the state's 254 counties. Counties are given specific powers by the state under the Constitution and state statutes and have virtually no flexibility.
Cities, on the other hand, are created by their citizens, who apply for a charter to create one. Most of Texas does not lie within the city limits of any city. While small cities operate much like counties, with specific powers granted and limited by the state, larger "home rule" cities have tremendous flexibility. Cities like Austin have passed ordinances expanding the concept of a municipal government into social justice and environmental regulation areas that have prompted the state legislature to begin limiting the powers of home rule cities.
"Preemption" laws - state laws limiting the powers of local governments - are controversial. Conservatives comprise the majority of both chambers of the state legislature and historically favor the concept of local control. As voters in many urban areas trend more progressive, favoring social justice and environmental regulations beyond those favored by state lawmakers, the concept of local control begins to clash with the legislature's basic ideological standards.
Cities sometimes derive power and funding directly from the federal government. Most large Texas cities have been granted "substantial equivalency" by the U.S. Department of Housing and Urban Development, meaning the city's Fair Housing ordinance is basically the same as the national law. Those cities are empowered to an extent to enforce the Federal Fair Housing Act on the federal government's behalf.
Licenses and Attributions
CC LICENSED CONTENT, ORIGINAL
Revision and Adaptation. Authored by: Kris S. Seago. License: CC BY: Attribution
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oercommons
|
2025-03-18T00:39:36.197484
|
05/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66294/overview",
"title": "Texas Government 2.0, Local Government in Texas, The Relationship Between Local, State, and National Government",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/66289/overview
|
Texas’ Civil and Criminal Justice Processes
Overview
Texas’ Civil and Criminal Justice Processes
Learning Objective
By the end of this section, you will be able to:
- Explain the judicial procedures associated with civil lawsuits and criminal cases
Introduction
This section explores Texas' civil and criminal processes.
Texas’ Civil Law Processes
Unlike the criminal justice system, which has an intentional bias in favor of the accused, the civil justice system is meant to be like a balanced scale, with neither side having any special advantage.
A civil case results from a disagreement or dispute between two or more individuals or organizations. The party bringing the civil suit is the plaintiff. The party being sued is the defendant. Civil suits often involve disagreements about money or property, but also include divorce, child custody, contracts, protective orders, and evictions.
Civil lawsuits can often take complex and unpredictable routes through the legal system, but here are the usual, basic steps:
Complaint – In an initial petition to a civil court, the plaintiff must describe the facts of the situation and what relief is being sought from the court.
Summons – The defendant in a civil case must be officially served by the court with notice of the lawsuit and given the necessary information about how to respond.
Discovery – For many civil lawsuits, both sides are given a period of discovery, during which both sides are required to share information and evidence with each other.
Settlement – Before going to trial, most civil lawsuits are resolved through settlement – a formal agreement in which the plaintiff agrees to forego continuing to trial in exchange for money and/or some other specific consideration from the defendant. In some cases, parties will agree to seek the help of a mediator to resolve the dispute amicably.
Trial – If no settlement is agreed upon, a trial is held. Unlike a criminal trial, where the prosecution must show guilt “beyond a reasonable doubt,” a party to a civil trial can prevail simply by “a preponderance of the evidence.” Juries decide not only who wins, but often the specific financial amount of damages awarded.
Appeal – The losing party in a civil case is entitled to appeal the court’s decision to a higher court. An appeal is not a “do- over.” The job of an appeals court is to review the way the trial was conducted. An appeals court can affirm or reverse the lower court decision or can remand the case back to the lower court for further proceedings.
The Criminal Justice Process in Texas
There are several procedural steps in the Texas criminal justice process that occur after a person is arrested and prior to the determination of innocence or guilt. In Texas, as in most other states, this process can take months or even years.
The Texas court systems have two conflicting goals: they must protect the people and the accused.
Therefore, the state of Texas must ensure that every person is treated equally in legal matters - this is known as due process. The steps in the Texas criminal justice process are: 1. Arrest, 2. Indictment, 3. Plea bargaining, 4. Trial, and 5. Post-trial.
1. Arrest
One aspect pertinent to arrest is the Miranda Rights. Miranda Rights derived from the landmark U.S. Supreme Court case Miranda vs. Arizona (1966). During the Miranda case, the question was whether or not procedures must be utilized by law enforcement officials to ensure that an individual’s 5th Amendment Self-incrimination rights are not violated. The United States Supreme Court ruled that a person must be made aware of their rights prior to being questioned.
Once an arrest is made, the defendant is arraigned and bond is set. Arraignment is when a defendant is formally charged and made aware of their rights. After this, the defendant may be released on bail until the trial, although bail is not guaranteed (Texas Constitution Article 1, Section 11 & 11a-b). Bail is money that is provided by the defendant to ensure his or her appearance in court. Typically, if the defendant doesn't appear for trial, the bail is forfeited. If the defendant appears as required, the bail money is returned. If a person cannot provide bail or cannot pay a bondsman, the accused may be released on personal recognizance—the defendant's promise to appear.
2. Indictment
If the charge is a felony, then an indictment must occur for the process to continue. A grand jury is in charge of determining whether there is sufficient evidence to hold the accused for trial. 9 out of 12 grand jury members must agree that the process can move forward. Grand juries do not find people guilty of a crime; they will either vote a “true bill” (finding probable cause that the accused committed a crime), or they will return a “No bill” (they did not find probable cause). A grand jury indictment is not a conviction; the accused is held for criminal trial only if the grand jury voted a "true bill."
3. Plea Bargaining
After indictment for a felony, there will likely be a number of pretrial hearings in which the accused will formally plead guilty or not guilty.
A plea bargain (also plea agreement or plea deal) is any agreement in a criminal case between the prosecutor and defendant whereby the defendant agrees to plead guilty or nolo contendere to a particular charge in return for some concession from the prosecutor. Due to the high frequency of overcrowded dockets, plea bargaining is the most common method for resolving criminal cases in Texas to avoid going to trial.
Although plea bargaining can occur during a trial and even after a finding of guilt (but before sentencing), the prosecution and defense will often discuss punishment in exchange for a guilty plea and reach an agreement before the trial.
Plea bargaining can present a dilemma to defense attorneys, in that they must choose between vigorously seeking a good deal for their present client, or maintaining a good relationship with the prosecutor for the sake of helping future clients. However, defense attorneys are required by the ethics of the bar to defend the present client's interests over the interests of others.
Violation of this rule may result in disciplinary sanctions being imposed against the defense attorney by the appropriate state's bar association.
4. Trial
If the case reaches trial, the defendant may choose to have a trial by jury (guaranteed by the Texas Constitution Article 1, Section 15); or waive that right and choose trial by a presiding judge. Texas utilizes an adversary system, which means the two sides will attempt to convince the jury or judge why they are correct. For both felonies and misdemeanors, decisions by criminal juries must be unanimous, and the standard of proof is "beyond a reasonable doubt." If the defendant is acquitted (found not guilty), he or she is set free. If the defendant is found guilty, there will be a jail or prison sentence, or probation and/or a fine.
5. Post Trial
Post-trial is the final step where the defendant, if found guilty, will receive a form of rehabilitation or punishment. Some examples of rehabilitation or punishment are prison time, probation, parole, house arrest, and fines. In some cases, the judge may allow probation, or community supervision, rather than a jail or prison sentence.
License and Attribution
CC LICENSED CONTENT, ORIGINAL
Plea Bargain. Authored by: Wikipedia. License: CC BY: Attribution
Types of Law and Texas Criminal Justice Process. Authored by: Daniel M. Regalado. License: CC BY: Attribution
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oercommons
|
2025-03-18T00:39:36.217943
|
05/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66289/overview",
"title": "Texas Government 2.0, The Court System of Texas, Texas’ Civil and Criminal Justice Processes",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/66309/overview
|
Primary Systems
Overview
Primary Systems
Learning Objectives
By the end of this section, you should be able to:
- Compare and contrast open and closed primary systems
Introduction
States are responsible for running elections. Each state may opt to use a variety of primary election systems. This section discusses Texas’ primary elections.
Types of Primary Elections
Among the fifty states, there are several different types of primary elections:
Closed primary. People may vote in a party’s primary only if they are registered members of that party prior to election day. Independents cannot participate. Note that because some political parties name themselves independent, the terms “non- partisan” or “unaffiliated” often replace “independent” when referring to those who are not affiliated with a political party. Eleven states – Delaware, Florida, Kansas, Kentucky, Maine, Maryland, District of Columbia, Nebraska, New Mexico, New York, Pennsylvania, and Wyoming – have closed primaries.
Semi-closed. As in closed primaries, registered party members can vote only in their own party’s primary. Semi-closed systems, however, allow unaffiliated voters to participate as well. Depending on the state, independents either make their choice of party primary privately, inside the voting booth, or publicly, by registering with any party on Election Day. Thirteen states – Alaska, Arizona, Colorado, Iowa, Kansas, Massachusetts, New Hampshire, New Jersey, North Carolina, Oregon, Rhode Island, Utah, and West Virginia – have semi-closed primaries that allow voters to register or change party preference on election day.
Open Primary. An open primary is a primary election in which any registered voter can participate in the contest, regardless of party affiliation. A registered voter may vote in any party primary regardless of his or her own party affiliation. Eleven states – Alabama, Arkansas, Georgia, Hawaii, Michigan, Minnesota, Missouri, Montana, North Dakota, Vermont, and Wisconsin – have open primaries. When voters do not register with a party before the primary, it is called a pick-a-party primary because the voter can select which party’s primary he or she wishes to vote in on election day. Because of the open nature of this system, a practice known as raiding may occur. Raiding consists of voters of one party crossing over and voting in the primary of another party, effectively allowing a party to help choose its opposition’s candidate. The theory is that opposing party members vote for the weakest
candidate of the opposite party in order to give their own party the advantage in the general election.
Semi-open. A registered voter need not publicly declare which political party’s primary that they will vote in before entering the voting booth. When voters identify themselves to the election officials, they must request a party’s specific ballot. Only one ballot is cast by each voter. In many states with semi-open primaries, election officials or poll workers from their respective parties record each voter’s choice of party and provide access to this information. The primary difference between a semi-open and open primary system is the use of a party-specific ballot. In a semi- open primary, a public declaration in front of the election judges is made and a party-specific ballot given to the voter to cast. Certain states that use the open- primary format may print a single ballot and the voter must choose on the ballot itself which political party’s candidates they will select for a contested office.
Blanket primary. A primary in which the ballot is not restricted to candidates from one party is called a blanket primary.
Nonpartisan blanket primary. In a nonpartisan blanket primary, the ballot is not restricted to candidates from one party, and the top two candidates advance to the general election regardless of party affiliation. Louisiana has famously operated under this system, which has been nicknamed the “jungle primary.” California has used a nonpartisan blanket primary since 2012 after passing Proposition 14 in 2010, and the state of Washington has used a nonpartisan blanket primary since 2008.
Texas' Primaries
Texas’ primaries are difficult to classify–they are somewhere between open and semi-open. Voters in Texas don’t register under a party label and may choose to vote in either party’s primary (but not both).
Voters who cast ballots in one of the major party primary elections may only vote in the runoff election for the same party in which they cast their primary ballot. Voters who did not cast a ballot in primary elections are free to choose either party’s runoff ballot, but may only vote in one party’s runoff election.
Check Your Knowledge
Check your knowledge of this section by taking the quiz linked below. The quiz will open in a new browser window or tab.
References and Further Reading
Don't Waste Your Vote in Another Party's Primary. Daily Texan. 2018.
"State Primary Election Types.” NCSL. National Conference of State Legislatures. June 26, 2018.
"History of Washington State Primary Systems" (PDF) Accessed August 25, 2019.
Licensing and Attribution
CC LICENSED CONTENT, ORIGINAL
Revision and Adaptation. Authored by: Daniel M. Regalado. License: CC BY: Attribution
Types of Elections in Texas. Authored by: Daniel M. Regalado. License: CC BY: Attribution
|
oercommons
|
2025-03-18T00:39:36.242633
|
05/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66309/overview",
"title": "Texas Government 2.0, Elections and Campaigns in Texas, Primary Systems",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/102256/overview
|
CHAPTER 1: INTRODUCTION TO HUMAN COMMUNICATION
Overview
Introduction to Communications textbook.
Introduction to Human Communication
Learning Objectives |
After reading this chapter you should be able to: |
1.1 FOUNDATIONS
Many colleges and universities around the country require students to take some type of communication course in order to graduate.
Introductory Communication classes include courses on public speaking, small group communication, and Interpersonal communication. While these are some of the most common introductory Communication courses, many Communication departments are now offering an introductory course that explains what Communication is, how it is studied as an academic field, and what areas of specialization make up the field of Communication. In other words, these are survey courses similar to courses such as Introduction to Sociology or Introduction to Psychology. Your community college’s goal in this text is to introduce you to the field of Communication as an academic discipline of study. There is two ways of communicating: communication and communications. “Communication” is a broad focus on how humans interact with others and is grounded in academic study. “Communications” is more of a delivery means of communicating. This includes internet providers, television, telephones, etc.
ENGAGING IN CONVERSATION
As professors, we hear people talk about communication both on and off our campuses. We’re often surprised at how few people can actually explain what communication is, or what Communication departments are about. This resource will provide you with the basics for understanding what communication is, what Communication scholars and students study, and how you can effectively use the study of Communication in your life. By optimizing interpersonal communication skills, one can gain better insights through improved listening skills, better understanding of how nonverbal communication can provide clearer understanding, and by how word-choice, empowering vocabulary, and open communication channels can greatly increase your leadership skills.
DEFINING COMMUNICATION STUDY
WHAT IS COMMUNICATION STUDY?
When we tell others that we teach Communication, people often ask questions like, “Do you teach radio and television?” “Do you teach public speaking?” “Do you do news broadcasts?” “Do you work with computers?” “Do you study Public Relations?” “Is that Journalism or Mass Communications?” However, the most common question we get is, “What is that?”
It’s interesting that most people will tell us they know what communication is, but they do not have a clear understanding of what it is Communication scholars study and teach in our academic discipline. If you memorize the definition below, you will have a quick and simple answer to what communication study entails.
Bruce Smith, Harold Lasswell, and Ralph Casey provided a good and simple answer to the question, “What is
Communication study?” They state that communication study is an academic field whose primary focus is “who says what, through what channels (media) of communication, to whom, [and] what will be the results” (121).
Although they gave this explanation almost 70 years ago, to this day it succinctly describes the focus of Communication scholars and professionals. As professors and students of Communication, we extensively examine the various forms and outcomes of human communication. On its website, the National Communication Association (NCA), our national organization, states communication is ” the discipline that studies all forms, modes, media, and consequences of communication through humanistic, social scientific and aesthetic inquiry.” Now, if people ask you what you’re studying in a Communication class, you have an answer!
Before we go further, it is important for you to know how we define the actual term “communication.”
1.2 DEFINING COMMUNICATION
Defining Communication
For decades communication professionals have had difficulty coming to any consensus about how to define the term communication (Hovland, 1948; Lasswell, 1949; Morris, 1946;
Nilsen, 1957; Sapir, 1933 & Stevens, 1950). Even today, there is no single agreed-upon definition of communication. In 1970 and 1984, Frank Dance looked at 126 published definitions of communication in literature and said that the task of trying to develop a single definition of communication that everyone likes is like trying to nail jello to a wall. Thirty years later, defining communication still feels like nailing jello to a wall. Communication is vastly different from Communications, with an added “s” at the end, which is forms of channels, like
television, radio, and so forth.
Let’s examine two models of communication to help you further grasp this definition. Shannon and Weaver (1946) proposed a Mathematical Model of Communication (often called the Linear Model) that serves as a basic model of communication. This model suggests that communication is simply the transmission of a message from one source to another. Watching YouTube videos serves as an example of this. You act as the receiver when you watch videos, receiving messages from the source (the YouTube video). To better understand this, let’s break down each part of this model. The Linear Model suggests communication moves only in one direction. The Sender encodes a Message, then uses a certain Channel (verbal/nonverbal communication) to send it to a Receiver who decodes (interprets) the message. Noise is anything that interferes with, or changes, the original encoded message.
• A sender is someone who encodes and sends a message to a receiver through a particular channel. The sender is the initiator of the communication. For example, when you text a friend, ask a teacher a question, or wave to someone you are the sender of a message.
• A receiver is the recipient of a message. Receivers must decode (interpret) messages in ways that are meaningful for them. For example, if you see your friend make eye contact, smile, wave, and say “hello” as you pass, you are receiving a message intended for you. When this happens you must decode the verbal and nonverbal communication in ways that are meaningful to you.
A message is the particular meaning or content the sender wishes the receiver to understand. The message can be intentional or unintentional, written or spoken, verbal or nonverbal, or any combination of these. For example, as you walk across campus you may see a friend walking toward you. When you make eye contact, wave, smile, and say “hello,” you are offering a message that is intentional, spoken, verbal and nonverbal.
Linear Model of Communication, By Andy Schmitz, CC-BY-SA 3.0
A major criticism of the Linear Model of Communication is that it suggests communication only occurs in one direction. It also does not show how context, or our personal experiences, impact communication. Television serves as a good example of the linear model. Have you ever talked back to your television while you were watching it? Maybe you were watching a sporting event or a dramatic show and you talked at the people on the television. Did they respond to you? We’re sure they did not. Television works in one direction. No matter how much you talk to the television it will not respond to you. Now apply this idea to the communication in your relationships. It seems primative to think that this is how we would communicate with each other on a regular basis. This example shows the limits of the linear model for understanding communication, particularly human to human communication.Given the limitations of the Linear Model, Barnlund (1970) adapted the model to more fully represent what occurs in most human communication exchanges.
The Transactional Model demonstrates that communication participants act as senders and receivers simultaneously, creating reality through their interactions. Communication is not a simple one-way transmission of a message: The personal filters and experiences of the participants impact each communication exchange. The Transactional Model demonstrates that we are simultaneously senders and receivers and that noise and personal filters always influence the outcomes of every communication exchange.
Transactional Model of Communication, by Andy Schmitz, CC-BY-SA 3.0
The ability for both parties to provide a response or return in the process is known as feedback or verbal or nonverbal messages
sent during the communication process of decoding. Additionally, it suggests that meaning is co-constructed between all parties involved in any given communication interaction. This notion of co-constructed meaning is drawn from the relational, social, and cultural contexts that make up our communication environments. Personal and professional relationships, for example, have a history of prior interaction that informs present and future interactions. Social norms, or rules for behavior and interaction, greatly influence how we relate to one another. For example, if your professor taught the class while sitting down rather than standing up, you and your colleagues would feel awkward because that is not an expected norm for behavior in a classroom setting. How we negotiate cultural values, beliefs, attitudes, and traditions also impact our communication interactions. We may both be from Chicago, but our attitudes may differ greatly depending upon the neighborhood we grew up in.
While these models are overly simplistic representations of communication, they illustrate some of the complexities of defining and studying communication. Going back to Smith, Lasswell, and Casey, as Communication scholars we may choose to focus on one, all, or a combination of the following: senders of communication, receivers of communication, channels of communication, messages, noise, context, and/or the outcome of communication. Hopefully, you recognize that studying communication is simultaneously detail-oriented (looking at small parts of human communication), and far reaching (examining a broad range of communication exchanges).
Perception and Identity
Have you ever considered the role that perception plays in how we communicate? Indeed, perception affects how we encode and decode messages and it may even impact how we act 14
toward others. You may think of perception happening instantaneously. However, consider instead that perception is a three step process of selecting, organizing, and interpreting stimuli.
Think of stimuli as everything we might notice (see, hear, touch, taste, smell) in our environment, as well as others’ messages to us and our own feelings and thoughts. We simply cannot attend to everything (all the stimuli) in our environments and interactions. We, therefore, select certain stimuli, but not all. What factors impact how we select stimuli? Why do we watch one commercial, but ignore the others? If you close your eyes, can you recall the color shirt your instructor is wearing, whether your classroom has carpet or tiles, how many students are present, or advertisements tacked onto the classroom’s billboard? One reason we notice certain stimuli and not others is selective attention, the capacity for or process of reacting to certain stimuli selectively when several occur simultaneously. Clearly, it is less important what color the walls are painted in your classroom than the information your instructor wants you to hear and retain. What other reasons do we select certain stimuli and not others?
After selecting stimuli from our environment, we engage in organization. Perceptual organization is grouping visual stimuli into a pattern that is familiar to us, placing things, even people, into categories. You differentiate between friends, family, and work colleagues. However, you may also have friends you consider “family,” or colleagues who become friends. What criteria for a friend, family, or colleague do we have that allows for these shifts from one category to another? Additionally, we often compare new experiences with prior ones, or a new dating partner with an ideal archetype we have for the “perfect” romantic partner. What do we look for in a romantic partner, and from where do we inherit this criterion? It is important that we reflect upon how we organize experience and categorize others.
The final step in the process of perception is an interpretation or the assigning of meaning to what we have selected and organized. When we think of perception as something that “just happens” we are likely thinking of the interpreting step. However, as you can see, this is merely one step in a much more complex process. It is important that as communicators we be more intentional in the selection of stimuli and more reflective in how we organize experience. How might societal values, personal attitudes, cultural heritage, or beliefs affect the way we assign meaning in this context? Have you ever adjusted your opinion of someone or an experience after the initial impression? If so, what role did perception play in that adjustment? Being more aware of perception as a process is one way we can improve our communication skills.
“Doors of Perception” by dvanzuijlekom is licensed under CC BY-SA 2.0
No discussion of perception is complete without considering how personal identity affects the communication process. Indeed, how we see ourselves is often the starting point for how we relate to others. Identity, or our sense of self, includes both self-concept and self-esteem. Our self-concept is the sum total of who we think we are, or how we define ourselves.
How many different categories or aspects of your self can you determine – familial (mother, daughter, sister), physical, emotional, romantic, civic, etc.? Comparatively, our self esteem is the degree to which we value or devalue who we think we are. Consider those same categories that you determined for understanding your self-concept. Likely, you are more or less confident in some ways than others. Additionally, our self esteem may change over time. Athletes spend decades training and competing in peak condition. However, as athletes age, they can no longer compete on the same level. This physical change may negatively impact their self-esteem. It is important to understand the power we have in how we choose to define and value ourselves, even over time as our lives evolve.
“Identity Theft Protection is Essential for Every International Real Estate Investor” by International Real Estate Listings is licensed under CC BY-SA 2.0
Personal identity is also characterized by how we manage our own communication behaviors and actions. We engage in identity management or managing others impressions by using communication strategies to influence how others see us. We will alter and adapt our behavior and/ or appearance accordingly to present the image or person we want to be seen as. Part of this is engaging in facework, strategies used to shape one’s image. If you think about your daily interactions and the different types of ways you strategize your communication flexibility in different communication contexts, you are thinking about facework.
Competence in identity management involves the ability to competently apply facework. The different “faces” that you present best meet the relational, social, and cultural contexts of the situation. For example, your “face” that you present at work is more professional than that that you present to friends. In the workplace, you may attend to your dress, your posture, and even your tone of voice. You are also managing your impression and engaging in facework when you are presenting an online presence and determining how to present on different social media sites.
The following list includes additional factors that influence how we assign meaning to ourselves and others. Can you think of how one or more of these has impacted you or your relationship with others?
1. Self-fulfilling Prophecy: When our behavior serves to fulfill someone else’s expectations for us.
2. Attribution: The tendency to either take ownership of our behavior or performance or to blame others or outside
forces.
3. Stereotypes: Broad generalizations.
4. Reflective Appraisal: Evaluating ourselves based upon how we see others seeing us.
With a clearer definition of communication and how it works, you are ready to learn about the history of communication and use your new perception skills to think about how communication has affected the landscape of communication discourse, education, and culture.
Communication Study Then: Aristotle the Communication Researcher
Image: Bust of Aristotle, Marble, Roman Copy after a Greek Bronze by Lysippos, Public domain via Wikimedia Commons
Aristotle said, “Rhetoric falls into three divisions, determined by the three classes of listeners to speeches. Of the three elements in speech-making — speaker, subject, and person addressed — it is the last one, the hearer, that determines the speech’s end and object.” For Aristotle, it was the “to whom” that determined if communication occurred and how effective it was. Aristotle, in his study of “who says what, through what channels, to whom, and what will be the results” focused on persuasion and its effect on the audience. Aristotle thought it was extremely important to focus on the audience in communication exchanges.
What is interesting is that when we think of communication we are often, "more concerned about ourselves as the communication’s source, about our message, and even the channel we are going to use. Too often, the listener, viewer, reader fails to get any consideration at all” (Lee, 2008). Aristotle’s statement above demonstrates that humans who have been studying communication have had solid ideas about how to communicate effectively for a very long time. Even though people have been formally studying communication for a long time, it is still necessary to continue studying communication in order to improve.
He recognized that there are countless good definitions of communication, but we feel it’s important to provide you with our definition so that you understand how we approach each chapter in this book. We are not arguing that this definition of communication is the only one you should consider viable, but you will understand the content of this text better if you understand how we have come to define communication. For the purpose of this text, we define communication as the process of using symbols to exchange meaning.
1.3 Communication Study and You
If you think about Smith, Lasswell, and Casey’s statement that those of us who study communication investigate, “who says what, through what channels (media) of communication, to whom, [and] what will be the results” you should realize how truly complex a task we perform. While we’ll explore many examples later in the book, we want to briefly highlight a few examples of what you might study if you are interested in Communication as a field of study.
Studying communication is exciting because there are so many possibilities on which to focus. For example, you might study elements of the history and use of YouTube (Soukup, 2014); the use of deception in texting (Wise & Rodriguez, 2013); college students’ “guilty pleasure” media use (Panek, 2014); how sons and daughters communicate disappointment (Miller-Day & Lee, 2001); an examination of motherhood in lesbian-headed households (Koenig Kellas & Suter, 2012); or daughters’ perceptions of communication with their fathers (Dunleavy, Wanzer, Krezmien, Ruppel, 2011).
The above examples demonstrate just a small taste of what we can examine through the lens of communication. In reality, studying communication has almost limitless possibilities. That’s what makes this field so dynamic and exciting! When you think about the infinite number of variables we can study, as well as the infinite number of communication contexts, the task of studying “who says what, through what channels (media) of communication, to whom, [and] what will be the results?” is open to countless possibilities. The study of communication has proven helpful to us as social beings as we work to better understand the complexities of our interactions and relationships.
Communication Helps with Diplomacy
As a community college student taking an introductory Communication course, you might be thinking, “Why does this matter to me?” One reason it is important for you to study and know communication is that these skills will help you succeed in personal, social, and professional situations. A survey by the National Association of Colleges and Employers found that “College students who wish to separate themselves from the competition during their job search would be wise to develop proficiencies most sought by employers, such as communication, interpersonal, and teamwork skills.” The more you understand communication, the greater potential you have to succeed in all aspects of your life.
Ambassador of the State of Israel Dorit Golender presents her letter of credence, by www.kremlin.ru. CC-BY 4.0
Discussion Que
Communication Study Now: Organizational Leadership: 73 Tips from Aristotle
Does Aristotle’s work still apply today outside of college classrooms? Of course, it does. In his book “Organizational Leadership: 73 Tips from Aristotle,” Tyme takes Aristotle’s work and applies it to leadership in organizational contexts. The book description on Amazon.com reads:”… is the third in a series of three short and effective Kindle books written for the next generation of leaders (and reminders for current ones) in business and organizations on this important topic. Some advice and quotes are timeless and provide a refreshing spin from a legendary figure. At a very young age of 7, Aristotle started a 20-year journey as a student of Plato the Philosopher. Aristotle learned and contributed to all disciplines within sciences and the arts. Similar to his philosophical lineage, he believed education was valuable and should be sought out to improve one’s life. When Aristotle was not crowned as the successor to lead Plato’s Academy upon Plato’s death, Aristotle did not reject and refute the decision. He reflected on the decision and chose a road to make his mark on society. Aristotle opened his own school and continued to impart the basis of generational and organizational leadership similar to Socrates and Plato with his own great student who went by the name of Alexander the Great. This third book should provide the following benefits:
• 73 philosophical quotes and interpretations related to business and organizational leadership
• The role that communication plays in achieving the organization’s objective
• When to speak up and provide feedback to the
organization and HOW to do it
• How veteran team members provide solid wisdom to the 20 HUMAN COMMUNICATION: AN OPEN
next generation
• Methods for subordinates to interact with upper
management
• The benefits of recruiting talent to continually advance the organization
• Explains why leaders don’t need to know everything but need to perform one function really well”
CAREERS WITH A COMMUNICATION DEGREE
The kind of skills developed by Communication majors is highly valued by all kinds of employers. Courses and activities in Communication departments both teach and make use of the skills ranked consistently high by employers. Students with a degree in Communication are ready to excel in a wide variety of careers. Forbes listed “The 10 Skills Employers Want in 20-Something Employees.” Look to see how many relate directly to what you would learn as a Communication major.
1. Ability to work in a team
2. Ability to make decisions and solve problems
3. Ability to plan, organize and prioritize work
4. Ability to communicate verbally with people inside and outside an organization
5. Ability to obtain and process information
6. Ability to analyze quantitative data
7. Technical knowledge related to the job
8. Proficiency with computer software programs 9. Ability to create and/or edit written reports 10. Ability to sell and influence others
Excerpt from: Adams, S. (2013, October 11). The 10 skills employers most want in 20-something employees. Forbes
1.4 SUMMARY, DISCUSSION, REFERENCES
In this chapter, you learned an academic approach to understanding communication and communication study. Smith, Laswell, and Casey offer a simple definition of communication study: “who says what, through what channels (media) of communication, to whom, [and] what will be the results” (1946). Now you can provide an answer to those who ask you what Communication study is about. Our definition of communication, the process of using symbols to exchange meaning, allows you to understand how we use this term throughout the book. The linear and transactional models of communication act as visual representations of both communication study and communication. Our history tells us that men and women from all cultures have been interested in observing and theorizing about the role of communication in multiple contexts. The Old School of communication study consisted of four major periods of intellectual development, including the Classical Period that gave birth to seminal figures who set the foundation for communication study. Finally, you are now aware of the importance of studying communication: that it impacts your personal, social, and professional life.
Discussion Questions
1. According to our definition, what is communication? What do we not consider to be communication?
2. Using our definition of communication study, explain how Communication is different from other majors such as Sociology, Anthropology, Psychology, etc?
3. Why is knowing our history valuable forunderstanding the discipline?
4. Name three people who you feel used communication effectively in their jobs? In what ways do they communicate effectively using verbal and nonverbal communication?
Vocabulary
• attribution
• Aristotle
• Augustine
• Bacon, Francis
• Blair, Hugh
• Campbell, George
• Cereta, Laura
• channel
• Cicero
• communication
• De Pisan, Christine
• dialectic
• face work
• feedback
• Five Canons of Rhetoric
• identity management
• interpretation
• Isocrates
• Linear Model
• message
• noise
• perception
• perceptual organization
• Plato
• Ramus, Petrus
• receiver
• reflective appraisal
• rhetoric
• selective attention
• self-concept
• self-esteem
• self-fulfilling prophecy
• sender
• Socrates
• sophist
• stereotypes
• stimuli
• Transactional Model
References
Aristotle. (2004). Rhetoric (W. Rhys Roberts Trans. ). Minoula, NY: Dover Publications.
Baldwin, C. S. (2008). St. Augustine on preaching in the HUMAN COMMUNICATION: AN OPEN TEXT 27
rhetoric of St. Augustine of Hippo: De Doctrine Christiana & the search for a distinctly Christian rhetoric. Waco, TX: Baylor University Press.
Barnlund, D. (1970). A transactional model of communication. Foundations of Communication Theory. NY: Harper & Row.
Cereta, L. (1997). Collected letters of a renaissance feminist (D. Robin ed.). University of Chicago Press.
Covino, W. A. (1994). Magic, rhetoric, and literacy: An eccentric history of the composing imagination. NY: SUNY Press. Dance, F. E. (1970). The ‘concept’ of communication. Journal of Communication, 20(2), 201–210.
Dunleavy, K. N., Wanzer, M. B., Krezmien, E., & Ruppel, K. (2011). Daughters’ perceptions of communication with their fathers: The role of skill similarity and co-orientation in relationship satisfaction. Communication Studies, 62(5), 581-596.
Golden, J. L. (2000). The rhetoric of Western thought. IA: Kendall Hunt Press.
Golden, J. L. & Corbett, E. J. (1968). The rhetoric of Blair, Campbell, and Whately. Southern Illinois University Press. Hovland, C. I. (1948). Social communication. Proceedings of the American Philosophical Society, 92(5), 371–375. Retrieved from
Kennedy, G. A. (1999). Classical rhetoric & its Christian & secular tradition from ancient to modern times.
Koenig K., & Suter, E. (2012). Accounting for lesbian-headed families: lesbian mothers’ responses to discursive challenges. Communication Monographs, 79(4), 475–498.
Lee, D. Developing effective communications. The University of Missouri Extension.
Miller-Day, M., and Lee, J. (2001). Communicating disappointment: The viewpoint of sons and daughters. Journal of Family Communication, 1(2), 111–131.
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Nilsen, T. R. (1957). On defining communication. The Speech Teacher, 6(1), 10–17.
Panek, E. (2014). Left to their own devices: College student’s guilty pleasure media use and time management. Communication Research,41(4), 561–577.
Rabil, A. (1981). Laura Cereta, Quattrocento Humanist. New York: Cornell University Press.
Redfern, J. R. (1995). Christine de Pisan and the Treasure of the City of Ladies: A Medieval Rhetorician and Her Rhetoric. Reclaiming Rhetorica: Women in the Rhetorical Tradition. Pittsburgh, PA: University of Pittsburgh Press.
Sapir, E. (1933). Communication. Encyclopedia of the Social Sciences. Macmillan Company. New York, NY
Shannon, C., and Weaver, W. (1949). A mathematical model of communication. Urbana, IL: University of Illinois Press. Now available through Literary Licensing, LLC.
Smith, B. L., Lasswell, H. D. & Casey, R. D. (1946). Propaganda, communication, and public opinion: A comprehensive reference guide. Soukup, P.A. (2014). Looking at, with, and through
YouTube. Communication Research Trends, 33(3), 3–34. Stevens, S. (1950). Introduction: A Definition of Communication. The Journal of the Acoustical Society of America, 22(6), 689–690.
Tyme, J. (2012). Organizational Leadership: 73 Tips from Aristotle. Amazon.
Wise, M. & Rodriguez, D. (2013). Detecting deceptive communication through computer-mediated technology: Applying interpersonal deception theory to texting behavior. Communication Research Reports,30(4), 342–346.
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Terri Johnson
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Library Orientation 12: Gale PowerSearch
Overview
Part 12 of 15.
Introduces the database Gale PowerSearch from the Alabama Virtual Library (AVL). Includes outlines for an assignment and a quiz.
Welcome
You may want to put your contact information under "Resources."
Introduction
Gale PowerSearch is a general topic database that is easy to search. Once you have completed a search, you can limit your results by publication date and media type. While this database covers a wide range of topics, it is especially useful for literature-based research.
Module Objectives
- Successfully use Gale PowerSearch to find an appropriate resource.
- Create a single annotated bibliography entry based on a resource obtained from Gale PowerSearch.
Readings and Resources
- Library eResources Web Page: https://www.sheltonstate.edu/instruction-workforce-development/library-services/eresources/
- Alabama Virtual Library (AVL) Website: http://www.avl.lib.al.us
Readings and Videos
Gale PowerSearch is available through the Alabama Virtual Library (AVL). Gale's focus is on literature, but it is also a great general subject database. While this databases strength is literature, it provides parallel publications (items that have also been published in print) on a wide range of topics and from sources that are news, general interest, and academic in nature.
To get to Gale PowerSearch:
- Navigate to the AVL (http://www.avl.lib.al.us (Links to an external site.)) and make sure you have access.
- Select the grey box on the far right of the menu bar, "All Resources."
- Scroll down until you see "Gale PowerSearch." Look in the grey boxes at the labels, not at the icons above them.
Searching Gale Power Search is just as easy as searching Google, only the results are easier to filter and significantly more reliable. Gale even provides some help if you are having trouble selecting a topic. Anything you find in Gale Power Search is appropriate to use for an academic paper/project.
As with any database search, often searching will result in too many results. Gale provides you with ways to narrow your search that will allow you to get the best possible items for your work.
Once your search is complete, the items can be read, listened to, shared, or saved. Citation suggestions are also available.
Two important points:
- If you are planning to share an item, be sure to use the share option and not the URL from the address bar, which will expire.
- The works cited options contain all of the information you will need to make a citation; however, check the suggested option against whatever resource your instructor wants you to use for citation. There may be some slight differences and your instructor is always right.
Assignment
Restricting the student to the assignment submission module in your course management software is a second option.
Introduction
- This assignment will illustrate your ability to utilize Gale PowerSearch to find an appropriate academic research resource.
- Completing this assignment will give you one piece of your final annotated bibliography. Submissions will be graded and corrected versions can be used in your final assignment.
Objectives
- Create an annotated MLA or APA citation for a resource you found on Gale PowerSearch.
Instructions
- Watch the videos and read the documentation in this module related to Gale PowerSearch.
- Navigate to Gale PowerSearch and search using the topic you chose in the discussion from Module 2.
- Select a resource that fits your topic and read or watch it.
- Using the citation tools provided, select the MLA or APA citation format and copy and paste the citation into the assignment. MLA or APA can be utilized, but be consistent. Use either MLA or APA consistently throughout this class.
- Write a brief paragraph that summarizes the resource.
- If you have trouble finding a resource, don't hesitate to contact your instructor.
Submission Requirements
This assignment can be submitted via email in the text of the message or as a PDF or MS Word attachment.
This assignment is worth 5 points.
2 points: Proper Citation Format
3 points: Annotation (spelling and grammar count)
Example
In your final document, the citation should have a hanging indent, as per the example of the final project. Different databases provide different citation styles, even within the database. Projects for subject-level courses will require you standardize your entries to suit the format that the instructor requires. For this project, you need only copy and paste the citation from the database.
MLA:
Wells, Sarah. "The Hidden Binary of Knitting Could Create the Toughest Gear You've Ever Worn." Popular Mechanics, May-June 2021, p. 26+. Gale General OneFile, link.gale.com/apps/doc/A661094809/GPS?u=avlr&sid=bookmark-GPS&xid=7af4aa32. Accessed 18 Aug. 2021.
This article explores the physical properties of knitted materials and talks about one scientist’s quest to describe knit materials with mathematic equations. This would lead to an ability to create knitted fabric that, through the nature of the knots and loops, could, say, protect astronauts from radiation.
APA:
Wells, S. (2021, May-June). The Hidden Binary of Knitting Could Create the Toughest Gear You've Ever Worn. Popular Mechanics, 26+. https://link.gale.com/apps/doc/A661094809/GPS?u=avlr&sid=bookmark-GPS&xid=7af4aa32
This article explores the physical properties of knitted materials and talks about one scientist’s quest to describe knit materials with mathematic equations. This would lead to an ability to create knitted fabric that, through the nature of the knots and loops, could, say, protect astronauts from radiation.
Quiz
Change the instructions to fit your needs. Use the quiz module of your course management software to ask questions. Here are mine, but you will have to modify them to suit your own library requirements:
- Geolocation is one way to access Gale PowerSearch. TRUE
- Gale PowerSearch is more literature-resource heavy than EBSCOhost Search. TRUE
- Gale PowerSearch does not provide citation information. FALSE
- Gale PowerSearch will not allow you to download an MP3 of an article. FALSE
- There is no way to share articles you find in Gale PowerSearch. FALSE
Introduction
This quiz will test your knowledge of Gale PowerSearch.
Objectives
- Confirm that you have retained key information about Gale PowerSearch.
Instructions
- There are 5 true-false questions.
- You have 15 minutes for this quiz.
- Please use the Chrome browser for best performance.
- Once you start the quiz, you must complete it; there are 2 attempts. You cannot save to return to later. If you log out, you cannot return to the quiz.
- The attempt with the highest score will be graded.
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Homework/Assignment
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Readings
Overview
As we dig into the conversation about academic success, research shows that information literacy is essential to the ongoing learning process and students' success.
Introduction
As we dig into the conversation about academic success, research shows that information literacy is essential to the ongoing learning process and students' success. In this chapter, we will skim the surface of information literacy, leaving deeper conversations to courses you will take later in your academic career, while clarifying the nature of information and what it means to be “information literate”. By the end of the chapter, you should be able to recognize the responsibilities of living, learning, and working in an interconnected, information-rich world, how to strategically decipher and integrate information into your knowledge base and value system while enriching your learning and understanding that being information literate equips you to identify, find, evaluate, use, and create information effectively. Using a strengths-based approach, the narrative throughout the chapter will capitalize on your prior experience with information.
Learning Objectives
The learner will...
- use information literacy to broaden their perspectives and enrich their learning
- understand that information literacy is a set of abilities that allows an individual to identify, find, evaluate, and use information effectively
- develop and employ strategies for understanding and using information to incorporate selected information into their knowledge base and value system
- recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical
Defining Information Literacy
Throughout most of your life, you’ve heard “literacy” used as a reading term. Even Merriam-Webster says a person is “literate” when they can read and write. But we also tend to associate literacy with a person’s education or knowledge of a subject.
For instance, we expect the auto mechanic to be knowledgeable in car repair. Before the mechanic became competent in their field, they first learned to use, interpret, evaluate, and communicate relevant information – they had to become “literate” in that area. Similarly, when it comes to information, we each make a similar journey toward becoming literate so we can be competent consumers, collaborators, and creators of information.
| A person is information literacy when they can identify an information need, where and how to locate the information they need, and knows how to evaluate, consume, communication, and recreate it in an ethical manner (ACRL, 2015). |
Let’s return to the example of learning to read. Did you learn to read instantaneously? Did you immediately understand the printed word the first time you opened a book? It took time. As you practiced, your vocabulary grew, deciphering and decoding skills improved, and fluency increased. Even in adulthood your reading skills are still developing as the material is becoming increasingly complex, specialized, and delivered in new formats. (See Chapter 7 for more.)
Information literacy is like the continuum of learning to read. In essence, you never really “arrive” – it is a lifelong process. Not only that, but it involves a blend of literacies. The information we encounter is presented in a variety of formats; some familiar, some new.
Types of Literacy
Reflect on how you receive information. It probably isn’t isolated to one format – textual or linguistic, visual, audio or sonic, gestural or spatial, or data or statistical – but a blend of formats in multiple contexts – cultural, social, academic, or professional (Kalantzis, 2002). To effectively consume the information, you have had to develop multiple literacies.
Multiliteracy is exactly what it sounds like: a potentially endless number of different literacies tied to different areas of life and knowledge in a diverse information landscape (Talja, 2010). Let’s break down what might be included.
Visual Literacy is the ability to understand, produce, and use images, objects, and visible actions appropriately to fit the context. It includes works of art, photography, sculpture, textiles, video, and visual depictions of culture, data, processes, and information (Givens, 2020). If you have taken an art or video production class, your instructor may have talked about the elements of design (color and tone, perspective, framing, pacing, and sound) and how they can convey emphasis to the viewer. As a consumer, your ability to interpret the nuances and use it to meet an information need demonstrates your visual literacy.
Audio or Sonic Literacy. Many of us prefer to listen to lectures, podcasts, and audio books – even a Netflix series when we’re on road trips. As listeners, we pick up on the nuances of voice, sound effects, music, even silence (Givens, 2020), which are intentionally included to convey information. Almost seamlessly, many of us have applied our audio literacy skills to streamed and recorded media, whether for entertainment, education, or as content creators.
Gestural or Spatial Literacy is often discussed in Speech class as a communication queue. Think of the information you can glean from watching someone’s expressions and gestures during a speech or lecture, in a conversation, even their movement through or stillness in a space. Some gestures hint to the person’s cultural norms, others aid to bridging language barriers, and most can promote understanding by filling the gaps in and around words – all while conveying information. Your ability to “read” the person(s) in a situation is a form of literacy.
Data or Statistical Literacy is the ability to access, assess, manipulate, summarize, present, and ethically use data (Schield, 2004; Prado & Marzal, 2013) in a contextual, multi-cultural, and collaborative environment. Don’t let the numbers scare you. Data and statistics are just words in a different form and being data literate enables you to deduce the underlying story.
Components of Information Literacy
Now that we’ve explored the definition of information literacy and its various interwoven forms, let’s break down its components. In each information search – whether for a class or personal information seeking – we follow basically the same process to find our answer.
- Know that you have an information need. How in depth does the answer need to be? Does it need to be in a specific format or from a specific source?
- Find and retrieve the information. This includes knowing where to go to find the information - or at least starting with an idea of where to begin. Can you Google it or does the source need to be more authoritative? You could find medical information through Google, but your health care provider might be a more reliable source.
- Evaluate the trustworthiness or credibility of the information. It if came from Google, maybe not – but it could be credible. Even your health care provider may not be an expert in the sub-specialty you asked about and they may need to refer you to a specialist. Maybe you did find an answer, but it isn’t quite what you needed – maybe it’s not quite what you’re looking for, outdated, or biased.
- Use the information to meet your need. Maybe you were able to find more information than you needed or some of the sources disagreed with others. Select the most appropriate source(s) for your need and apply it to your information task.
- Ethically use the information by acknowledging your source(s). Always give credit where credit is due and attribute it accurately.
- Create a new information product by blending your newfound and pre-existing knowledge and participate in the continued conversation on the topic. The product could be a research project for class, content creation for streaming social media, or simply a contribution to a conversation with a group of friends.
Information Literacy Skills | by USCUpstate Library, 2017, at https://youtu.be/69oCdkWfjvk
Reference
ACRL. (2015). Framework for information literacy for higher education. American Library Association. https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdf
Givens, M., Holdsworth, L., Mi, X., Rascoe, F., Valk, A., & Viars, K.E. (2020). Multimodal information literacy in higher education: Critical thinking, technology, and technical skill. In Handbook of Research on Integrating Digital Technology with Literacy Pedagogies. IGI Global.
Kalantzis, M., Cope, B., & Fehring, H. (2002). Multiliteracies: Teaching and learning in the new communications environment. In PEN, 133, 1-8. https://eric.ed.gov/?id=ED465170
Merriam-Webster. (n.d.). Literate. In Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/literate
Prado, J.C. & Marzal, M.A. (2013). Incorporating data literacy into information literacy programs: Core competencies and contents. Libri, 63, 2, 123-134. https://core.ac.uk/download/pdf/288499712.pdf
Schield, M. (2004). Information literacy, statistical literacy and data literacy. IASSIST Quarterly Summer/Fall. http://www.statlit.org/pdf/2004-Schield-IASSIST.pdf
Talja, S. & Lloyd, A. (2010). Integrating theories of learning, literacies, and information practices. In A. Lloyd and S. Talja (Eds.), Practicing Information Literacy (pp. ix-xviii). Chandos Publishing. https://doi.org/10.1016/B978-1-876938-79-6.50019-4
Encountering Information
Before we can examine how we encounter information, we must first understand what information is. In a biological sense, information is gathered from environmental and internal stimuli through the five senses and communicated to the brain to be processed and communicated to the body and other beings.
What we understand to be information in the digital age goes beyond the biological. We define information as the knowledge and/or skills that are communicated visually, sonically, or through media. In this section we will focus on information communicated through media. Media is the platform or method through which we communicate information.
How do we encounter information?
We typically encounter information through two types of media - static and dynamic – each identified by their ability to change once published and made available to others. Static media does not move or change – it remains ‘static’ – and is simply accessed and retrieved. Dynamic media can be easily updated and is often interactive (Mackey, 2014).
Static Media. Static media comes in many forms – some you might be familiar with. Think about a book. It’s gone through a formal review, editorial, and publication process. Once it is printed it can’t be changed – unless there is a new edition, which requires a repeat of the publication process.
What about e-books? Just because a book exists in electronic form does not mean it can be easily changed once published. Typically, any changes to an e-book are also subject to a formal review and publishing process to produce the first, and every other, edition. The same applies to scholarly journal articles, printed periodicals and newspapers, and printed brochures, pamphlets, or flyers. Recent innovations in electronic publication – OER, fan fiction, or self-publication, to name a few – have transitioned e-books from their traditionally static construction to a more dynamic platform, the characteristics of which we will discuss more in the next section.
A form of static media you’ll encounter in college is a synchronous online class or presentation or its recording. If the instructor presents the same material to another section, it will vary slightly in content, tempo, and interaction, making each instance of the presentation its own edition. Other examples include laws and legislation, film photography, maps, podcasts, and computer program code.
Dynamic Media. Dynamic media moves or changes and is often produced, manipulated, and shared through computer and web-based technologies. Websites and social media might be examples that come to mind first. Organizational websites may be subject to a more formalized publication process with regular scheduled updates, making them more static than dynamic. However, with the increased availability of free tools to make a professional looking website, publication of and edits to personal or crowd-sourced sites is easy and fluid.
In a social media platform, you can write a post and publish it instantaneously. Did you make a grammar or spelling error? Forget to add an image or meme? No problem, just revise the initial post. Though some platforms have an edit trail, it can be difficult to find the original version of the post once it has been ‘polished’. Digital videos, voice recordings, photographs, and graphic design images are also dynamic media.
Consider a meme. Each one starts as a digital image which is layered with new content, usually text, then shared. The same image can continue to be manipulated to express a variety of feelings and beliefs. The digital image at the base of the meme is also dynamic. Apps allow us to add filters, animations, stickers, and text, removing backgrounds, flaws, or people to change the photo. Other examples could include emails, chats, or discussion boards.
Dynamic media doesn’t have to be web based. Consider the scoreboard at a sporting event. It constantly changes to communicate the number of points, time outs, fouls, and other stats for each team as it happens on the field or court. The scoreboard can be digital, analog, or human-powered and still be dynamic media.
Does Packaging Matter?
Consider your most recent trip to the grocery store. As you browsed the aisles, did the packaging influence your choices? Of course, it did. But it wasn’t just the outside of the container that drew you in – the contents matter, as did the size of the container. Was it the flavor of Cheerios® you like? Will the box fit in the cupboard in your dorm? Are individual servings in a cup more appropriate than a family size box? Packaging matters.
It matters when we’re considering information consumption, too. Learning which packaging fits different scenarios is part of becoming information literate.
Are you working on a research project for class? Depending on the project requirements you might look for scholarly journal articles, though you might not if the topic is a current event (journal articles can take a year or longer to be published).
Are you compiling resources for a class discussion over a current event? News media, in print, streamed, or recorded broadcasts, magazines, and blogs might be the most appropriate packages. If the assignment requires you to gather statistics, your best bet may be newspapers, government reports, or scholarly articles.
Many professors will require students to use scholarly or peer reviewed sources in academic assignments. What’s the big deal? Along with scholarly sources comes a level of authority and credibility that usually cannot be matched by other sources – or packages – and they can add a quality to your research. Scholarly and peer reviewed sources are unique because they require authors to document their sources, explore alternative viewpoints, and contribute to the ongoing scholarly communication and exploration of a topic.
Much of this depends on the subject area – different disciplines approach information packages and information needs differently – though all expect you to do your part in evaluating the information before including it in your work. Table 1 examines package types you may encounter during your information seeking.
Table 1. Select the best information package for the task.
Packaging | Best for | Intended Audience | Things to Consider |
Environmental Media | Quick information, advertisements, or directions | General public | May be biased; |
Websites | News; | General public | Limited citations; |
Newspapers or Newscasts | Daily local, national, or international news, | General public | Authors usually not experts; |
Popular Magazines | Current information; | General public or those with recreational interest | Authors usually not experts; |
Professional / Trade Publications | Current Information; | Professionals, Practitioners, Scholars with similar interests | Article length varies; |
Scholarly / Academic Journals | In-depth research or review; | Scholars, Researchers, Professionals, Students | Technical jargon; |
Non-Fiction Books | Background and historical content; | General public to Scholars and Students | Dated information; |
Monographs | Scholarly research; | Scholars and Students | Dated information; |
Textbooks | Content organized to promote learning; | Students | Dated information |
A packaging commonly called “grey literature” doesn’t fit well in the table. It includes a wide variety of documents that are not published in the traditional sense. This difference alone, however, does not make them any less credible as an information source. A few examples you may have encountered are conference papers, academic courseware or lecture notes, company annual reports, reports by government agencies, unpublished letters or manuscripts, or patents.
Where do videos fall in this list? Video is certainly a package type – but let’s think of it more as a medium or platform. Like the box of Cheerios®, we’d have to consider the package contents. Is it an episode of Pup Academy or The Office? Perhaps it is a documentary produced by a scholar or an instructional video. The content is very different, but the package is essential the same.
Not to complicate things further, but any of the traditional “print” packages – newspaper, magazine, journal, book, etc. – may also be available on an alternate platform. A book re-presented as an audio or e-book does not change its place in the table, just its medium.
No matter the packaging, its platform, or how credible its creator may seem, it is always a good practice as an information consumer to run through the 5 Ws before adopting the information as truth. We’ll dig into the 5 Ws in the next section.
References
Mackey, T.P. & Jacobson, T.E. (2014). Metaliterary: Reinventing information literacy to empower learners. American Library Association.
Managing Information
Open the Flood Gates
Even in the short time you’ve spent reading this chapter, you’ve probably been bombarded with information. This could be any combination class content, roommate conversations, learning the campus community, managing social media connections or content creators you follow, questions from family, advice from student services, current events, and more.
How do you make sense of it all, keep it balanced, and not become overwhelmed? That's the trick. Interestingly, this is not just a digital-age phenomenon. Concern over the abundance of information has existed for as long as there has been recorded information (Bawden, 2020) – yet we still struggle with sifting through the mountain of information to find the golden nuggets.
How tall is the mountain? In the 1970s, researchers estimated that it would take seven hundred years to read one year’s research in chemistry. Imagine! 1970 – before the digital age. Fifty years later, the roughly 4.6 billion people that make up the global Internet community spent an average of 6 hours 43 minutes a day online consuming and generating information across dozens of platforms (Kemp, 2020). TikTok, which launched in 2016, has grown to over 1 billion users in 150 countries who view 649,000 videos every minute (Doyle, 2021; Heitman, 2021).
Effect of Overload
In a heavy downpour, water chooses the path of least resistance. The runoff can stress retaining walls and ditches designed to contain it, becoming saturated, fatigued, and eventually failing.
Think of the information in similar terms. Our own internal systems that should be equipped to manage the influx of information become overloaded, resulting in information fatigue. Like physical fatigue, information fatigue can cause exhaustion, lack of motivation, decreased attention to detail, and difficulty concentrating.
It has been proposed that information fatigue is contributing to the spread of misinformation (Bawden, 2020). Now, of course, we aren’t intentionally feeding the misinformation monster. Just like we don’t intentionally put off completing an assignment, doing our laundry, or paying a bill, we don’t intend to share misinformation. We’re just tired and our content filters are overwhelmed . . . so we click “share”. Oops.
Managing the Deluge
So, how do you keep from becoming overwhelmed by information? The easiest answer is to turn off the faucet. But is that realistic? Some people are successful at taking device-free breaks for a day or two and report that it is refreshing. Though it sounds great, is it feasible, especially as a college student with so much going on?
The Information Ecosystem: Whey we're overwhelmed | Rahaf Harfoush | The Lavin 2019 | on YouTube at https://youtu.be/s-1rSDJvo2U.
Think about balancing information consumption as you would balance a healthy food diet. In the chapter on Health & Wellness, you watched a video about how the food you eat affects your brain along with ten tips for maintaining adequate nutrition. Your information diet could follow the same premise. Set aside the tasty junk food or sweet tidbits and choose nutritious alternatives. We’re picky about where we will and won’t eat – perhaps we should replicate this habit in our information consumption.
The Good, the Bad, and the Ugly
So, how do you decide what to let through the filter and onto your plate? Remember the 5 Ws from grade school: Who, What, When, Where, Why, and How? We can – and should – apply the same decision-making process to the information we encounter (University Libraries, 2020).
- Who wrote / created it?
Are they an authority on the subject? An expert on the topic? Do others reference their work and consider them a credible source? - What was their purpose?
Is the information accurate and constructed or written well? Can the information be verified against other sources? Is the information biased or does it have an agenda? - When was it created / published?
Is the information current or outdated? If you’re looking for a historical perspective or at a primary source from a historical event, an older date is probably okay. But if you’re researching a STEM topic, the newer the better. - Where was the information posted or published and is that source stable?
The platform the information is on may be just as important as the information itself. Is it a respected, unbiased platform or one with an agenda? Is the platform stable and what organization sponsors the platform or channel? After all that, is the platform and its information relevant to your information search - Why does this information or its hosted platform exist?
In the ‘where’ we focus on the platform - what about the information itself. What is its purpose and is it biased? - How is it all tied together?
Does is the information - and the rest of the information you’ve encountered on the topic - make sense? Do the sources agree with one another? If not, be prepared to explain the differences - this is helpful when you are assigned a pro/con paper in a class.
If something doesn’t look or feel right, check it out. If it tugged at your emotions, it is okay to be skeptical of the creator’s purpose. Check it out. You are part of your community’s information filter system. Sift through the information you find before bring it inside your circle or promote it to the wider information community.
Neil deGrasse Tyson: How Science Literacy Can Save Us from the Internet | Big Think | on YouTube at https://youtu.be/7fMDR1nMlmE.
References
Bawden, D. & Robinson, L. (2020). Information overload: An overview. In D. P. Redlawsk (Ed.), Oxford Encyclopedia of Political Decision Making. Oxford University Press. https://core.ac.uk/download/pdf/286715468.pdf
Doyle, B. (2021, June 14). TikTok statistics – Updated June 2021. Wallaroo. https://wallaroomedia.com/blog/social-media/tiktok-statistics/
Heitman, S. (2021, May 21). What happens in an internet minute in 2021: 88 fascinating online stats. LOCALiQ. https://localiq.com/blog/what-happens-in-an-internet-minute-2021/
Kemp, S. (2020, Jan 30). Digital 2020: Global digital overview. We Are Social. https://wearesocial.com/blog/2020/01/digital-2020-3-8-billion-people-use-social-media
University Libraries. (2020). Ask the 5 W questions: Savvy info consumers. In Research Guides: University of Washington. https://guides.lib.uw.edu/research/evaluate/5ws
The Information Ecosystem
In previous Science classes, you likely learned about ecosystems. To jog your memory, ecosystems are communities of organisms living together in a physical environment that interact with and depend on one another. They can vary in size and generally the more biodiverse and energy-rich the ecosystem the more stable and resilient it is in the face of diversity (Khan Academy, 2021). National Geographic (2011) sums up ecosystems as “geographic area[s] where plants, animals, and other organisms, as well as weather and landscapes, work together to form a bubble of life.” Let’s use the same construct from science and apply it to information.
The information ecosystem includes information communities of varying size and type, creating information bubbles where the actions of those in the community impact the health, resilience, and stability of the system. Staying within and protecting the bubble protects the members of the community.
| Consider this... Who is in your information ecosystem? What are its boundaries? Does it have defining characteristics? Who are your fellow inhabitants? |
Inside the Bubble
The information bubble you commonly find yourself in is your “personal information network” or PIN. You trust the people in your PIN, interact with them regularly, and rely on them as a resource for mutual development, growth, and support. They may be people you know personally, such as friends and family, or channels or influencers you follow - and you may belong to more than one PIN. The interesting thing about PINs is that they tend to filter the flow of information into or out of the bubble.
The struggle is PINs may filter too much, preventing access to information from a variety of sources or perspectives and echoing beliefs from within the bubble. Common terms associated with these phenomena are echo chamber, filter bubble, and confirmation bias. Though they have meaning as stand-alone terms, they contribute to and support one another. Co-inhabitants in your PIN echo or repeat perspectives and opinions (GCF Global), confirming your bias and tendency to search for, interpret, favor, and recall information that supports your prior beliefs or values (Wikipedia, 2021).
PINs naturally create a bubble, but the skin of the bubble is reinforced by app-based algorithms that filter content based on your online behavior. Think of the For You Page (fyp) on TikTok. The content is driven by an algorithm that tracks what you watch, building the next fyp list based on prior behavior. Netflix, Apple TV, and Spotify have similar algorithms, as does much of what you experience on the Internet – even the ads that appear in the sidebars on news sites.
Using the illustration below [Figure 2.1], think of the circle at the middle as your PIN. You and your community members are inside, safe and secure. On the perimeter are platforms you visit, each simultaneously tracking your online browsing trends and, in attempt to personalize your experience on their platforms, filter the content that you see – Netflix, TikTok, Amazon, etc. Outside the bubble are diverse sources and perspectives that may not be making it into your bubble.
On one hand, living in the security of the bubble may be good. It can serve as a force field or firewall that protects you (and your co-inhabitants) from attacks such as malware or viruses, hackers, stalkers, bullies, and trolls. When it comes to being a responsible information consumer, the bubble can also get in the way. It limits your ability to decipher between misinformation, satire, or propaganda and credible, documented sources. This evaluation process is what aids you in becoming an informed information consumer, conversationalist, and creator – to being information literate.
| Consider this... What is your filter bubble? Do you see trends in what appears in your “fyp” or watch list? How can you break the algorithm to see a wider range of perspectives? |
Bursting the Bubble
The first step to bursting the filter bubble is to intentionally search for and interact with content from perspectives that don’t match yours.
Second, consider where your information has been coming from and carefully evaluate and cross-reference the source content. If it is questionable, don’t boost its impact by sharing or liking it.
Finally, refer back to and practice the 5 Ws mentioned in the previous section - who, what, when, where, why, and how. Sometimes this means discarding information from within the bubble and bringing in new information.
How can you burst your filter bubble? | BBC Trending (2017) | on YouTube at https://youtu.be/mh1dLvGe06Y.
Did you hear something on the news and you’re not quite sure it is true? It’s okay to check it out! Try these websites to verify if it is shareworthy: |
References
GCF Global. (n.d.). Digital media literacy: What is an echo chamber? https://edu.gcfglobal.org/en/digital-media-literacy/what-is-an-echo-chamber/1/
Khan Academy. (2021). What is an ecosystem? Science. https://www.khanacademy.org/science/biology/ecology/intro-to-ecosystems/a/what-is-an-ecosystem
National Geographic Society. (2011). Ecosystem. Resource library. https://www.nationalgeographic.org/encyclopedia/ecosystem/
Wikipedia contributors. (2021). Confirmation bias. In Wikipedia, the free encyclopedia. https://en.wikipedia.org/wiki/Confirmation_bias
Building on Information Literacy
We’ve defined information literacy, listed the ways we experience information, explored the information ecosystem, and discussed managing the deluge. How do we use these concepts to build information literacy skills?
As mentioned in the first section, literacy builds over time and continues throughout life. Literacy is also a blend of other literacies and proficiency in one area helps develop another. They layer over time, equipping us to find the golden nuggets buried in the mountain of information. As the complexity of the mountain terrain changes, our ability to locate, evaluate, and effectively use literacy skills to meet the challenge confirms that we are information literate.
No matter the situation we seek information in the same sequence: recognize the need for information, determine how (and where) to find the information, select and evaluate the information using the 5 Ws, process and use the information in a way that best fits the original need, sometimes resulting in a new information product.
Literacy in Context
Along with the types of literacy listed at the beginning of the chapter, literacy is also contextual. Is that confusing? Your skill set contains multiple literacies - but we apply those skills differently in different scenarios.
Foundational Literacy. We’ve covered this already - it is our traditional understanding of literacy: reading, writing, and our foundation for meaning-making. Educators don’t associate literacy solely with reading and writing, even though that seems to be the emphasis. They consider literacy as a constellation of skills, adding mathematics, speech, speech comprehension and many other forms to the mix (Kirsch, 2001a).
Media Literacy. Considered to be 21st century skills, media literacy is marked by the ability to access, evaluate, share, create, and participate in media in a variety of forms (CML). Media is likely your primary source of information, formal and informal, static and dynamic, to find out what is going on in the world around you and answer daily what-ifs. Viewers are also information creators through sharing, commenting on or liking posts and influencing the story and its spread (Lombard, 2010)
Health Literacy. As a patient, you are an information seeker. Sometimes this leads us to websites, social media, the local pharmacist, or literature from the doctor’s office. Health literacy is dependent on your ability to understand and use the information in decision making (CDC, 2021), safely manage the use of medication, and gain control over your well-being (ABC, 2021). Advice from credible sources and lived experiences with ailments and remedies increases our knowledge and, therefore, literacy. New information is created through your practitioner’s documentation of your medical journey through treatment and recovery (Lombard, 2010). A deeper discussion can be found in the Health and Wellness chapter.
Mental / Emotional Literacy. A concept developed by Australian scholars, M/E literacy is the knowledge and belief about mental disorders that can help to recognize, manage, and prevent them (Jorm, 2000). It aids in recognizing psychological distress, understanding risk and causes, and applying self-help interventions. Mental health carries stigmas, prejudice, and discrimination that can quickly be squashed with mental / emotional literacy (APA, 2021), opening opportunities for treatment and support.
Financial Literacy. Financial Literacy is the ability to understand and effectively use financial skills, including personal financial management, budgeting, and investing, to make better financial decisions. Whether you’re budgeting for everyday spending, strategizing how you’ll pay for college, or planning for the long-term, effective money management with help further your personal goals (Fernando, 2021).
Knowing how the world of money works helps protect you from becoming a victim of financial fraud, too. If an investment sounds too good to be true, it probably is. Unfortunately, swindlers stalk individuals and small and large businesses. Financial literacy helps insulate you from those attacks. A deeper discussion about financial literacy is in chapter 2.
Cultural Literacy. When learning to read, you also learned to decipher the symbols of the language you were learning, their shape, sound, meaning, etc., and how they combined to form grammar and, later, vocabulary. Some of these components were tied to culture.
A culturally literate person knows a given culture’s signs and symbols, including its language, dialects, stories, lifestyle, traditions, beliefs, history, etc., or a nation, people, or social group. A person does not have to be from that culture to be culturally literate; literacy does equip them to understand that culture with fluency and engage with the culture (ABC, 2021).
In an information-rich diverse global community, developing cultural literacy is a crucial component to understanding and appreciating others’ experiences, backgrounds, and perspectives. This not only helps us interact and collaborate effectively in the academic environment but also in work life and social communities (WSU, 2019).
Numerical Literacy. Also known as numeracy, numerical or mathematical literacy is the ability to reason and apply simple numerical concepts, logical thinking, reasoning, and reading graphs. Like foundational literacy, your numeracy skills have developed as you’ve transitioned through math lessons in school - and will continue to develop. Even if your college major requires limited coursework in mathematics, you will continue to experience and grow in numeracy through life’s normal demands for mathematics.
Remember asking “will I ever use this”? You may not use advanced math topics in your everyday life, but you will likely cook, read receipts, play or watch a sport, paint a room, or calculate a tip. Like 21st century skills, numeracy is important to employers in the hiring process. The U.S. Centers for Disease Control and Prevention (CDC) has linked weak numerical literacy to weak health literacy. Because basic mathematics and reasoning skills seep into multiple areas of our lives, this makes sense. Investigate chapter 8 for more discussion on Mathematics in college.
Life Literacy. Life literacy emphasizes the importance of lifelong and life-wide learning to help you live your life to its fullest. School, work, family, and community are important areas in your life. In and through each you will continue to develop literacies that will lead you to a more productive, healthy, and successful life experience filled with information’s golden nuggets.
References
ABC. (2021). Cultural literacy. ABC life literacy Canada. https://abclifeliteracy.ca/cultural-literacy/
APA. (2021). Stigma, prejudice and discrimination against people with mental illness. https://www.psychiatry.org/patients-families/stigma-and-discrimination
CDC. (2021). Health literacy basics: Understanding literacy & numeracy. https://www.cdc.gov/healthliteracy/learn/UnderstandingLiteracy.html
CML. (n.d.). Media literacy: A definition and more. Center for Media Literacy. https://www.medialit.org/media-literacy-definition-and-more
Fernando, J. (2021). Financial literacy. Investopedia. https://www.investopedia.com/terms/f/financial-literacy.asp
Jorm, A. (2000). Mental health literacy: Public knowledge and beliefs about mental disorders. British Journal of Psychiatry, 177(5), 396-401. doi:10.1192/bjp.177.5.396
Kangan Institute. (2021). The importance of literacy and numeracy skills. https://www.kangan.edu.au/students/blog/importance-literacy-and-numeracy-skills
Lomard, E. (2010). Pursuing information literacy: Roles and relationships. Elsevier Science & Technology.
WSU Library. (2019). What is cultural literacy. Western Sydney University. https://www.westernsydney.edu.au/studysmart/home/cultural_literacy/what_is_cultural_literacy
Chapter Summary
Becoming Information Literate is a lifelong and life-wide process that will enrich interactions with information and individuals in the academic, social, and professional aspects of life. As an information consumer you are also emerging as a scholar in your areas of interest through information creation, both formal and informal. Future courses in your major or minor will provide opportunities to dig deeper into research and contribute to scholarly conversations, though you are welcome to dig deeper on your own through electives and in making connections with classmates and instructors.
In this chapter we have explored the responsibilities of living, learning, and working in an interconnected, information-rich world, how to strategically decipher and integrate information into your knowledge base and value system while enriching your learning and understanding that being information literate equips you to identify, find, evaluate, use, and create information effectively. Remember, examine everything with a critical eye. Employ not only your five senses, but also the 5 Ws – who, what, when, where, why, and how – inside your bubble and beyond.
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oercommons
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2025-03-18T00:39:36.457853
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Heather F. Adair
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"url": "https://oercommons.org/courseware/lesson/79229/overview",
"title": "Foundations for College Success, Information Literacy, Readings",
"author": "Forrest Lane"
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https://oercommons.org/courseware/lesson/60946/overview
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Practice Questions to supplement Economics 2e
Overview
Sample practice questions to supplement OpenStax textbook Economics 2e.
Practice Questions for Chapter 3 part 1: Demand and Supply Model
1. The law of demand indicates that as ________________ increases, ___________________________ decreases.
Answer #1: D ( The law of demand says that a higher price of a good, other things equal, leads people to demand a smaller quantity of the good. | ||||||||||||||||||||||||||||
2. A demand curve is a graphical representation of the _____________.
Answer #2: A. Demand curve shows how much of a good or service consumers want to buy at a given price | ||||||||||||||||||||||||||||
The table below shows the demand and supply schedule for milk. Please answer questions 3-5 based on Table 3.1.
Table 3.1: Demand and Supply Schedules for milk. 3. Based on Table 3.1, What is the market-clearing price in this market?
Answer #3: The milk market clears when there is no shortage or surplus in the market. At a price of $4.90 per gallon, the milk market will be cleared. | ||||||||||||||||||||||||||||
4. Based on Table 3.1, if price of milk is $4.70 per gallon, then the market experiences a __________ and we have ____________ pressures on prices.
Answer #4: C, when quantity demanded exceeds quantity supplied, the market is said to have a SURPLUS and whenever there is a surplus in any well-functioning market, prices tend to GO DOWN. | ||||||||||||||||||||||||||||
5. Based on Table 3.1, which of the following is INCORRECT.
Answer #5: D. At a price of $5.30, the market is experiencing a surplus in the amount of 120 units. | ||||||||||||||||||||||||||||
The table below shows the demand and supply schedule for milk. Please answer question 6 based on Table 3.2.
Table 3.2: Demand and Supply Schedules for milk. 6. Based on Table 3.2, which of the following could cause a change in the supply of milk from January to February?.
Answer #6: C. The table shows a positive supply shock as we observe an increase in quantity supplied at each level of prices. Answer choices A and D are positive demand shocks, answer choice B is a negative supply shock, and answer C is a positive supply shock. | ||||||||||||||||||||||||||||
The table below shows the demand and supply schedule for milk. Please answer question 7 based on Table 3.3.
Table 3.3: Demand and Supply Schedules for milk. 7. Based on Table 3.3, what are the market equilibrium price and quantity numbers in 2018?
ANSWER #7: C. In 2018, when the price is $3.40 per gallon, the quantity supplied is 650 units and the quantity demanded is 650. | ||||||||||||||||||||||||||||
8. Based on Table 3.3, what are the market equilibrium price and quantity numbers in 2019?
ANSWER #8: A. In 2019, when the price is $3.00 per gallon, the quantity supplied is 540 units and the quantity demanded is 540. |
Practice Questions for Chapter 3 part 2: Price Ceilings, Price Floors and Efficiency
1. A price ceiling keeps a price from ______ above a certain level (the “ceiling”), while a price floor keeps a price from _______ below a given level (the “floor”)
Answer: A. A price ceiling keeps a price from rising above a certain level (the “ceiling”), while a price floor keeps a price from falling below a given level (the “floor”) |
Figure 3.1 Please answer questions 2-4 based on Figure 3.1. 2. According to Figure 3.1, if the government imposes a price floor of $2 per unit,
Answer: C, if the price floor is set below the market-clearing price, it will be non-binding and market equilibrium price and quantities will not be affected. |
3. According to Figure 3.1, if the government imposes a price ceiling of $2 per unit,
Answer: A, if the price ceiling is set below the market-clearing price, it will be binding and the market equilibrium price will be the price ceiling and the equilibrium quantity will be determined by the supply curve. |
4. According to Figure 3.1, which of the following CAN NOT be said about this market?
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5. Suppose the market-clearing price of wheat is $10.00 per pound, but the government establishes a legally-mandated price floor at $12.00 per pound. The newly legislated price tends to
Answer: C. Any price floor set above $10 is binding. In this question, $12 is binding, as a result, quantity supplied hence the production of wheat will increase while the quantity supplied will decrease due to increase in the price of wheat. |
Practice Questions for Chapter 4: Labor and Financial Markets
1. In the labor market, the product is the ________, demand for labor comes from ____ and the supply is provided by________.
Answer: A. In the labor market, the product is the labor, demand for labor comes from firms, and the supply is provided by workers. | ||||||||||||||||||
2. The “law of supply” in the labor markets works in the following way; a ___________ wages for labor leads to a _______ quantity of labor supplied.
Answer: A. Due to the law of supply, we have an upward-sloping supply curve leading to a positive relationship between the price of the product and the quantity of labor supplied. When the price rises, the quantity of labor supplied rises. When the price falls, the quantity of labor supplied falls. | ||||||||||||||||||
3. What happens to the demand curve for low-skill labor as the technology substitute for low-skill labor becomes available?
Answer A. Any technological improvement that substitutes labor lowers the demand for labor. Any technological improvement that complements labor raises the demand for labor. | ||||||||||||||||||
4. The table below describes the labor market for nurses.
Using the data from the table, at the annual salary of $65,000 per year, the market experiences a _______ nurses in the amount of _______?
Answer: C. At the annual salary of $65,000 per year, companies want to hire (quantity demanded) 130,000 nurses while in the market there 230,000 nurses who want to work. As a result, the market experiences a surplus of nurses in the amount of 230,000-130,000=100,000 nurses. | ||||||||||||||||||
5. Usury laws can be considered as ___________________on the interest a lender can impose.
Answer: A. A usury law imposes an upper limit on the interest rate, hence it can be considered as a price ceiling to protect borrowers in the market. | ||||||||||||||||||
6. What will happen in the financial markets if the government passes a law that institutes a maximum interest rate that is below the market interest rate?
Answer: C. It is a binding price ceiling. As a result, the interest rate will fall, it will discourage savings and encourages borrowing. Hence, there will be a shortage of people saving money and a surplus of people willing to borrow money. | ||||||||||||||||||
Student Loan market
7. Which of the following can contribute to the rightward shift in the demand curve in the student loan market
Answer: D. The graph shows a positive demand shock in the market. Answer choice A is a positive supply shock, choice B is a negative supply shock, choice C is a negative demand shock and choice D is a positive demand shock. |
Practice Questions for Chapter 12: Environmental Protection and Negative Externalities
1. In a market transaction, if a third party who is neither a buyer nor a seller suffers from that market transaction, the situation is best described as:
Answer: B | ||||||||||||||||||||||||||||
2. Which of the following is an example of positive spillover (externality) in the market?
Answer: C. All other options are examples of a negative externality. | ||||||||||||||||||||||||||||
3. If the production of a good generates positive externality, then the government could increase efficiency by ________ production of the good.
Answer: B. When there is positive externality in the market, the market outcome is below the optimal level of production hence to increase the efficiency, the production should be encouraged. | ||||||||||||||||||||||||||||
4. Each pack of cigarettes costs the companies $4 to produce but it creates $1 external cost per pack to the society. If the government wants to internalize the externality, what should be the best course of action?
Answer: C. When there is a negative externality in the market, the government can improve efficiency by imposing a tax called Pigovian tax and it is determined by the following formula: tax per unit= social cost per unit - private cost per unit= external cost per unit. In this question, the private cost is $4 per pack, the external cost is $1, the social cost= private cost + external cost= $4+$1=$5. Therefore, imposing $1 tax per pack can achieve efficiency in the market. | ||||||||||||||||||||||||||||
5. Which of the following statement is incorrect in a market where there is no externality and price and output are determined in a perfectly competitive market?
Answer D. If there is no externality in the market, then we have external cost=external benefit=0. As a result, private cost= social cost, private benefit = social benefit. | ||||||||||||||||||||||||||||
The table below shows the supply and demand conditions facing a toy factory in Valdosta that makes plastic cars and generates a negative externality by dumping a highly toxic residue in a nearby river. Please answer questions 6 and 7 by using the Table below.
Table 12.1 6. Given the information in Table 12. 1, what is the market equilibrium in the absence of government intervention?
Answer: A. Market equilibrium is determined by the intersection of the demand curve (private value) and supply curve (private cost). Market equilibrium will be achieved when the price per unit is $18 and the amount produced and consumed is 89 units. | ||||||||||||||||||||||||||||
7. Given the information in Table 12. 1, what is the socially optimal level of output and prices in the market?
Answer: B. Efficiency in the market can be achieved when social cost= social benefit at the margin. According to the information given, the demand curve captures both the private and social benefits as there is not external benefit in consumption. On the other hand, there is a negative externality in the economy as each output produced in the economy creates some external cost. The socially optimal level of output can be achieved when the price is set $43. At that level of prices, social benefit = social cost= 43. |
Practice Questions for Chapter 13: Positive Externalities and Public Goods
1. Which of the following is an example of a free-rider problem?
Answer: A. When an individual doesn't pay for something but uses it anyway, the situation is then called a free-rider problem. In answer choice A, the family benefits from a service they do not pay for it. |
2. Which of the following matching is incorrect?
Answer: A. national defense is nonexcludable and nonrival in consumption. Hence, it can be considered as a public good. |
3. An example of a club good would be:
Answer: D. Club goods are excludable but non-rival in consumption. National defense is non-rival but non-excludable. A public park is non-rival if noncongested but it is nonexcludable. iPhone is a private good. The uncongested tall road is excludable and nonrival. |
4. If there is positive externality in production, what will be the best course of action by government to increase efficiency in the market?
Answe: C. In the case of a positive externality, market -determined output level will be less than the socially-optimal level of output as the market tends to underproduce socially beneficial goods and services. Hence, the best course of action is to promote more production and one way of doing it is to incentivize the producers by a subsidy. |
5. College education is believed to create positive spillover effect. Which of the followings is not a good policy for a government seeking efficiency in the market.
Answer: D. When there is positive spillover effect in the market, the government can encourage production to improve efficiency. Answer D will make the cost of education expensive, as a result less people will be able to get a degree with the new policy. |
6. Which of the following is NOT a true statement about the tragedy of the commons problem?
Answer: D. Common goods are non excludable. Hence, it is not that easy to prevent people from using it. |
Practice Questions for Chapter 17: Financial Markets
1. How do businesses raise financial capital? a. By reinvesting profits. ANSWER: d. (content from introduction in section 17.1) |
2. Which of the following financial investments would be considered the most liquid? a. Bonds ANSWER: d. (content from section 17.2, subsection The Tradeoffs between Return and Risk) |
3. The Random Walk Theory suggests that on any given day: a. stock prices are equally likely to rise as they are to fall. ANSWER: a. (content from section 17.3, subsection Why It Is Hard to Get Rich Quick: The Random Walk Theory) |
4. According to the text, what is the easiest way to accumulate wealth during your lifetime? a. Get additional education. ANSWER: d. (content from section 17.3, subsection Getting Rich the Slow, Boring Way) |
5. If you have $1000 in the bank and you earn a bank interest rate of 8%, what would be the future value of your money after one year? ANSWER: $1080 (content from section 17.3, subsection WORK IT OUT, Simple and Compound Interest) |
6. If you have $1000 in the bank and you earn a bank interest rate of 7% each year for four years, what would be the amount of compound interest you earned after four years? ANSWER: $310.80 (content from section 17.3, subsection WORK IT OUT, Simple and Compound Interest) |
Practice Questions for Chapter 19: The Macroeconomic Perspective: GDP
|
2. The components (all in billions of dollars) for a particular country are as follows: Consumption = 15; Exports = 3; Durable goods = 4; Nondurable goods = 2; Imports = -5; Investment = 5; and Government = 4. What is the GDP for this country? ANSWER: $22 billion (content from section 19.1, subsection GDP Measure by Components of Demand) |
3. If a country’s nominal GDP in a given year is $843 billion and the corresponding GDP deflator equals 115, what would this country’s real GDP equal? ANSWER: $733 billion (content from section 19.2, subsection Converting Nominal to Real GDP) |
4. Which of the following (if any) is/are correct?
ANSWER: c. (content from section 19.3) |
5. When comparing GDP among countries, what are the two issues we must consider?
ANSWER: b. (content from introduction in section 19.4) |
6. If India’s GDP in billions of rupees equals 120,000 and 1 US dollar equals 70 rupees, what would India’s GDP be in US dollars? ANSWER: $1714.29 billion (content from section 19.4, subsection WORK IT OUT, Converting GDP to a Common Currency) |
7. True or False? GDP captures all of the elements of standard of living. ANSWER: False (content from section 19.5) |
Practice Questions for Chapter 20: Economic Growth
1. Which of the following are important for economic growth?
ANSWER: d. (content from section 20.1, subsection Rule of Law and Economic Growth) |
2. What are the three determinants of labor productivity?
ANSWER: b. (content from introduction in section 20.2) |
3. Which of the following are components of economic growth?
ANSWER: d. (content from introduction in section 20.3) |
4. In a market-oriented economy with supportive government policies, human capital deepening, physical capital deepening, and technological gains are signs of:
ANSWER: a. (content from section 20.3, subsection A Healthy Climate for Economic Growth) |
5. Why might low-income countries have an advantage over high-income countries in achieving greater economic growth?
ANSWER: b. (content from section 20.4, subsection Arguments Favoring Convergence) |
Practice Questions on Chapter 21: Unemployment
1. Which of the following person can be considered in the labor force?
Answer: Danny is not in the labor force. Karen is a marginally attached worker and she is not in the labor force. Ronald is a discouraged worker and discouraged workers are not in the labor force. John is in the labor force as employed. |
2. Assume that an economy consists of 800,000 individuals 16 years and older, 460,000 are employed, and 21,000 are unemployed but actively seeking work. What is the unemployment rate in this economy?
Answer: A. Labor force = number of employed + number of unemployed= 460,000+ 21,000= 481,000. Unemployment rate= 100*number of unemployed/Labor Force= 100*21,000/481,000= 4.37% |
3. Henry left his position as financial analyst voluntarily to search for a job in San Dieogo, near to his girlfriend. Henry is considered
Answer: C. Henry is in between jobs. |
4. Steel workers laid off from KTK Steel company as the result of a recession are considered
Answer: A. If a person is out of job due to recession, they are classified as cyclically unemployed. |
5. Actual unemployment will be higher than the natural rate of unemployment if
Answer: A. Actual unemployment = natural rate of unemployment + cyclical unemployment. When cyclical unemployment >0, we have Actual unemployment > natural rate of unemployment. Likewise, when cyclical unemployment < 0, we have Actual unemployment < natural rate of unemployment. When the economy is at its long runb path, cyclical unemployment =0, Actual unemployment = natural rate of unemployment. |
Practice Questions on Chapter 22: Inflation
1. If the index number for the price level in an economy is 101 for period 2 and it is 98 for period 1, what would the inflation rate be? ANSWER: 3.06% (content from section 22.1, subsection Index Numbers) |
2. What is the most commonly cited measure of inflation in the U.S.A.?
ANSWER: c. (content from introduction in section 22.2) |
3. True or False. In general, during a recession, inflation tends to be lower. ANSWER: True (content from section 22.3, subsection Historical Inflation in the U.S. Economy) |
4. Which of the following are problems that can be caused by inflation?
ANSWER: b. (content from section 22.4) |
5. Indexing can be used to counter inflation. Some examples are:
ANSWER: d. (content from section 22.5) |
Practice Questions on Chapter 27: Money and Banking
1. Which of the following statements is true?
ANSWER: c. (content from section 27.1, subsection Functions of Money) |
2. Which of the following are part of the M2 money supply?
ANSWER: d. (content from introduction in section 27.2) |
3. Banks act as financial intermediaries by:
ANSWER: a. (content from section 27.3, subsection Banks as Financial Intermediaries) |
4. A bank has the following items on its balance sheet: Loans = $10 million; Deposits = $20 million; Reserves = $4 million; and U.S. government securities = $8 million. How much is this bank worth? ANSWER: $2 million (content from section 27.3, subsection A Bank’s Balance Sheet) |
5. True or False. Bank Capital equals Assets plus Liabilities.\ ANSWER: False (content from section 27.3, subsection A Bank’s Balance Sheet) |
6. Which of the following is true for a bankrupt bank?
ANSWER: c. (content from section 27.3, subsection How Banks Go Bankrupt) |
7. If the reserve requirement equals 15%, what is the value of the money multiplier? ANSWER: 6.67 (content from section 27.4, subsection The Money Multiplier and a Multi-Bank System) |
Practice Questions on Chapter 28: Monetary Policy and Banks Regulation
1. What does a central bank NOT do?
ANSWER: b. (content from section 28.1, subsection What Does a Central Bank Do?) |
2. Which choice best describes the Federal Reserve?
ANSWER: a. (content from section 28.1, subsection Structure/Organization of the Federal Reserve) |
3. In the U.S., which bank regulatory agency supervised foreign banks with branches in the U.S.?
ANSWER: b. (content from section 28.2, subsection Bank Supervision) |
4. Which of the following would increase the money supply?
ANSWER: b. (content from section 28.3, subsection CLEAR IT UP: Does selling or buying bonds increase the money supply?) |
5. What are the traditional tools of monetary policy?
ANSWER: d. (content from section 28.3) |
6. How does a central bank raise interest rates?
ANSWER: b. (content from section 28.4, subsection The Effect of Monetary Policy on Interest Rates) |
7. Which of the following best describes expansionary monetary policy?
ANSWER: c. (content from section 28.4, subsection The Effect of Monetary Policy on Aggregate Demand) |
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oercommons
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2025-03-18T00:39:36.632262
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12/19/2019
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"url": "https://oercommons.org/courseware/lesson/60946/overview",
"title": "Practice Questions to supplement Economics 2e",
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https://oercommons.org/courseware/lesson/78126/overview
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Films Related to Cultural Competence
Overview
A bibliography of feature films and teaching films that may be useful with groups of adults who are intentionally developing their cultural competence.
Contact the originator: E. J. Sandell, Professor, 328 Armstrong, Minnesota State University, Mankato, MN USA elizabeth.sandell(a)mnsu.edu.
Feature Films Resource List
FEATURE FILMS RESOURCE LIST
RELATED TO CULTURAL COMPETENCE
Curated by E. J. Sandell, Professor, Minnesota State University, Mankato, MN
September 2020
Attenborough, R. [Producer/Director]. [DVD]. 1990. Gandhi. Burbank, CA: Columbia Tristar Home Video.
Avildsen, J. G. [Director]. [DVD]. 1992. The Power of One. Burbank, CA: Time Warner Home Video. (127 minutes)
Caro, N. [Director]. 2015. [DVD]. McFarland USA. Burbank, CA: Buena Vista Home Entertainment, Inc.
Costner, K. [Director]. [DVD]. 1990. Dances with Wolves. Burbank, CA: ORION. (181 minutes)
Eastwood, C. [Director/Producer]. 2008. [DVD]. Gran Torino. Burbank, CA: Time Warner Home Video. (116 minutes)
Frye, E. M. [Writer/Director]. 1993. [DVD]. Amos and Andrew. Burbank, CA: Castle Rock Entertainment. (96 minutes)
Haines, R. [Director]. 2006. [DVD]. The Ron Clark Story. Atlanta, GA: Turner Broadcasting System, Inc. (90 minutes)
Hancock, J. L. [Writer/Director]. [DVD]. 2008. The Blind Side. Burbank, CA: Time Warner Home Video. (128 minutes)
Krutein, W. and Pomeranz, D. [DVD]. 1987. It’s in Every One of Us. San Francisco, CA: New Era Media.
Lagravenese, R. [Director]. [DVD]. 2007. Freedom Writers. Hollywood, CA: Paramount Home Entertainment. (122 minutes)
Lee, S. [Director]. [DVD]. 1998. 4 Little Girls. Burbank, CA: Time Warner Home Video. (102 minutes)
McCarthy, T. [Director]. [DVD]. 2008. The Visitor. Burbank, CA: Anchor Bay Entertainment, LLC. (104 minutes)
O’Neill, P. and C. Zalis [Editors]. [DVD]. 2014. Walking in Oak Creek. Washington, D. C.: The Working Group / Not In Our Town. (33 minute)
Schumacher, J. [Director]. [DVD]. 1996. A Time to Kill. Burbank, CA: Warner Brothers Entertainment. (150 minutes)
Spielberg, S. [Director]. [DVD]. 1998. Amistad. Universal City, CA: DreamWorks, LLC. (155 minutes)
Story, T. [Director]. 2002. [DVD]. The Barbershop. Santa Monica, CA: MGM Pictures, Inc. (102 minutes)
Washington, D. [Director]. [DVD]. 2007. The Great Debaters. Santa Monica, CA: The Weinstein Co., LLC.
Woo, J. [Director]. [DVD]. 2002. Windtalkers. Santa Monica, CA: MGM Pictures, Inc. (134 minutes)
Yakin, B. [Director]. [DVD]. 1989. Remember the Titans. Burbank, CA: Buena Vista Home Entertainment, Inc. (114 minutes)
Teaching Films Resource List
TEACHING FILMS RESOURCE LIST
RELATED TO CULTURAL COMPETENCE
Curated by E. J. Sandell, Professor, Minnesota State University, Mankato, MN
September 2020
Antholis, K. [Producer/Director]. [DVD]. No Date. One Survivor Remembers. Montgomery, AL: Southern Poverty Law Center. (39 minutes) (with teacher’s guide)
Brummel, B. [Producer/Director]. [DVD]. 2010. Bullied: A Student, a School, and a Case that Made History. Montgomery, AL: Southern Poverty Law Center. (39 minutes) (with viewer’s guide)
Brummel, B. [Producer/Director]. [DVD]. 2015. Selma: The Bridge to the Ballot. Montgomery, AL: Southern Poverty Law Center. (39 minutes) (with teacher’s guide)
Classroom Tolerance Project. 2003. [DVD]. The Green Kid. Monterey, CA: Candid Camera, Inc.
Dash, J. [Director]. 2002. The Rosa Parks Story. Santa Monica, CA: Xenon Pictures, Inc. (94 minutes)
Families of the World. 2005. [DVD]. Families of Australia. Lakewood, CO: Families of the World. (30 minutes)
Families of the World. 2005. [DVD]. Families of China. Lakewood, CO: Families of the World. (30 minutes)
Families of the World. 2005. [DVD]. Families of Mexico. Lakewood, CO: Families of the World. (30 minutes)
Families of the World. 2005. [DVD]. Families of Russia. Lakewood, CO: Families of the World. (30 minutes)
Families of the World. 2005. [DVD]. Families of Thailand. Lakewood, CO: Families of the World. (30 minutes)
Families of the World. 2005. [DVD]. Families of USA. Lakewood, CO: Families of the World. (30 minutes)
Guggenheim, C. [Writer/Director]. [DVD]. 2011. A Time for Justice: America’s Civil Rights Movement. Montgomery, AL: Southern Poverty Law Center. (39 minutes) (with teacher’s guide)
Hudson, R. and Houston, B. [Producers/Directors]. [DVD]. 2011. Mighty Times: The Children’s March. Montgomery, AL: Southern Poverty Law Center. (39 minutes) (with teacher’s guide)
Learning Seed. [DVD]. 1994. Body Language: An Introduction to Non-Verbal Communication. Chicago, IL: Learning Seed. (25 minutes) (with study guide)
Learning Seed. [DVD]. 1994. Communicating Between Cultures. Learning Seed. Chicago, IL: (25 minutes) (with study guide)
Learning Seed. [DVD]. 1994. Everybody’s Ethnic: Your Invisible Culture. Chicago, IL: Learning Seed. (25 minutes) (with study guide)
Learning Seed. [DVD]. 2002. How Boys and Girls Differ: The First Six Years. Chicago, IL: Learning Seed. (25 minutes) (with study guide)
Magna Systems. [DVD]. 1996. Diversity: Contrasting Perspectives. Lake Zurich, IL: Magna Systems. (29 minutes)
McCarthy, T. [Director]. [DVD]. 2008. The Visitor. Burbank, CA: Anchor Bay Entertainment, LLC. (104 minutes)
O’Neill, P. and C. Zalis [Editors]. [DVD]. 2014. Walking in Oak Creek. Wshington, D. C.: The Working Group / Not In Our Town. (33 minute)
Teaching Tolerance. [DVD]. 2000. A Place at the Table. Montgomery, AL: Southern Poverty Law Center. (39 minutes) (with 144-page teacher’s guide)
Teaching Tolerance. [DVD]. 2012. Viva La Causa. Montgomery, AL: Southern Poverty Law Center. (39 minutes) (with teacher’s guide)
Teaching Tolerance. 2008. [DVD]. Starting Small: Teaching Tolerance in Preschool and the Early Grades. Montgomery, AL: Southern Poverty Law Center. (39 minutes) (with teacher’s guide)
Thriving Young Minds. [DVD]. 2014. Opening Doors and Building Bridges: Stories from Immigrant and Refugee Families and Early Childhood Special Education. St. Cloud, MN: Minnesota Thrive Initiative. (34 minutes)
TRB Productions. [DVD]. On Being Gay: A Conversation with Brian McNaught. Boston, MA: TRB Productions. (80 minutes)
Image Credits
Clipart of film projector from http://clipart-library.com/clipart/40482.htm.
Suggested Citation
Sandell, E. J. 2021, March 14. Films Related to Cultural Competence. OER Commons. Available at https://www.oercommons.org/courseware/lesson/78126.
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oercommons
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2025-03-18T00:39:36.654486
|
Elizabeth Sandell
|
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"url": "https://oercommons.org/courseware/lesson/78126/overview",
"title": "Films Related to Cultural Competence",
"author": "Teaching/Learning Strategy"
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https://oercommons.org/courseware/lesson/91670/overview
|
10 great setting scenes
10 most popular literary theme examples
How to analyze a movie: A step-by-step guide
Introduction to literature
Plot
Understanding and implementing plot structure for films and screenplays
Understanding point of view in film and video
What is the setting of a story - elements of storytelling
Key Aspects of Film Analysis : Literary Aspect
Overview
First module in the Key Aspects of Film Analysis
Expectation
Lights, Camera, Action!
Welcome students!
In this module, you will learn and understand the first key aspect of film analysis which is the Literary Aspect. Lessons and activities will be provided to give you an idea of what literary aspect that you should consider in analyzing films and the activities will determine your understanding of the lesson in this module.
Learning Outcome:
At the end of the lesson, students should be able to:
1. Define the literary aspect of the film
2. Understand the importance of learning the literary aspect in analyzing films.
Pre-Test
Direction: Arrange the following jumbled letters to identify the word that is being described.
____________1. It's also about the time in which the scene exists.
| G | I | E | S | T | T | N |
____________2. Refers to a shot that directly represents a character's viewpoint..
| O | V | P |
____________3. The sequence of events or the story
| L | O | P | T |
____________4. It is used to communicate important ideas and messages about issues that face the characters and the setting of a narrative
| H | M | T | E | E |
____________5. Its elements are plot, characters, point of view, setting, theme, and the sub-genre.
| Y | R | A | R | E | T | I | L |
Literary Aspects
Film is a genre that shares some common features of other literary texts (e.g. novels or short stories) and theatrical features of other performing arts (e.g. drama) while having unique cinematic features of its own. The process that is used in analyzing films is quite similar to how you analyze literature; however, films exist in different media. Some literary aspects that can help you in analyzing films are the plot, characters, point of view, setting, theme, and the sub-genre.
PLOT
Plot is the plan, scheme, or main story of literary or dramatic work as a play, novel, or short story in literary terms. On the other hand for film purposes, the plot is the sequence of events where each affects the next one. However, the purpose of screenwriting and filmmaking, the plot represents the structure, while the story stands for the substance. Here are some questions that you should consider in analyzing the plot of a film.
- What are the most important sequences?
- How is the plot structured?
- Is it linear, chronological, or is it presented through flashbacks?
- Are there several plots running parallel?
- How is suspense built up?
- Do any events foreshadow what is to come?
CHARACTERS
Character analysis is a way to use clues from the story to learn more about the characters. It is important because it helps us understand the story and the people in it. It helps make the people in the story real and more interesting. Factors that you must question yourself in analyzing the film characters are:
- How do they speak?
- What are their physical appearances, thoughts and feelings?
- How do they act towards other characters?
- Are they static characters who do not change?
- Do they develop by the end of the story?
- What type of characters are they?
- What qualities stand out?
- Are they stereotypes?
- Are the characters believable?
POINT OF VIEW
Point of View (POV) generally refers to a shot that directly represents a character's viewpoint—we see only what they can see. The point of view, or narrative stance, mostly goes unnoticed by the audience. However, altering the point of view can profoundly affect how the audience interprets any scene and character.
TYPES OF POINT OF VIEW (POV)
- First Person Point of View (Subjective) - usually focuses on the characters that we can see rather than the character who sees them. However, it's tough to connect with a character without seeing their face.
- Third Person Point of View (Objective) - presents the action from the perspective of an ideal observer. It's the style of narrative most common in TV and film.
- Omniscient Point of View (Objective) - reveals what the characters are thinking. This requires some narration, voice-over, or graphics. An omniscient narrator or POV will tell the story without attaching it to a single character or group of characters.
Questions that will guide you in analyzing the Point of View:
- Is there a narrator in the film? Who?
- Throughy whose eyes does the story unfold?
- Is the story told in the first person "I" point of view?
- Is the story told through an off-screen narrator?
SETTING
Setting is the time and place of a story. It is either outwardly articulated to us, or discreetly suggested to us. But the setting isn't just about the place where the scene happens, it's also about the time which it exists as well.
Here are some guides in analyzing a setting of a film:
- Does it take place in the present, the past or the future?
- What aspects of the setting are we made aware of? Georaphy, weather conditions, physical environment, time of day.
- Where are we in the opening scene?
THEME
Theme is the heart and the subject of a story. Themes are used to communicate important ideas and messages about issues that face the characters and the setting of a narrative.
For example,
- Beauty and the Beast
Topic: Vanity
Theme: True beauty is on the inside not on the outside
- Good Will Hunting
Topic: Friendship
Theme: Friends help each other to grow.
Now to give you an idea of how will you analyzie the theme in a film, here are some of the questions that may guide you in analyzing a theme:
- What are the universal ideas that shine through in the film (in other words, what is it about, in general)?
- Was it made to entertain, educate, or bring awareness to an issue?
SUB-GENRE
Sub-genre in a film is a specific style of filmmaking that falls within a broad genre category like comedy, tragedy, science fiction, suspense, horror, romance, or drama.
To analyze the genre of a film here are some guidelines:
- What main genre does the film fall under? - romantic, historical, detective, thriller, adventure, horror and science fiction
- What sub-grouping does the film fall under? - action, comedy, tragedy, war, and westerns.
Activity 1
Lesson learned! Now, let us begin with your activities that will evaluate what you have learned from the lesson.
Direction: determine the key elements of Literary aspect that were portrayed in each picture.
1.
2.
3.
4.
5.
6.
Activity 2
Great! You are now on your second activity. Now, let us test what you have learned from your previous lesson.
Direction: watch the animated film entitled "Let's eat" and answer the following questions based on what you have learned from the lesson.
- Who are the characters in the story? and what are their characteristics?
- In what genre does the story fall?
- What is the main theme of the story?
- How does the setting contribute to the story?
- What was the point of view of the story? Cite an example from the film.
- Are the events of the story in proper order? Why or why not?
Activity 3
I. Direction: Study the given situations and identify the literary elements of the underlined words. Draw the corresponding shapes on the space provided to determine in which literary elements the situation belongs.
_______________1. The movie Titanic shows that love can conquer incredible obstancles, like class divides, disapproving family members, and disaster.
_______________2. Tenenbaums live in a flat, inside is rich in amber hues and candles; a strange environment for children. (From the movie The Royal Tenenbaums)
_______________3. In the movie Gladiators, the first time Maximus and his fellow galdiators enter the Coliseum, ready to fight, the massive size of the crowd overwhelms them.
_______________4. Harold and Maud is the story of a boy that is obsesses with death and dying.
_______________5. He loves to watch romance and action films.
_______________6. Kaitlin wants to buy a puppy. She goes to the pound and begins looking through the cages for her future pet. At the end of the hallway, she sses a small, sweet brown dog with a white spot on its nose. At its instant, she knows she wants to adopt him. After he receives shots and a medical check, she and the dog, Berkley, go home together.
_______________7. The narrator narrates the story very well.
_______________8. The Wizard of Oz is about not having enough courage to do something big or scary because everyone has their fears.
_______________9. Charlie Bucket is a kind-hearted, curious, and wise kid among them who had been given the opportunity to enter the chocolate factory.
_______________10. Amanda brought her expensive bag to the party, while I brought my second-hand bag.
II. Direction: Match column A with the correct answer on the column B. Write only the letter on the space provided.
A.
______ 1. Whose eyes the story is beind told
______ 2. Universal ideas that shine through in the film
______ 3. Time and place of a story
______ 4. How people act in the story
______ 5. The plan, scheme, or main story of a literary or dramatic work
B.
a. Setting
b. POV
c. Genre
d. Theme
e. Characters
f. Plot
Remember
- Literary Aspect - literary aspects of films are the plot, characters, point of view, setting, theme and the sub-genre.
- Plot - the plan, scheme, or main story of literary or dramatic work as a play, novel, or short story in literary terms. (Whay are the most important sequences? How is the plot structured? How is suspense built up?)
- Characters - refers to how the people in the story act, speak, and their characteristics. (What are their physical appearances? What type of characters are they? How do they speak?)
- Point of View (POV) - generally refers to a shot that directly represents a character's viewpoint. (Is there a narrator in the film? Is the story told in the first, second or third point of view?)
- Theme - use to communicate important ideas and messages about issues that face the characters and the setting of a narrative. (What are the universal ideas that shine through in the film?)
- Sub-genre - specific style of filmmaking that falls within a broad genre category like comedy, tragedy, science fiction, suspense horror, romance, or drama
Check Your Understanding and Post Test
Direction: Recall your favorite film or a film that you have already watched and complete the table below by applying the guide questions in analyzing the literary aspect of the film.
| TITLE OF THE FILM: | |
| Literary Aspect | Description |
| Plot | |
| Characters | |
| Point of View | |
| Theme | |
| Setting | |
| Sub-genre |
Direction: Read the questions carefully and choose the correct letter that corresponds to the correct answer.
1. It is the aspect of the film where plot, characters, theme, POV, setting and genre is being analyzed.
A. Literary B. Setting C. Film D. Characters
2. It is important because it helps us understand the story and the people in the story.
A. Literary B. Setting C. Film D. Characters
3. A genre that shares some common features of their literary texts.
A. Literary B. Setting C. Film D. Characters
4. A specific style of filmmaking falls within a broad genre category.
A. Theme B. Horror C. Sub-genre D. Characters
5. Type of Point of View that presents the action from the perspective of an ideal observer.
A. Omniscient B. First Person C. Third Person D. Second Person
6. Type of Point of View that reveals what the characters are thinking.
A. Omniscient B. First Person C. Third Person D. Second Person
7. The heart and subject of the story.
A. Literary B. Theme C. Film D. Characters
8. All are guide questions for analyzing the setting of films. EXCEPT:
A. Does it take place in the present, the past, or the future?
B. What aspects of the setting are we made aware of?
C. Where are we in the opening scene?
D. Are they believable?
9. It represents the structure of the film.
A. Plot B. Setting C. Theme D. Characters
10. Type of Point of View that usually focuses on the characters that we can see rather than the characters who sees them.
A. Omniscient B. First Person C. Third Person D. Second Person
Reflection
Direction: Answer the following questions based on what you have learned in this module.
1. What new learnings did you get from the lesson?
2. What do you thinki is the importance of learning the literary aspect in analzying a film?
3. How can you share your new learnings with your family or friends?
|
oercommons
|
2025-03-18T00:39:36.702198
|
Lesson
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91670/overview",
"title": "Key Aspects of Film Analysis : Literary Aspect",
"author": "Lecture Notes"
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https://oercommons.org/courseware/lesson/121945/overview
|
Foundational Literacy LS.1.1 - Simple Vowels
Overview
This downloadable foundational literacy lesson plan is great for newcomers who have just arrived.
Objective: Introduce simple vowels.
Can do: At the end of the lesson, students can distinguish simple vowels and produce an anchor word for each.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!
This downloadable foundational literacy lesson plan is great for newcomers who have just arrived.
Objective: Introduce simple vowels.
Can do: At the end of the lesson, students can distinguish simple vowels and produce an anchor word for each.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!
|
oercommons
|
2025-03-18T00:39:36.720618
|
11/14/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121945/overview",
"title": "Foundational Literacy LS.1.1 - Simple Vowels",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/123106/overview
|
WIDA ACCESS Test Prep Lesson – Introduction to Reading
Overview
“WIDA ACCESS Reading 1 – Introduction to Reading” (WIDA: Developing) is ideal for all students who are preparing to take WIDA ACCESS assessments. This includes Long-term ELs, Newcomers, and Students with Limited or Interrupted Formal Education (SLIFE).
This lesson corresponds to the following standards and standard statements:
- ELD-SI.4-12.Explain. Multilingual learners will follow and describe cycles and sequences of steps or procedures and their causes and effects.
- ELD-LA.9-12.Inform.Interpretive. Multilingual learners will interpret informational texts in language arts by identifying and/or summarizing central ideas.
- ELD-MA.9-12.Explain.Interpretive: Multilingual learners use language to interpret mathematical explanations by identifying concept or entity.
If you are looking for even more information on how to teach this lesson plan, be sure to sign up for a free Off2Class account. You will gain access to teacher notes that will guide and prepare you.
“WIDA ACCESS Reading 1 – Introduction to Reading” (WIDA: Developing) is ideal for all students who are preparing to take WIDA ACCESS assessments. This includes Long-term ELs, Newcomers, and Students with Limited or Interrupted Formal Education (SLIFE).
This lesson corresponds to the following standards and standard statements:
- ELD-SI.4-12.Explain. Multilingual learners will follow and describe cycles and sequences of steps or procedures and their causes and effects.
- ELD-LA.9-12.Inform.Interpretive. Multilingual learners will interpret informational texts in language arts by identifying and/or summarizing central ideas.
- ELD-MA.9-12.Explain.Interpretive: Multilingual learners use language to interpret mathematical explanations by identifying concept or entity.
If you are looking for even more information on how to teach this lesson plan, be sure to sign up for a free Off2Class account. You will gain access to teacher notes that will guide and prepare you.
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oercommons
|
2025-03-18T00:39:36.738949
|
12/16/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123106/overview",
"title": "WIDA ACCESS Test Prep Lesson – Introduction to Reading",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/87910/overview
|
The Agricultural and Industrial Revolutions
Overview
The Agricultural Revolution
The Agricultural Revolution was the unprecedented increase in agricultural production in Britain between the mid-17th and late 19th centuries. It preceded the Industrial Revolution and is often considered one of its causes. The Agricultural Revolution was linked to such new agricultural practices as crop rotation, selective breeding, and more productive use of arable land.
Learning Objectives
Examine the foundations of the Agricultural Revolution in Britain.
Analyze the social and technological impact of the Agricultural Revolution on the British classes.
Key Terms / Key Concepts
Agricultural Revolution: a period of agricultural reform in England that produced numerous technological inventions and techniques
Enclosure: The process that ended traditional rights on common land and restricted land use to the property owner
General Enclosure Act of 1801: an early piece of English legislature sanctioning the practice of enclosure
Threshing machine: a piece of farm equipment that separates grain seeds from stalks and hulls
The Agricultural Revolution
Background
The Agricultural Revolution was the unprecedented increase in agricultural production in Britain due to increases in labor and land productivity between the mid-17th and late 19th centuries. Agricultural output grew faster than the population over the century up until 1770; thereafter productivity remained among the highest in the world. This increase in the food supply contributed to the rapid growth of population in England and Wales, from 5.5 million in 1700 to over 9 million by 1801, and domestic production gave way to food imports in the 19th century as population more than tripled to over 32 million. The rise in productivity accelerated the decline of the agricultural share of the labor force, adding to the urban workforce on which industrialization depended. The Agricultural Revolution has, therefore, been cited as a cause of the Industrial Revolution. However, historians also continue to dispute whether the developments leading to the unprecedented agricultural growth can be seen as “a revolution,” since the growth was, in fact, a result of a series of significant changes over a long period of time. Consequently, the question of when exactly such a revolution took place and of what it consisted remains open.
Crop Rotation and New Industrial Tools
One of the most important innovations of the Agricultural Revolution was the development of the Norfolk four-course rotation, which greatly increased crop and livestock yields by improving soil fertility and reducing fallow.
Crop rotation is the practice of growing a series of dissimilar types of crops in the same area in sequential seasons to help restore plant nutrients and mitigate the build-up of pathogens and pests that often occurs when one plant species is continuously cropped. Rotation can also improve soil structure and fertility by alternating deep-rooted and shallow-rooted plants. The Norfolk System rotates crops so that different crops are planted with the result that different kinds and quantities of nutrients are taken from the soil as the plants grow. An important feature of the Norfolk four-field system was that it used labor at times when demand was not at peak levels.
Townshend is often mentioned—together with Jethro Tull, Robert Bakewell, and others—as a major figure in England’s Agricultural Revolution, contributing to the adoption of agricultural practices that supported the increase in Britain’s population between 1700 and 1850.
An important factor of the Agricultural Revolution was the invention of new tools and advancement of old ones, including the plough, seed drill, and threshing machine, to improve the efficiency of agricultural operations.
The mechanization and rationalization of agriculture was a key factor of the Agricultural Revolution. New tools were invented and old ones perfected to improve the efficiency of various agricultural operations.
In his 1731 publication, Jethro Tull described how the motivation for developing the seed drill arose from conflict with his servants. He struggled to enforce his new methods upon them, in part because they resisted the threat to their position as laborers and skill with the plough. He also invented machinery for the purpose of carrying out his system of drill husbandry, about 1733. His first invention was a drill-plow to sow wheat and turnip seed in drills, three rows at a time.
A threshing machine or thresher is a piece of farm equipment that threshes grain: removes the seeds from the stalks and husks by beating the plant to make the seeds fall out. Before such machines were developed, threshing was done by hand with flails and was very laborious and time-consuming, requiring about one-quarter of agricultural labor by the 18th century. Mechanization of this process removed a substantial amount of drudgery from farm labor. The first threshing machine was invented circa 1786 by the Scottish engineer Andrew Meikle, and the subsequent adoption of such machines was one of the earlier examples of the mechanization of agriculture.
Eighteenth-Century Threshing Machine.
The Enclosure Acts
Enclosure is the process that ended traditional rights on common land formerly held in the open field system and restricted the use of land to the owner; Enclosure is one of the causes of the Agricultural Revolution and a key factor behind the labor migration from rural areas to gradually industrializing cities.
Background: Common Land
Common land is owned collectively by a number of persons, or by one person with others holding certain traditional rights, such as to allow their livestock to graze upon it, to collect firewood, or to cut turf for fuel. A person who has a right in or over common land jointly with others is called a commoner. Originally in medieval England, the common was an integral part of the manor and thus part of the estate held by the lord of the manor under a feudal grant from the Crown or a superior peer, who in turn held his land from the Crown, which owned all land. This manorial system granted rights of land use to different classes. A commoner would be the person who, for a time, occupied a particular plot of land.
Enclosure
Most of the medieval common land of England was lost due to enclosure. In English social and economic history, enclosure was the process that ended traditional rights, such as mowing meadows for hay or grazing livestock on common land formerly held in the open field system. Once enclosed, these uses of the land became restricted to the owner and the land ceased to be for the use of commoners. Under enclosure, such land was fenced (enclosed) and deeded or entitled to one or more owners. The process of enclosure became a widespread feature of the English agricultural landscape during the 16th century. By the 19th century, unenclosed commons were largely restricted to large areas of rough pasture in mountainous places and relatively small residual parcels of land in the lowlands.
Implementation of the Acts
The more productive enclosed farms meant that fewer farmers were needed to work the same land, leaving many villagers without land and grazing rights. Many moved to the cities in search of work in the emerging factories of the Industrial Revolution. Others settled in the English colonies. English Poor Laws were enacted to help these newly poor. Some practices of enclosure were denounced by the Church and legislation was drawn up against it. However, the large, enclosed fields were needed for the gains in agricultural productivity from the 16th to 18th centuries. This controversy led to a series of government acts, culminating in the General Enclosure Act of 1801, which sanctioned large-scale land reform.
The Act of 1801 was one of many parliamentary enclosures that consolidated strips in the open fields into more compact units and enclosed much of the remaining pasture commons or wastes. Parliamentary enclosures usually provided commoners with some other land in compensation for the loss of common rights, although the “other land” was often of poor quality and limited extent. They were also used for the division and privatization of common “wastes” (in the original sense of uninhabited places), such as fens, marshes, heathland, downland, and moors.
Consequences
The primary benefits to large land holders came from the increased value of their own land, not from expropriation. Smaller holders could sell their land to larger ones for a higher price, post enclosure. Protests against parliamentary enclosures continued, sometimes also in Parliament, frequently in the villages affected, and sometimes as organized mass revolts. Enclosed land was twice as valuable, as a higher price could be sustained by its higher productivity. While many villagers received plots in the newly enclosed manor, for small landholders this compensation was not always enough to offset the costs of enclosure and fencing. Many historians believe that enclosure was an important factor in the reduction of small landholders in England as compared to the Continent, although others believe that this process began earlier.
Enclosure faced a great deal of popular resistance because of its effects on the household economies of smallholders and landless laborers. Common rights had included not just the right of cattle or sheep grazing but also the grazing of geese, foraging for pigs, gleaning, berrying, and fuel gathering. During the period of parliamentary enclosures, employment in agriculture did not fall but failed to keep pace with the growing population. Consequently, large numbers of people left rural areas to move into the cities where they became laborers in the Industrial Revolution.
Enclosure is considered one of the causes of the British Agricultural Revolution. Enclosed land was under the control of the farmer, who was free to adopt better farming practices. There was widespread agreement in contemporary accounts that profit-making opportunities were better with enclosed land. Following enclosure, crop yields and livestock output increased while at the same time productivity increased enough to create a surplus of labor. The increased labor supply is considered one of the factors facilitating the Industrial Revolution.
Effects and Significance of the Agricultural Revolution
The increase in agricultural production and technological advancements during the Agricultural Revolution contributed to unprecedented population growth and new agricultural practices, triggering such phenomena as rural-to-urban migration, the development of a coherent and loosely regulated agricultural market, and the emergence of capitalist farmers.
The Agricultural Revolution proved to be a major turning point, allowing the population to far exceed earlier peaks and sustain the country’s rise to industrial preeminence. During the nineteenth century, improved technology helped agriculture output soar not only in England but also throughout much of Europe and North America. England’s position as the leading industrial-agricultural nation eroded as European countries experienced their own agricultural revolutions, raising grain yields on average by 60% in the century preceding World War I. Interestingly, the Agricultural Revolution in Britain did not result in overall productivity per hectare of agriculture that would rival productivity in China, where intensive cultivation (including multiple annual cropping in many areas) had been practiced for many centuries. Towards the end of the 19th century, the substantial gains in British agricultural productivity were rapidly offset by competition from cheaper imports, which were made possible by the exploitation of colonies and advances in transportation, refrigeration, and other technologies.
The Industrial Revolution: The Transportation Revolution
The Industrial Revolution is recognized as the beginning of modern, Western culture. Characterized by improved technology and the rise of factories, it created a profound impact not only in England, where it began but also across much of western Europe and North America. One of the hallmarks of the Industrial Revolution is the "Transportation Revolution" which saw the mass development of canals and railways.
Learning Objectives
- Examine the technology of the Transportation Revolution
- Evaluate how technological developments affected British society
Key Terms / Key Concepts
Canal: human-made waterway used as a primary mode of transportation in the early years of the Industrial Revolution
Steam Locomotive: rail vehicle that emerged as the most efficient and prominent form of transportation in England during the Industrial Revolution
Salamanca: First successful steam locomotive
Background
As enclosure deprived many of access to land or left farmers with plots too small and of poor quality, increasing numbers of workers had no choice but migrate to the city.
While the improved agricultural productivity freed up workers to other sectors of the economy, it took decades of the Industrial Revolution and industrial development to trigger a truly mass rural-to-urban labor migration. As food supplies increased and stabilized and industrialized centers moved into place, cities began to support larger populations, sparking the beginning of rural flight on a massive scale. The development and advancement of tools and machines decreased the demand for rural labor. That together with increasingly restricted access to land forced many rural workers to migrate to cities, eventually supplying the labor demand created by the Industrial Revolution.
The Canals
The British canal system of water transport played a vital role in the Industrial Revolution at a time when roads were only just emerging from the medieval mud and long trains of packhorses were the only means of more easily accessible transit of raw materials and finished products. The building of canals dates to ancient times, but in Britain, the modern canal network came into being because the Industrial Revolution demanded an economic and reliable way to transport goods and commodities in large quantities.
Big canals began to be built in the 18th century to link the major manufacturing centers across the country. Known for its huge commercial success, the Bridgewater Canal in northwest England opened in 1761. The Bridgewater Canal is often considered to be the first “true” canal in England. Its success helped inspire a period of intense canal building in Britain, known as Canal Mania.
By the 1820s a national canal network—the first in the world—was in existence. The system proved highly successful. The canal boats could carry thirty tons at a time with only one horse pulling, which was more than ten times the amount of cargo per horse that was possible with a cart. It was this huge increase in supply that contributed to the reduction of the price of coal.
The last major canal to be built in Britain was the Manchester Ship Canal, which upon opening in 1894 was the largest ship canal in the world and opened Manchester as a port. However, it never achieved the commercial success its sponsors had hoped for and signaled that canals were a dying mode of transport. From about 1840, railways began to threaten canals. They could not only carry more than the canals but also could transport people and goods far more quickly than the walking pace of the canal boats. Most of the investment that had previously gone into canal building was diverted into railway building.
The First Locomotives and Early Railways
As a result of advancements in metallurgy and steam power technology during the Industrial Revolution, horse-drawn wagonways were replaced by steam locomotives, making Britain the first country in the world with modern railways.
Steam Locomotives
The first commercially successful steam locomotive was the twin-cylinder Salamanca, designed by in 1812 by Matthew Murray using John Blenkinsop’s patented design for rack propulsion for the Middleton Railway. Blenkinsop believed that a locomotive light enough to move under its own power would be too light to generate sufficient adhesion, so he designed a rack-and-pinion railway for the line.
In 1821 an Act of Parliament was approved for a tramway between Stockton and Darlington. It opened in 1825. The first train was hauled by Stephenson’s locomotive at speeds of 12 to 15 miles per hour. Four locomotives were constructed and were effectively beam engines on wheels with vertical cylinders.
Railways
The development of the railways, starting in the 1830s, transformed the economy and society by creating powerful railway companies, attracting massive investments, advancing industries, transforming human migration patterns, and even changing people’s daily diet.
The Liverpool and Manchester Railway (L&MR), which opened in 1830 between the Lancashire towns of Liverpool and Manchester, was not the first railway; it was, however, the first one to rely exclusively on steam power, with no horse-drawn traffic permitted at any time; the first to be entirely double track throughout its length; the first to have a signaling system; the first to be fully timetabled; the first to be powered entirely by its own motive power; and the first to carry mail. As such, it revolutionized transportation and paved the way for the phenomenal development of railways that would soon take over the world.
All the railways were promoted by commercial interests. Railway directors often had important political and social connections and used them to their companies’ advantages. Furthermore, aristocrats with established connections in London were especially welcome on the corporate boards. The aristocrats saw railway directorships as a socially acceptable form of contact with the world of commerce and industry.
The railways had a sizable impact on many spheres of economic activity. The building of railways and locomotives, for example, called for large quantities of heavy materials and thus provided significant stimulus to the coal mining, iron-production, engineering, and construction industries. The railways also helped reduce transaction costs, which in turn lowered the costs of goods. The distribution and sale of perishable goods, such as meat, milk, fish, and vegetables, was transformed; this gave rise not only to cheaper products in the stores but also to far greater variety in people’s diets.
The railways were also a significant force for the changing patterns of human mobility. Rail transport had originally been conceived as a way of moving coal and industrial goods, but the railway operators quickly realized the potential for market for railway travel, leading to an extremely rapid expansion in passenger services. The number of railway passengers tripled in just eight years between 1842 and 1850. Traffic volumes roughly doubled in the 1850s and then doubled again in the 1860s. In the words of historian Derek Aldcroft, “In terms of mobility and choice [the railways] added a new dimension to everyday life.”
The legacy of Railway Mania can still be seen today with the duplication of some routes and cities possessing several stations on the same or different lines, sometimes with no direct connection between them. The best example of this is London, which has no fewer than twelve main line terminal stations, serving its dense and complex suburban network; this is basically the result of the many railway companies that were competing to run their routes in the capital during the mania.
The Industrial Revolution: The Factory System and Technology
The Factory System, a system of mechanized workers and innovative technology, remains prominent in the memory of the Industrial Revolution. This development transformed British society and much of the western world. No longer was England a quiet, rural society. With the rise of the factory system, England emerged as an urbanized society.
Learning Objectives
- Examine the development of the factory system and technology
- Evaluate the pros and cons of the factory system for different classes
Key Terms / Key Concepts
Textile: cloth products produced through weaving, knitting, and crocheting
putting-out system: nineteenth-century way to subcontract labor
spinning jenny: multi-spindle spinning frame used widely in the Industrial Revolution
Richard Arkwright: English inventor who developed the spinning frame, water frame, and often called the “Father” of the Factory System
flying shuttle: device that allows for faster, wider weaving
James Hargreaves: English inventor of the spinning jenny
James Watt: Successful inventor of the steam engine
Eli Whitney: inventor of the cotton gin
Calico Acts: series of nineteenth-century English laws prohibiting the importation of cotton products and restricting their sale
Factory System: a system of labor that divides labor sources and uses machinery extensively
Truck System: A system in the early part of the Industrial Revolution that forced workers to accept wages in-kind
Early British Textile Industry
The British textile industry drove the Industrial Revolution, triggering advancements in technology, stimulating the coal and iron industries, boosting raw material imports, and improving transportation, which made Britain the global leader of industrialization, trade, and scientific innovation.
Pre-Industrial Textile Industry
In the early 18th century, the British government passed two Calico Acts to protect the domestic wool industry from the increasing amounts of cotton fabric imported from its competitors in India. On the eve of the Industrial Revolution, spinning and weaving were still done in households, for domestic consumption, and as a cottage industry. Occasionally the work was done in the workshop of a master weaver. Under the putting-out system, home-based workers produced under contract to merchant sellers, who often supplied the raw materials. In the off-season the women, typically farmers’ wives, did the spinning and the men did the weaving. Using the spinning wheel, it took anywhere from four to eight spinners to supply one handloom weaver.
Industrial Revolution and Textiles
Textiles have been identified as the catalyst of technological changes. The application of steam power stimulated the demand for coal. The demand for machinery and rails stimulated the iron industry. The demand for transportation to move raw material in and finished products out stimulated the growth of the canal system, and (after 1830) the railway system. The introduction of steam power fueled primarily by coal, wider utilization of water wheels, and powered machinery in textile manufacturing underpinned the dramatic increases in production capacity. The development of all-metal machine tools in the first two decades of the 19th century facilitated the manufacture of more production machines for manufacturing in other industries. The effects spread throughout Western Europe and North America during the 19th century, eventually affecting most of the world.
The invention of the flying shuttle by John Kay enabled wider cloth to be woven faster and created a demand for yarn that could not be fulfilled. Thus, the major technological advances associated with the Industrial Revolution were concerned with spinning. James Hargreaves created the spinning jenny, a device operated by hand that could perform the work of a number of spinning wheels. However, Richard Arkwright invented the water frame, which could be powered by the water wheel. Arkwright is credited with the widespread introduction of the factory system in Britain and is the first example of a successful mill owner and industrialist in British history. The water frame was, however, soon supplanted by the spinning mule (a cross between a water frame and a jenny) invented by Samuel Crompton. Mules were later constructed in iron.
The steam engine was invented and became a power supply that soon surpassed waterfalls and horsepower. The first practicable steam engine was invented by Thomas Newcomen and was used for pumping water out of mines. A much more powerful steam engine was invented by James Watt. It had a reciprocating engine capable of powering machinery. The first steam-driven textile mills began to appear in the last quarter of the eighteenth century, greatly contributing to the appearance and rapid growth of industrial towns.
The progress of the textile trade soon outstripped the original supplies of raw materials. By the turn of the nineteenth century, imported American cotton had replaced wool in northwest England, although wool remained the chief textile in Yorkshire.
Such an unprecedented degree of economic growth was not sustained by domestic demand alone. The application of technology and the factory system created the levels of mass production and cost efficiency that enabled British manufacturers to export inexpensive cloth and other items worldwide. Britain’s position as the world’s preeminent trader helped fund research and experimentation. Further, some have stressed the importance of natural or financial resources that Britain received from its many overseas colonies or that profits from the British slave trade between Africa and the Caribbean helped fuel industrial investment.
The British textile industry triggered tremendous scientific innovation, resulting in such key inventions as the flying shuttle, spinning jenny, water frame, and spinning mule. These greatly improved productivity and drove further technological advancements that turned textiles into a fully mechanized industry.
Early Developments
During the second half of the seventeenth century, the newly established factories of the East India Company in South Asia started to produce finished cotton goods in quantity for the UK market. The imported calico and chintz garments competed with and acted as a substitute for indigenous wool and linen produce. That resulted in local weavers, spinners, dyers, shepherds, and farmers petitioning the Parliament to request a ban on the import and later the sale of woven cotton goods. They eventually achieved their goal via the 1700 and 1721 Calico Acts. The acts banned the import and later the sale of finished pure cotton products, but they did not restrict the importation of raw cotton or the sale or production of fustian (a cloth with flax warp and cotton weft).
Mechanization of the Textile Industry
With Cartwright’s loom, the spinning mule, and Boulton and Watt’s steam engine, the pieces were in place to build a mechanized textile industry. From this point there were no new inventions, but there was a continuous improvement in technology as the mill-owner strove to reduce cost and improve quality.
Developments in the transport infrastructure such as the canals and, after 1830, the railways, facilitated the import of raw materials and export of finished cloth.
Export Technology
While profiting from expertise arriving from overseas, Britain was very protective of home-grown technology. Engineers with skills in constructing the textile mills and machinery were not permitted to emigrate—particularly to fledgling America. However, Samuel Slater, an engineer who had worked as an apprentice to Arkwright’s partner Jedediah Strutt, evaded the ban. In 1789, he took his skills in designing and constructing factories to New England and was soon engaged in reproducing the textile mills that helped America with its own industrial revolution. Local inventions followed. In 1793, Eli Whitney invented and patented the cotton gin, which sped up the processing of raw cotton by over 50 times. With a cotton gin a man could remove seed from as much upland cotton in one day as would have previously taken a woman working two months to process at one pound per day.
The Factory System
The factory system, fueled by technological progress, made production much faster, cheaper, and more uniform, but it also disconnected the workers from the means of production and placed them under the control of powerful industrialists.
Growth of Factories
The factory system began to grow rapidly when cotton spinning was mechanized. Richard Arkwright is credited with inventing the prototype of the modern factory. After he patented his water frame in 1769, he established Cromford Mill in Derbyshire, England, significantly expanding the village of Cromford to accommodate the migrant workers new to the area.
Between 1820 and 1850, mechanized factories supplanted traditional artisan shops as the predominant form of manufacturing institution, because the larger-scale factories enjoyed a significant technological advantage over the small artisan shops. The earliest factories under the factory system developed in the cotton and wool textiles industry. Later generations of factories included mechanized shoe production and manufacturing of machinery, including machine tools. Factories that supplied the railroad industry included rolling mills, foundries, and locomotive works. Agricultural-equipment factories produced cast-steel plows and reapers. Bicycles were mass-produced beginning in the 1880s.
Characteristics of the Factory System
The factory system, considered a capitalist form of production, differs dramatically from the earlier systems of production. First, the labor generally does not own a significant share of the enterprise. The capitalist owners provide all machinery, buildings, management and administration, and raw or semi-finished materials; additionally, owners are responsible for the sale of all products, as well as any resulting losses. The cost and complexity of machinery, especially that powered by water or steam, was more than cottage industry workers could afford or had the skills to maintain. Second, production relies on unskilled labor. Before the factory system, skilled craftsmen would usually custom-make an entire article. In contrast, factories practiced division of labor, in which most workers were either low-skilled laborers who tended or operated machinery, or unskilled laborers who moved materials and semi-finished and finished goods. Third, factories produced products on a much larger scale than in either the putting-out or crafts systems.
The factory system also made the location of production much more flexible. Before the widespread use of steam engines and railroads, most factories were located at waterpower sites and near water transportation. When railroads became widespread, factories could be located away from waterpower sites but nearer railroads. Workers and machines were brought together in a central factory complex. Although the earliest factories were usually all under one roof, different operations were sometimes on different floors. Further, machinery made it possible to produce precisely uniform components.
Workers were paid either daily wages or for piece work, either in the form of money or some combination of money, housing, meals, and goods from a company store. This process was called the truck system.
The Industrial Revolution: Social Impact and Legacies
Although the Industrial Revolution ushered in a new era of urbanization, productivity, and wealth for England, it had tremendous social effects and legacies. For the middle class, the Industrial Revolution offered opportunity and potentially higher income. But for the lower class, it brought about low wages and poor working conditions. Most of English society now worked for a boss, rather than themselves. And inside the factories, workers increasingly experienced dehumanization as wealthy factory owners viewed their employees as disposable.
Learning Objectives
- Evaluate the social impact of the Industrial Revolution on English society
Key Terms / Key Concepts
Luddites: organized, English textile workers who often protested labor conditions by destroying machinery
The Condition of the Working Class in England in 1844: book by Friedrich Engels in which he examines English workers of the Industrial Revolution
Child labor: a major component of the Industrial Revolution in which children were widely used to fill work positions considered unfit for adults
Chartism: organized movement led by English workers who advocated for improved labor conditions during the Industrial Revolution
Factory System and Society
The transition to industrialization was not without difficulty. For example, a group of English textile workers known as Luddites protested against industrialization and sometimes sabotaged factories.
Debate arose concerning the morality of the factory system, as workers complained about unfair working conditions. One of the problems concerned women’s labor. Women were always paid less than men and, in many cases, as little as a quarter of what men made. Child labor was also a major part of the system. However, in the early nineteenth century, education was not compulsory and in working families, children’s wages were seen as a necessary contribution to the family budget. Automation in the late nineteenth century is credited with ending child labor and according to many historians, it was more effective than gradually changing child labor laws. Years of schooling began to increase sharply from the end of the nineteenth century when elementary state-provided education for all became a viable concept.
One of the best-known accounts of factory workers’ living conditions during the Industrial Revolution is Friedrich Engels' The Condition of the Working Class in England In it, Engels described backstreet sections of Manchester and other mill towns where people lived in crude shanties and shacks, some not completely enclosed, some with dirt floors. These shantytowns had narrow walkways between irregularly shaped lots and dwellings. There were no sanitary facilities. The population density was extremely high. Eight to ten unrelated mill workers often shared a room with no furniture and slept on a pile of straw or sawdust. Disease spread through a contaminated water supply. By the late 1880s, Engels noted that the extreme poverty and lack of sanitation he wrote about in 1844 had largely disappeared. Since then, the historical debate on the question of the living conditions of factory workers has been very controversial. While some have pointed out that living conditions of the poor workers were tragic everywhere and industrialization, in fact, slowly improved the living standards of a steadily increasing number of workers, others have concluded that living standards for the majority of the population did not grow meaningfully until the late 19th and 20th centuries and that in many ways workers’ living standards declined under early capitalism.
Working-Class Women
Before the Mines and Collieries Act 1842, women (and children) carted tubs of coal up through the narrow mine shafts. In Wolverhampton, the law did not have much of an impact on women’s mining employment because they mainly worked above-ground at the coal mines, sorting coal, loading canal boats, and doing other surface tasks. Over time, more men than women would find industrial employment, and industrial wages provided a higher level of material security than agricultural employment. Consequently, women, who were traditionally involved in all agricultural labor, would be left behind in less-profitable agriculture. By the late 1860s, very low wages in agricultural work turned women to industrial employment.
In industrialized areas, women could find employment on assembly lines, providing industrial laundry services, or in the textile mills that sprang up during the Industrial Revolution in such cities as Manchester, Leeds, and Birmingham. Spinning and winding wool, silk, and other types of piecework were a common way of earning income by working from home, but wages were very low and hours long. Often 14 hours per day were needed to earn enough to survive. Needlework was the single highest-paid occupation for women working from home, but the work paid little and women often had to rent sewing machines that they could not afford to buy. These home manufacturing industries became known as “sweated industries.” By 1906, such workers earned about a penny an hour. Women were never paid the same wage as a man for the same work, despite the fact that they were as likely as men to be married and supporting children.
Child Labor
Although child labor was widespread prior to industrialization, the exploitation of child workforce intensified during the Industrial Revolution.
Child labor became the labor of choice for manufacturing in the early phases of the Industrial Revolution in the 18th and 19th centuries. In England and Scotland in 1788, two-thirds of the workers in a water-powered cotton mill were children. Employers paid a child less than an adult even though their productivity was comparable. There was no need for strength to operate an industrial machine and since the industrial system was completely new, there were no experienced adult laborers. Factory and mine owners preferred child labor also because they perceived the child workers’ smaller size as an advantage. In textile factories, children were desired because of their supposed “nimble fingers,” while low and narrow mine galleries made children particularly effective mine workers. Working hours were long: builders worked 64 hours a week in summer and 52 in winter, while domestic servants worked 80-hour weeks.
Organized Labor
The concentration of workers in factories, mines, and mills facilitated the development of trade unions during the Industrial Revolution. After the initial decades of political hostility towards organized labor, skilled male workers emerged as the early beneficiaries of the labor movement.
Chartism
In the later 1830s and 1840s, trade unionism was overshadowed by political activity. Of particular importance was Chartism, a working-class movement for political reform in Britain that existed from 1838 to 1858. Support for the movement was at its highest in 1839, 1842, and 1848, when petitions signed by millions of working people were presented to Parliament. The scale of support demonstrated by these petitions and the accompanying mass meetings put pressure on politicians to concede manhood suffrage. The government did not yield to any of the demands and suffrage had to wait another two decades. Chartism was popular among some trade unions, especially London’s tailors, shoemakers, carpenters, and masons. One reason was the fear of the influx of unskilled labor, especially in tailoring and shoemaking. Chartism taught techniques and political skills that inspired trade union leadership.
Legacy
The Industrial Revolution transformed England in the nineteenth century. Likewise, it set in motion a blueprint for how modern, western society should develop. Cottage industries were rendered archaic, and urbanization exploded as people moved from the countryside into the cities in search of factory work. As England industrialized, so too did their people. And in the process, they lost much of their autonomy and became cogs in England’s great industrial wheel.
Primary Source: Andrew Ure The Philosophy of Manufacturers
Andrew Ure (1835), “The Philosophy of the Manufacturers” [Abridged]
The principle of the factory system then is, to substitute mechanical science for hand skill, and the partition of a process into its essential constituents, for the division or graduation of labour among artisans. On the handicraft plan, labour more or less skilled was usually the most expensive element of production.... but on the automatic plan, skilled labour gets progressively superseded, and will, eventually, be replaced by mere overlookers of machines.
By the infirmity of human nature it happens, that the more skilful the workman, the more self-willed and intractable he is apt to become, and, of course, the less fit a component of a mechanical system, in which, by occasional irregularities, he may do great damage to the whole. The grand object therefore of the modern manufacturer is, through the union of capital and science, to reduce the task of his work-people to the exercise of vigilance and dexterity, - faculties, when concentred to one process, speedily brought to perfection in the young. In the infancy of mechanical engineering, a machine-factory displayed the division of labour in manifold gradations - the file, the drill, the lathe, having each its different workmen in the order of skill: but the dextrous hands of the filer and driller are now superseded by the planing, the key groove cutting, and the drilling-machines; and those of the iron and brass turners, by the self-acting slide-lathe....
It is, in fact, the constant aim and tendency of every improvement in machinery to supersede human labour altogether, or to diminish its cost, by substituting the industry of women and children for that of men; or that of ordinary labourers for trained artisans. In most of the water-twist, or throstle cotton-mills, the spinning is entirely managed by females of sixteen years and upwards. The effect of substituting the self-acting mule for the common mule, is to discharge the greater part of the men spinners, and to retain adolescents and children. The proprietor of a factory near Stockport states, in evidence to the commissioners, that, by such substitution, he would save 501. a week in wages in consequence of dispensing with nearly forty male spinners, at about 25s. of wages each....
From Modern History Sourcebook, Fordham University
Primary Source: Two Women Miners
Great Britain, Parliamentary Papers (1842, Vol. XV, p. 84, and ibid., Vol. XVII, p. 108), “Two Women Miners” [Abridged]
Betty Harris, age 37: I was married at 23, and went into a colliery when I was married. I used to weave when about 12 years old; can neither read nor write. I work for Andrew Knowles, of Little Bolton (Lancs), and make sometimes 7s a week, sometimes not so much. I am a drawer, and work from 6 in the morning to 6 at night. Stop about an hour at noon to eat my dinner; have bread and butter for dinner; I get no drink. I have two children, but they are too young to work. I worked at drawing when I was in the family way. I know a woman who has gone home and washed herself, taken to her bed, delivered of a child, and gone to work again under the week.
I have a belt round my waist, and a chain passing between my legs, and I go on my hands and feet. The road is very steep, and we have to hold by a rope; and when there is no rope, by anything we can catch hold of. There are six women and about six boys and girls in the pit I work in; it is very hard work for a woman. The pit is very wet where I work, and the water comes over our clog-tops always, and I have seen it up to my thighs; it rains in at the roof terribly. My clothes are wet through almost all day long. I never was ill in my life, but when I was lying in.
My cousin looks after my children in the day time. I am very tired when I get home at night; I fall asleep sometimes before I get washed. I am not so strong as I was, and cannot stand my work so well as I used to. I have drawn till I have bathe skin off me; the belt and chain is worse when we are in the family way. My feller (husband) has beaten me many a times for not being ready. I were not used to it at first, and he had little patience.
I have known many a man beat his drawer. I have known men take liberties with the drawers, and some of the women have bastards.
Patience Kershaw, age 17, Halifax: I go to pit at 5 o'clock in the morning and come out at 5 in the evening; I get my breakfast, porridge and milk, first; I take my dinner with me, a cake, and eat it as I go; I do not stop or rest at any time for the purpose, I get nothing else until I get home, and then have potatoes and meat, not every day meat.
From Modern History Sourcebook, Fordham University
Attributions
Images courtesy of Wikimedia Commons
Boundless World History
"Textile Manufacturing"
https://courses.lumenlearning.com/boundless-worldhistory/chapter/textile-manufacturing/
"Steam Power"
https://courses.lumenlearning.com/boundless-worldhistory/chapter/steam-power/
"Innovations in Transportation"
https://courses.lumenlearning.com/boundless-worldhistory/chapter/innovations-in-transportation/
"Social Change"
https://courses.lumenlearning.com/boundless-worldhistory/chapter/social-change/
"The Agricultural Revolution
https://courses.lumenlearning.com/boundless-worldhistory/chapter/the-agricultural-revolution/
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oercommons
|
2025-03-18T00:39:36.808605
|
Neil Greenwood
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87910/overview",
"title": "Statewide Dual Credit World History, The Period of Revolution 1650-1871 CE, Chapter 8: Industrial Revolution, The Agricultural and Industrial Revolutions",
"author": "Anna McCollum"
}
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https://oercommons.org/courseware/lesson/83596/overview
|
Copyright and Fair Use
Overview
Performance Objectives:
Understand the basics of copyright and fair use in relation to open education
Implement the Creative Commons Licenses
Copyright. We know what it is. And that it is complicated. The digital world has drastically changed how we access, use and interact with copyrighted content.
Fair Use and Copyright
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oercommons
|
2025-03-18T00:39:36.829720
|
Elizabeth Curington
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/83596/overview",
"title": "Copyright and Fair Use",
"author": "Lecture Notes"
}
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https://oercommons.org/courseware/lesson/28202/overview
|
Pizza Maths
Overview
Pizza Mathematics
Section 1
Pizza Mathematics
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oercommons
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2025-03-18T00:39:36.846230
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09/03/2018
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/28202/overview",
"title": "Pizza Maths",
"author": "Ciarán Bauer"
}
|
https://oercommons.org/courseware/lesson/86887/overview
|
HPDA in eScience with the Ophidia framework
PyOphidia Usage Tutorial
High Performance Data Analytics with the Ophidia framework
Overview
This training provides an overview of the Ophidia HPDA framework main features for climate data analysis and a practical tutorial on how to use the framework in examples of real-world analysis. It covers all the key concepts needed to effectively start using Ophidia in HPDA applications. The contents of this training have been extracted from the ESiWACE2 2021 course on HPDA and Visualisation. The code shown in the practical part is based on the Ophidia Python bindings: PyOphidia v1.9. For questions, please contact ophidia-info@cmcc.it
Introduction to the Ophidia framework
The effective management of the increasing data volumes in many scientific domains requires analysis tools able to effectively scale with these massive datasets.
Ophidia (http://ophidia.cmcc.it/) is a CMCC Foundation research effort addressing Big Data challenges for eScience. The Ophidia framework represents an open source solution for the analysis of scientific multi-dimensional data, joining HPC paradigms and Big Data approaches. It supports parallel, in-memory data processing, data-driven task scheduling and server-side analysis. Ophidia is primarily used in the climate change domain, although it has also been successfully exploited in other scientific domains.
This section introduces the Ophidia framework, its design and the main features supported for data management and analysis.
Outline
- Ophidia framework overview and motivations
- Main features and interaction modes provided
- Framework architecture
- Storage model, data partitioning and mapping to NetCDF file
- Data analytics operators and primitives
- Introduction to PyOphidia
Note: the slides in the attachment slightly differ from those in the video since these have been updated after the event
Practical tutorial with PyOphidia
This section provides a practical walkthrough of the features provided by the framework using the PyOphidia Python module applied to some real climate data. It provides step-by-step instructions to execute the tutorial and the listing of the tutorial notebook.
Tutorial and hands-on notebooks as well as full instructions for their execution can be found on GitHub: https://github.com/ESiWACE/hpda-vis-training/tree/master/Training2021/Session3
Outline
- Accessing and setting up the tutorial environment
- Loading a NetCDF file
- Managing the cube virtual space
- Analysing an Ophidia datacube
- Plotting the results on a map
- Performing time series analysis
Note: the slides in the attachment slightly differ from those in the video since these have been updated after the event
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oercommons
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2025-03-18T00:39:36.869531
|
Lecture Notes
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/86887/overview",
"title": "High Performance Data Analytics with the Ophidia framework",
"author": "Homework/Assignment"
}
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https://oercommons.org/courseware/lesson/28140/overview
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Semalty A, Digital learning: SWOT Analysis
OER: Preface: Digital Learning: SWOT Analysis
Overview
Digital learning is the vital tool for facilitating the teaching learning process. The article gives the current scenario and SWOT analysis of the digital learning in higher education.
Section 1
Digital learning is the vital tool for facilitating the teaching learning process. The article gives the current scenario and SWOT analysis of the digital learning in higher education.
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oercommons
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2025-03-18T00:39:36.886004
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AJAY SEMALTY
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/28140/overview",
"title": "OER: Preface: Digital Learning: SWOT Analysis",
"author": "Module"
}
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https://oercommons.org/courseware/lesson/60364/overview
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e-content Development and Delivery
Overview
This immage helps to understand the flow of e-content development and delivery.
e-content Development and Delivery
e-content Development and Delivery
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oercommons
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2025-03-18T00:39:36.901623
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12/04/2019
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/60364/overview",
"title": "e-content Development and Delivery",
"author": "Mythili G"
}
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https://oercommons.org/courseware/lesson/16707/overview
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Using Zoom
Overview
The following module will introduce learners to the basic operation of the Zoom Web Conferencing Tool
Obtaining the Zoom Client
The following link will navigate learners to the Zoom download iste
First step to use Zoom is downloading the appropriate client
Please download the Zoom Client
In order to use Zoom, we must first download Zoom by using the following link - [ Download ]
Basic Navigation
Introduce the basic application functions and controls
Please review the resource to familarize yourself with the icons/functions of the Zoom application.
Common tasks for Zoom
The following screencasts illustrate common tasks using Zoom
| Example | Description | Link |
| 1.00 | Initiate a conference without video | Conference w/o video walk-thru |
| 2.00 | Initiate a conference with video | Conference w/ video walk-thru |
| 3.00 | Screencast Session | Sample Screencast walk-thru |
Connect to the TIU Bridge
PDF resource illustrating how to connect to the TIU Bridge.
With a Zoom Pro client, you are able to dial out to any H.323 system. This includes the TIU's videoconference bridge.
Check in
This is a basic confirmation that the student is comfortable with the menus
Check in
We are currently piloting two e-learning technologies, xAPI and Learning Record Stores (LRS).
As part of this research, we ask that you "check-in" by clicking the button image, below.
If you are participating in Tom McClain's research project, we ask that you use your "code name" vs. your email address when completing the "check-in."
As a thank you, we will issue a link to a digital badge after "checking in."
Module Survey
Optional Survey
There are several additional modules planned.
Please take a few moments to share your thoughts on this learning experience.
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oercommons
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2025-03-18T00:39:36.925391
|
Thomas McClain
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/16707/overview",
"title": "Using Zoom",
"author": "Lesson Plan"
}
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https://oercommons.org/courseware/lesson/99077/overview
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Worksheet
Eureka 7 Module 1 Lesson 7
Overview
Here are Google Slides and a worksheet to go along with Eureka 7 Module 1 Lesson 7
Eureka 7 Module 1 Lesson 7
Here are Google Slides and a corresponding worksheet to go with Eureka 7 Module 1 Lesson 7
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oercommons
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2025-03-18T00:39:36.942408
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11/26/2022
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/99077/overview",
"title": "Eureka 7 Module 1 Lesson 7",
"author": "Tasha Christensen"
}
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https://oercommons.org/courseware/lesson/86651/overview
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Ndinelao Resource
Overview
This work is licensed under a Creative Commons Attribution Share-Alike 4.0
Effects of the war of national Resistance
The following are the effects of the war of National Resistance on the Namibian people.
- Many people died of thirsty and hunger.
- Many Herero were driven into the Omaheke desert.
- Many were captured and executed.
The extract below was an order from the Germa's governor Lotha Von Trotha.
Source A
| Within the German boundaries, every Herero, whether found armed or unarmed, with or without cattle, will be shot. I shall not accept any more women and children. |
An order from Von Trotha in 1904
Question 1: What can you learn from the Souce about the attitudes of the Germans towards the Namibian people?
Source B
| I was present when the Herero were defeated in a battle in the vicinity of Waterberg. After the battle all men, women, and children who fell into German hands, wounded or otherwise, were mercilessly put to death. Then the Germans set off in pursuit of the rest, and all those found by the wayside and in the sandveld were shot down and bayoneted to death. The mass of the Herero men were unarmed and thus unable to offer resistance. They were just trying to get away with their cattle. |
A report from Jan Cloete witnessed the atrocities committed by the German troops in 1904
Question 2: How reliable is source B as an evidence to Genocide? Explain your answer.
Effects of the war of national Resistance
The following are the effects of the war of National Resistance on the Namibian people.
- Many people died of thirsty and hunger.
- Many Herero were driven into the Omaheke desert.
- Many were captured and executed.
- Many survivors were send to prison eg Shark Island.
The extract below was an order from the Germa's governor Lotha Von Trotha.
Source A
| Within the German boundaries, every Herero, whether found armed or unarmed, with or without cattle, will be shot. I shall not accept any more women and children. |
An order from Von Trotha in 1904
Question 1: What can you learn from the Souce about the attitudes of the Germans towards the Namibian people?
Source B
| I was present when the Herero were defeated in a battle in the vicinity of Waterberg. After the battle all men, women, and children who fell into German hands, wounded or otherwise, were mercilessly put to death. Then the Germans set off in pursuit of the rest, and all those found by the wayside and in the sandveld were shot down and bayoneted to death. The mass of the Herero men were unarmed and thus unable to offer resistance. They were just trying to get away with their cattle. |
A report from Jan Cloete witnessed the atrocities committed by the German troops in 1904
Question 2: How reliable is source B as an evidence to Genocide? Explain your answer.
|
oercommons
|
2025-03-18T00:39:36.962686
|
10/11/2021
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/86651/overview",
"title": "Ndinelao Resource",
"author": "Nelao Mothowanaga"
}
|
https://oercommons.org/courseware/lesson/71209/overview
|
Img1 Overview DNSAuthor: VibintsmOriginal from:https://commons.wikimedia.org/wiki/File:Dns-server-hierarchy.gif Network DNS
|
oercommons
|
2025-03-18T00:39:36.984232
|
08/16/2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/71209/overview",
"title": "Img1",
"author": "Marcelo Carvalho"
}
|
https://oercommons.org/courseware/lesson/105235/overview
|
PROCESS-BASED AUTHENTIC ASSESSMENT
Overview
Process oriented performance based assessment evaluates the actual task performance. It does not emphasize on the output or product of the activity. This assessment aims to know what processes a person undergoes when given a task.
Process oriented performance based assessment evaluates the actual task performance. It does not emphasize on the output or product of the activity. This assessment aims to know what processes a person undergoes when given a task.
|
oercommons
|
2025-03-18T00:39:37.001168
|
06/13/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/105235/overview",
"title": "PROCESS-BASED AUTHENTIC ASSESSMENT",
"author": "Maria Patricia Carzano"
}
|
https://oercommons.org/courseware/lesson/16138/overview
|
Technology and Education
Overview
How to use Technology in education system.
technology and education web link for use and important-http://edtechreview.in/news/681-technology-in-education
video for use
educational importants
Section 1
How to use Technology in education system.
technology and education web link for use and important-http://edtechreview.in/news/681-technology-in-education
video for use
|
oercommons
|
2025-03-18T00:39:37.018184
|
08/09/2017
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/16138/overview",
"title": "Technology and Education",
"author": "Dr.Ankush Aundhakar"
}
|
https://oercommons.org/courseware/lesson/21733/overview
|
Education Standards
Scholastic
Guidelines for Students
Author Study
Overview
During this lesson, students will learn more about their favorite authors by researching them on the Internet and presenting to the class, school, and community. Students will learn biographical information about their authors, the inspiration behind their stories and identify their authors’ different styles of writing.
The process
The teacher will facilitate the project by working with students during independent work time. At times the teacher will work with students in small group or individually, as needed.
1. Students will choose their favorite author to research with guidance from their parents and teachers.
2. Students will read at least 3 books by their author- provided by teacher or parents.
3. Students will complete find the given information about their authors with the help of their parents at home and teachers at school using computers, print outs and author's books.
4. Students will write information found 1 fact per notecard in their own writing and spelling (following project guideline sheet).
5. Students will observe what they notice about the author's style (rhyming words or phrases, no words, words written in bold letters, speech bubbles, etc).
6. Students will use given notecards to create trifold display boards with their information and pictures and graphics.
7. Students will include a section on display board for 'author's style'.
8. Students will participate in a round robin style project presentation for school and parents.
|
oercommons
|
2025-03-18T00:39:37.058644
|
03/12/2018
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/21733/overview",
"title": "Author Study",
"author": "Tracy Etu"
}
|
https://oercommons.org/courseware/lesson/105247/overview
|
AFFECTIVE ASSESSMENT
Overview
Affective assessment is a method used to evaluate individuals' emotional, social, and attitudinal aspects. It involves measuring and analyzing subjective experiences, attitudes, and feelings, providing insights into one's affective states and their impact on learning, behavior, and well-being.
AFFECTIVE ASSESSMENT
Subject: Values Education
Grade Level: Grade 7
Topic: Building Good Classroom Environment
INTENDED LEARNING OUTCOMES:
At the end of the lesson, the students should have:
- Evaluate the perception of the student on their involvement in building good classroom environment.
- Develop a greater understanding and appreciation for others, take responsibility for their behavior, and actively engage in creating a positive and inclusive classroom environment.
- Present and reflect on their involvement in the classroom.
ASSESSMENT TASK:
- The students will be given a classroom management task for the whole week.
- They will be provided with a questionnaire to assess and rate themselves based on their level of involvement.
- The students will present their insights about their self-assessment.
- They will be given feedback by the teacher and their strengths and areas will be identified for improvement and develop strategies to further enhance student engagement and contribution to the classroom environment.
INSTRUCTIONS:
The students will be distributed a self-assessment questionnaire in which they should rate their level of involvement using a Likert scale (e.g., strongly agree, agree, neutral, disagree, strongly disagree).
Materials: Pen, paper
Process/ Mechanics: The students will be encouraged to read each statement carefully and choose the rating that best reflects their perception or behavior regarding the given aspect. Collect the completed Likert Scale questionnaires and analyze the responses. Using the results, the teacher will identify the areas of strength and areas for improvement and give feedback.
Tips & Reminders: Emphasize honest and thoughtful responses. There are no right, or wrong answers and the student and teacher's feedback will help improve the classroom environment.
Time frame: Approximately 60 minutes
Submission: The Likert Scale will be passed once the teacher decide to collect it.
RUBRICS:
Instructions: Read each statement carefully and consider your level of agreement or disagreement with it. For each statement, select the response that best reflects your perception of your involvement in building a good classroom environment. Put a check (✓) on the column for each of the statement that applies to you. Legend: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (DA), Strongly Disagree (SD)
LIKERT SCALE
| SA (5) | A (4) | U (3) | D (2) | SD (1) |
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Scoring Instructions: Compute the total scores. Once you have the total score, divide it by the number of items to calculate the mean. The mean provides the average score and represents the central tendency of the individual's responses on the Likert scale.
SENTIMENT LEVEL | VALUE | RANGE |
Strongly Disagree | 1 | 1.00 – 1.80 |
Disagree | 2 | 1.81 – 2.60 |
Undecided | 3 | 2.61 – 3.40 |
Agree | 4 | 3.41 – 4.20 |
Strongly Agree | 5 | 4.21 – 5.00 |
Calculate the MEAN using the formula below:
Mean = Total Scores / Number of Items
SENTIMENT LEVEL | TOTAL SCORES | NUMBER OF ITEMS | MEAN |
Strongly Disagree |
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Disagree |
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Undecided |
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Agree |
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Strongly Agree |
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Strongly Disagree: The student believes they have minimal or no involvement in building a good classroom environment. They may feel disconnected, disengaged, or have negative experiences in the classroom that hinder their ability to contribute to a positive environment.
Disagree: The student feels they have limited or inadequate involvement in building a good classroom environment. They may perceive that their contributions are not valued or that they face barriers that prevent active participation.
Undecided: The student is unsure about their level of involvement or is unable to form a definitive opinion about their role in building a good classroom environment. They may have mixed feelings or insufficient information to make a firm judgment on their contribution.
Agree: The student perceives themselves as actively involved in building a good classroom environment. They believe that their contributions and efforts positively impact the classroom atmosphere and contribute to a supportive and engaging learning environment.
Strongly Agree: The student strongly believes in their active and significant involvement in building a good classroom environment. They perceive their contributions as essential and impactful, playing a crucial role in shaping a positive and supportive learning atmosphere.
REFERENCES:
Affective Assessment PPT. https://docs.google.com/presentation/d/1CRuXaJnSqQKo68B6eTPt6O_ES_w9c8xB/edit?usp=drive_link&ouid=113918903722141773683&rtpof=true&sd=true
PREPARED BY:
BELAMIA, MARYPHERE G. (maryphere.belamia@ctu.edu.ph)
June 2023
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.
|
oercommons
|
2025-03-18T00:39:37.120695
|
06/14/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/105247/overview",
"title": "AFFECTIVE ASSESSMENT",
"author": "Maryphere Belamia"
}
|
https://oercommons.org/courseware/lesson/63851/overview
| ERROR: type should be string, got "https://www.khanacademy.org/test-prep/praxis-writing/praxis-writing-lessons/gtp--praxis-writing--quick-guides/a/gtp--praxis-writing--article--noun-agreement--quick-guide\nhttps://www.khanacademy.org/test-prep/sat/new-sat-tips-planning/sat-writing-and-language-test-strategies/a/apostrophes\nThe Beatles\nOverview\nKhan Academy and YouTube were the resources used for this assignment.\nPersuasive Writing\nPersuasive Writing activities will be connected to the links provided. The teacher will model this writing process using e-resources, whiteboard, and other resources that deal with this form of discourse.\nJanice Singletary\nABE Teacher\nSTANDARD:\nCCSS: ELA- Literacy. W.8.9\nDraw evidence from literary or informational texts to support analysis, reflection, and research.\nStudents will explore and develop creative thinking through practical based activity concerning the Beatles.\nTHE BEATLES\n- The teacher will share samples of songs written by the Beatles. (www.youtube.com)\n- The student and teacher will discuss persuasive language as it relates to writing.\n- Using a Graphic Organizer, the teacher will share on the Whiteboard why she selected the Beatles as her favorite group, as the class works with the organizer.\n- Students will state their favorite and list reasons why on the organizer.\n- Students will write a persuasive compositions following the steps outline in an earlier lesson.\nAssessment:\nStudents will write a persuasive composition concerning their favorite artist using an organizer and holistic rubric with 80% accuracy.\nThis lesson on the Beatles will introduce the Beatles, reinforce how persuasive music can be, and build upon the mastery of how to use persuasive techniques in writing with a focus on grammar.\nKhan Academy was the main resource used because it provided a complete lists of activities that can be used and revised for differentiating assignments for students of varying levels because music is universal.\nBecause Khan Academy is used at LLLC, I can share this idea with the other teachers who are preparing students for the GED Writing, making feedback immediate for teachers who can modify, remix, or reuse this idea that was featured on the website.\nLICENSE: https://www.khanacademy.org/partner-content/tate/global-modernisms/global-pop/v/peter-blake-studio\nCreator: Peter Blake’s video concerning the Beatles was used, as well as other sources from Khan Academy and YouTube.\nCC BY- NC- SA" |
oercommons
|
2025-03-18T00:39:37.146054
|
03/09/2020
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/63851/overview",
"title": "The Beatles",
"author": "Janice Singletary"
}
|
https://oercommons.org/courseware/lesson/83229/overview
|
Maker Notebook
Maker Club
Overview
Maker Clubs introduce students to the making movement, the idea that hands on learning and creating things from scratch lays the foundation for future success, especially in STEM fields.
Maker Club Curriculum
Maker Club is an after school program that introduces students in 4th - 8th grades to STEM and Making through hands-on projects.
This once-weekly, year-long curriculum encourages problem-solving, creative thinking, and collaborative work.
It was piloted in the 2018-19 school year at eight locations across the Columbia Gorge, and continues today.
Maker Club Maker Notebook for Students
Link for the printable Maker Notebook.
Maker Club Training Videos for Club Leaders
|
oercommons
|
2025-03-18T00:39:37.166163
|
Career and Technical Education
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/83229/overview",
"title": "Maker Club",
"author": "Arts and Humanities"
}
|
https://oercommons.org/courseware/lesson/112409/overview
|
Flaxseeds: A potential functional food
Overview
Briefly cover all major nutritional and processing aspects of flaxseeds. These seeds are considered wonder crops owing to their nutritional profile.
Food Technology, Food Science, Food Processing
This section contains detailed information about flaxseeds. It includes nutritional profile, biochemistry and processing aspects of flaxseeds. This information is useful for academicians, researchers and nutritionists.
|
oercommons
|
2025-03-18T00:39:37.182680
|
02/09/2024
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/112409/overview",
"title": "Flaxseeds: A potential functional food",
"author": "Priyanka Kajla"
}
|
https://oercommons.org/courseware/lesson/105085/overview
|
PROCESS-BASED AUTHENTIC ASSESSMENT
Overview
This Processed-Based Assessment Module focuses on assessing student learning in the context of coconut sugar production, utilizing the processed-based assessment approach. This module provides educators with an assessment tool that aligns with the principles of processed-based assessment. By utilizing this module, educators can effectively evaluate student performance, promote critical thinking, problem-solving, and facilitate a deeper understanding of the coconut sugar production process.
ASSESSMENT IN LEARNING 2 WITH FOCUS ON TRAINERS METHODOLOGY 1 AND 2
Processed-based assessment is a dynamic approach to evaluating learning outcomes that focuses on the process of learning rather than solely on the end product. Unlike traditional assessment methods that emphasize memorization and regurgitation of information, processed-based assessment prioritizes critical thinking, problem-solving, creativity, and collaboration. This article delves into the key aspects of processed-based assessment, highlighting its benefits, implementation strategies, and impact on meaningful learning.
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oercommons
|
2025-03-18T00:39:37.199423
|
Leendon Gelborion
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/105085/overview",
"title": "PROCESS-BASED AUTHENTIC ASSESSMENT",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/109594/overview
|
Remix Template for DPLA Primary Source Adaptations
Overview
This template is designed to support educators in remixing DPLA resources.
Background on selected DPLA resource
Please add information here about the particulat DPLA resource that you have chosen.
Why you have created a remix of the resource
Provide background on yourself, the goals of making the resource and how you would use it in your teaching context.
Resources to consider adding in a Remix of the resource
Image resources
- Provide images and citations for possible images you would include
Video resources
- Provide videos and citations for possible videos you would include
- Critical questions - Provide supporting questions to interrogate this video
Written resources
- Provide links or documents to written resources that you would include
|
oercommons
|
2025-03-18T00:39:37.213929
|
10/24/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/109594/overview",
"title": "Remix Template for DPLA Primary Source Adaptations",
"author": "Joanna Schimizzi"
}
|
https://oercommons.org/courseware/lesson/22743/overview
|
Education Standards
Mathematics Vision Project: Circles from a Geometric Perspective
Circles from a Geometric Perspective Review
Overview
This concept review is a study guide for the Circles from a Geometric Perspective Unit, which is Module 7 from the Secondary Mathematics II Curriculum of Mathematics Vision Project. Each concept that is covered in the review document has an accompanying video tutorial and set of guided notes that follow along with the videos.
Resources Included:
1) Link to the Mathematics Vision Project Curriculum Module 7- Circles from a Geometric Perspective
2) Link to a Google Document containing links to videos and Guided Notes documents for each of the key concepts.
Image, “Apollonian Gasket Variation” was created by fdecomite. This work is licensed under a Creative Commons Attribution 2.0 Generic License.
Section 1
This concept review is a study guide for the Circles from a Geometric Perspective Unit, which is Module 7 from the Secondary Mathematics II Curriculum of Mathematics Vision Project. Each concept that is covered in the review document has an accompanying video tutorial and set of guided notes that follow along with the videos.
Resources Included:
1) Link to the Mathematics Vision Project Curriculum Module 7- Circles from a Geometric Perspective
2) Link to a Google Document containing links to videos and Guided Notes documents for each of the key concepts.
Image, “Apollonian Gasket Variation” was created by fdecomite. This work is licensed under a Creative Commons Attribution 2.0 Generic License.
|
oercommons
|
2025-03-18T00:39:37.234688
|
04/23/2018
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/22743/overview",
"title": "Circles from a Geometric Perspective Review",
"author": "Mindy Branson"
}
|
https://oercommons.org/courseware/lesson/114226/overview
|
Community Knowledge Management
Overview
Community is key to open education, with an often-overlooked aspect of community management and evolution being how knowledge is stewarded within such networks. We from We Are Open in collaboration with participate are running a series of workshops called "Community Conversations" where we talk about different aspects of community management. This one is our fourth Community Conversations session and it was timed to coincide with Open Education Week, an initiative of OE Global.
Community is key to open education, with an often-overlooked aspect of community management and evolution being how knowledge is stewarded within such networks. We from We Are Open in collaboration with participate are running a series of workshops called "Community Conversations" where we talk about different aspects of community management. This one is our fourth Community Conversations session and it was timed to coincide with Open Education Week, an initiative of OE Global.
The youtube link is a short version of the workshop we ran, without the activities.
How are you managing knowledge in your community?
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oercommons
|
2025-03-18T00:39:37.252349
|
Technology
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/114226/overview",
"title": "Community Knowledge Management",
"author": "Management"
}
|
https://oercommons.org/courseware/lesson/98108/overview
|
Worksheet
Eureka 6 Module 1 Lessons 19-20
Overview
See the instructor notes in the "notes" on each slide
Eureka 6 Module 1 Lessons 19-20
Google Slides and a corresponding worksheet for Eureka 6 Module 1 Lessons 19-20
|
oercommons
|
2025-03-18T00:39:37.269647
|
Tasha Christensen
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/98108/overview",
"title": "Eureka 6 Module 1 Lessons 19-20",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/97639/overview
|
Eureka 6 Module 1 Lesson 18 Slides
Overview
See the notes in the Google Slides for instructions. This is a virtual class.
Eureka 6 Module 1 Lesson 18 Slides
Here are Google Slides to correspond with Eureka 6 Module 1 Lesson 18. This is meant to be a virtual lesson, taught via Zoom or another online platform.
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oercommons
|
2025-03-18T00:39:37.285432
|
Tasha Christensen
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/97639/overview",
"title": "Eureka 6 Module 1 Lesson 18 Slides",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/97585/overview
|
Thousands of Demonstrators gather for "National demands An elected government" rally in Karrana Bahrain
Overview
Adaptation from Creative Commons: Added Full Caption
"Thousands of demonstrators gather for "National demands An elected government" rally in Karrana, Bahrain" by Mohamed CJ, Caption by Mercy Alu is licensed under CC BY 3.0 / A derivative from the original work
"Thousands of demonstrators gather for "National demands An elected government" rally in Karrana, Bahrain" by Mohamed CJ, Caption by Mercy Alu is licensed under CC BY 3.0 / A derivative from the original work
<a href="https://commons.wikimedia.org/wiki/File:Thousands_of_demonstrators_gather_for_%22National_demands_An_elected_government%22_rally_in_Karrana,_Bahrain.jpg#file" target="_blank">"Thousands of demonstrators gather for "National demands An elected government" rally in Karrana, Bahrain"</a> by <a href="https://commons.wikimedia.org/wiki/File:Thousands_of_demonstrators_gather_for_%22National_demands_An_elected_government%22_rally_in_Karrana,_Bahrain.jpg#file" target="_blank">Mohamed CJ, Caption by Mercy Alu</a> is licensed under <a href="http://creativecommons.org/licenses/by/3.0" target="_blank">CC BY 3.0</a> / A derivative from the <a href="https://commons.wikimedia.org/wiki/File:Thousands_of_demonstrators_gather_for_%22National_demands_An_elected_government%22_rally_in_Karrana,_Bahrain.jpg#file" target="_blank">original work</a>
|
oercommons
|
2025-03-18T00:39:37.299137
|
09/29/2022
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/97585/overview",
"title": "Thousands of Demonstrators gather for \"National demands An elected government\" rally in Karrana Bahrain",
"author": "Mercy Alu"
}
|
https://oercommons.org/courseware/lesson/105080/overview
|
AFFECTIVE BASED ASSESSMENT DESIGN PLAN
Overview
An alternative assessment design plan use to measure the impact of communication in student's interaction
AFFECTIVE ASSESSMENT
Subject: ESP
Grade Level: Grade 8
Topic: Socializing - Communication
INTENDED LEARNING OUTCOMES:
At the end of the lesson the students with 80% of accuracy should have:
- Demonstrate an understanding of the role of communication in student interactions.
- Reflect on personal communication styles and habits to identify strengths and areas for improvement when it comes to socializing.
- Recognize the importance of effective communication in fostering positive and meaningful interactions among students.
ASSESSMENT TASK:
Evaluate the impact of communication to each student’s interaction through self-report questionnaires for students.
INSTRUCTIONS:
Materials:
- Self-report Questionnaires
- Pencil or ball pen
Process/ Mechanics:
- Administer the self-report questionnaires which will be given before the discussion of the topic.
- After consolidation, the questionnaire will be given again at the end of the term to view the improvement of student’s interaction.
Tips & Reminders:
- Reflect on your overall experiences with communication in every interactions, considering both positive and negative situations.
- Take your time to carefully read each statement and consider your response before marking your choice on the Yes or No Questionnaire.
- Be honest and genuine in your responses, as your feedback will contribute to a better understanding of the impact of communication on student interactions.
- Remember that there are no right or wrong answers, as the questionnaire aims to capture diverse perspectives and experiences.
Time frame:
- 15-30 minutes should be enough during the process.
Submission:
- After answering the questionnaire within the given time frame, students must pass their questionnaires with their corresponding answers already.
Assessment Tool: Yes or No Questionnaire
Directions: Please answer the following questions by simply selecting Yes or No.
QUESTIONS/STATEMENTS | YES | NO |
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REFERENCES:
EsP8 Q2 Mod5 Ang-Pakikipagkapwa v3 100356. (n.d.). Scribd.
https://www.scribd.com/document/502873970/EsP8-Q2-Mod5-Ang-Pakikipagkapwa-v3-100356
PREPARED BY:
RUBIA, KHERBY JOHN STEVE M. (kherbyjohnsteve.rubia@ctu.edu.ph)
May 2023
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.
|
oercommons
|
2025-03-18T00:39:37.340693
|
06/12/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/105080/overview",
"title": "AFFECTIVE BASED ASSESSMENT DESIGN PLAN",
"author": "KHERBY JOHN STEVE RUBIA"
}
|
https://oercommons.org/courseware/lesson/55244/overview
|
Copyright and Fair Use
Overview
Performance Objectives:
Understand the basics of copyright and fair use in relation to open education
Implement the Creative Commons Licenses
Copyright. We know what it is. And that it is complicated. The digital world has drastically changed how we access, use and interact with copyrighted content.
Section 1
Performance Objectives:
Understand the basics of copyright and fair use in relation to open education
Implement the Creative Commons Licenses
Copyright. We know what it is. And that it is complicated. The digital world has drastically changed how we access, use and interact with copyrighted content.
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oercommons
|
2025-03-18T00:39:37.358793
|
Alisa Cook
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/55244/overview",
"title": "Copyright and Fair Use",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/26215/overview
|
Education Standards
TT Creative Learning Behavior Poster
TT Parent Letter
Anecdotal Notes Sheet-artifact for this lesson
Possible DQM responses to Tree-pardy
Resource to use for practice to make analogies
RS10A-B Tremendous Trees Bridging Experience-artifact for this lesson.
RS1 TT Anecdotal Note Sheet
RS2B Discovery Tray Picture Sort
RS2 Tree Product Brainstorm-artifact for this lesson
RS3 Brainstorm Poster
RS4A-F Divergent Questioning Posters
RS 7 A Tree-Analogy Rules
RS 7 B-C Tree-Analogy Cards
RS8 Types of Divergent Questions Poster
TR1 Video More Trees Please
TR2 Tree-mendous Products
TR3 Tree-pardy PowerPoint
TT 2nd Grade Bridging Final Product Menu
TT RS 3 Outdoor Journal
TT RS 6 My Perfect Tree
TT TR3 Watching Wildlife PowerPoint
Second Grade: Tremendous Trees
Overview
Tremendous Trees or Tree-mendous Trees encourages students to use inquisitive and creative behaviors, to think like a scientist. The module extends the Essential Strategies of Attributes and Questioning introduced in Kindergarten and First Grade. Students use questions to approach problems and identify attributes to sort, classify, and make inferences to create analogies on observational data about our world using this module for all students. The classroom teacher should work with a specialist or special educator to find or develop alternate activities or resources for visually impaired students, where appropriate.
Lesson 1: Brainstorming
STANDARDS:
- SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media (Divergent Questioning Model).
- W.2.8 Recall information from experiences or gather information from provided sources to answer a question
- 4.A.2a Explain the production process. a. Identify the natural, capital, and human resources used in the production of a good or service.
- NGSS Science and Engineering Practices 1. Asking questions and defining problems. Define a simple problem that can be solved through the development of a new or improved object or tool.
- MD STEM Practices 5. Engage in logical reasoning. C. Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas.
ENGAGEMENT:
To build prior knowledge about trees and tree products, students will watch a video clip Technology Resource TR1 More Trees Please. Encourage students to list products that come from trees. Have students create this list (take notes) on a piece of paper while they are watching the video. Share responses to create a class chart entitled “Tree Products.” Save the “Tree Products” chart to use throughout the module.
EXPLORATION:
Divide students into small groups. Present each small group with a “Discovery Tray." Ask students to sort the products by an attribute (color, shape, size, or kind.) If you do not have the items available (leaves, twigs, tea bags, rubber duck, chewing gum, paper, pencil, coffee beans, chocolate, juice box or piece of fruit, cardboard box lid) consider using pictures. Use RS2B Discovery Tray Picture Sort.
EXPLANATION:
Have each group share how they have sorted the products. Allow for class discussion and encourage students to define the collection as products of trees.
EXTENSION:
Have student pairs complete printed copies of TR2 Tree‐mendous Products by matching the tree product cards to the related part of the tree. (This activity is not an appropriate opportunity to observe or document creative behaviors, but it is an excellent time to observe and document inquisitive behaviors.)
Discovery Tray:
Tree Product | Related Part of Tree From Which the Product Comes or is Located |
maple syrup | sap |
chewing gum | sap |
furniture | limbs |
cardboard | trunk |
paper | trunk |
pencil | branches |
Juice box or piece of fruit | fruit |
coffee | fruit/nuts |
rubber duck | sap |
EVALUATION:
Share RS2 Tree Product Brainstorm. Review the rules of brainstorming learned in the first-grade, Design Dilemma. Refer to RS3 Brainstorming Poster. Students will brainstorm a list of uses for one of the products of trees using RS2. Guide and support students while capturing creative comments on the student resource sheets. Use clarifying questions to understand the students’ explanation of the attributes of the tree product. Ask how these attributes helped the student to put the product to a new use. Apply the REPI Developmental Continuum for creative behaviors directly to RS2 Tree Product Brainstorm. Attach the artifact to the Second Grade Portfolio Summary. Use the REPI Rubric below to guide documentation on student artifacts.
REPI Developmental Continuum for Creative BehaviorsScenario: When asked to create a new use for a tree product, the student… | ||
| Creative Descriptor | Creative Examples |
Readiness | Explores materials and ideas freely | Uses the tree products without changing their attributes and in an expected way; for example, “I can draw with a pencil.” |
Emergent | Expands on materials/ideas and adds details | Uses the products for something other than its intended use but without changing the attributes. A pencil could be used as a chopstick, coffee stirrer, to hold up your hair, or as knitting needles. |
Progressing | Uses flexibility to view materials and ideas in new and unusual ways | finds a unique way to use the product; for example, a pencil could be a robot’s finger, the telephone pole in a miniature village, or a drawer pull. |
Independent | Synthesizes materials/ideas to create original uses and relationships | finds a way to combine two or more tree products, perhaps altering attributes, to create something new, such as gum used to stick a juice box with the top cut off as a mini mailbox on a desk. |
.
Lesson 2: Journal Observations
STANDARDS:
- RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate an understanding of key details in a text.
- SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
- W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
- 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
- NGSS Science and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering). Ask questions based on observations to find more information about the natural and/or designed world(s). 3. Planning and Carrying Out Investigations-to answer questions or test solutions to problems in K–2. This builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations (firsthand or from media) to collect data which can be used to make comparisons. 4. Analyzing and Interpreting Data. Record information (observations, thoughts, and ideas). Use and share pictures, drawings, and/or writings of observations.
- MD STEM Practices 4. Engage in inquiry.
ENGAGEMENT:
Post the question on the board or overhead and ask students to think about their responses: How is a scientist like a spy? Allow the students time to think‐pair‐share their responses.
EXPLORATION:
Watch TR3 Wildlife Watching PowerPoint (See Resources) to identify habits that allow a scientist/spy to be a successful observer. Pause to discuss during the presentation.
Possible responses might be:
· Observe at different times of the day.
· Look for wildlife everywhere like under rocks and dead bark.
· Use all of your senses.
· Look for animal signs like tracks.
· Let an adult know where you are going.
· Take a magnifying glass.
· Remember that you are a guest in the habitat, so walk quietly and do not chase or frighten animals.
EXPLANATION:
Display RS4A-F Divergent Questioning Posters. The 1st-Grade module Design Dilemma introduced the students to divergent questioning. Explain that these divergent questions have more than one right answer (open‐ended). Encourage students to use open‐ended questions as they write their tree questions.
Students will use journals to observe the tree habitat and to formulate questions they have about their tree. For example, “How did these leaves change color?” Students will write or illustrate their observations in their RS3A Outdoor Journal. They will also be recording their questions about trees in the journal. Forming open‐ended questions will allow students to exhibit inquisitive behaviors.
Prepare an Observation Kit in a baggie with a hand lens, glove, small collection bag, and small shovel or “probe," that each student can take as they “observe” trees and write, to help them feel and act like scientists. Distribute Observation Kits and Outdoor Journals. Discuss the uses of the tools briefly and visit the tree habitat. The first observation should be about 10 minutes. Provide a clipboard for the Outdoor Journal to add support. Add time, as students become more adept at making journal observations.
EXTENSION:
Upon returning to the classroom, share a few student responses orally in a small group, with a partner, or on the board with the whole group. This will allow students to see what others have observed. Invite students to model appropriate questions that they have written.
EVALUATION:
Take anecdotal notes on observed inquisitive behaviors based on students’ questions about the tree habitat in the Outdoor Journal. Document the REPI Developmental Continuum for inquisitive learning behaviors directly on the Outdoor Journal. Attach the Outdoor Journal artifact directly to the Second Grade Summary Portfolio. Use the Rubric below as a guide when documenting inquisitive behaviors.
REPI Developmental Continuum for Inquisitive Behaviors Scenario: When asked to create a question about tree habitat, the student… | ||
| Inquisitive Descriptors | Inquisitive Examples |
Readiness | Asks questions on topics of interest | “How tall is the tree?” |
Emergent | Demonstrates curiosity and actively seeks new answers | “What kind of tree is this?” |
Progressing | Asks complete questions to initiate investigations | "What makes leaves change color?” |
Independent | Asks complete questions to explore, test, and evaluate sustained investigations | "What made there be more branches at the top of the tree?” |
.
Lesson 3: A Tree Community
STANDARDS:
- 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. (Clarification: Emphasis is on the diversity of living things in each of a variety of different habitats.) (Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.)
- NGSS Science and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering). Ask questions based on observations to find more information about the natural and/or designed world(s). 4. Analyzing and Interpreting Data. Record information (observations, thoughts, and ideas). Use and share pictures, drawings, and/or writings of observations.
- MD STEM Practices 4. Engage in inquiry
- RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
- SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
- SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
- W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
- C-3 D2.Civ.10.K-2. Compare their own point of view with others’ perspectives.
- MD-PD2.6.Civ.B.4 Compare their own point of view with others’ perspectives.
ENGAGEMENT:
Share the following definition of a community: A community is a group living working together in the same environment. Discuss what members live in a tree community. (Possible responses: ants, caterpillars, leaves, branches, tree, bark)
EXPLORATION:
Tell students that as they observe the tree, they must think divergently. Refer to the point of view question on the TT RS4 A-F Divergent Questioning Poster. They will either observe their tree through the “eyes” of one of the “members” of the tree community or observe it through the eyes of the “tree” itself. In addition to recording observations, ask students to record questions they have about how the tree serves them in their new role. For example, a squirrel might ask the tree, “How many acorns will you give me this fall? Before going outside, students will indicate their viewpoint by completing this sentence on TT RS6A My Perfect Tree. (Possible responses: ant, caterpillar, leaf, branch, tree, bark.)
I am pretending to be a…
Students will observe their trees and record observations and questions. Allow 10-15 minutes for observations. Apply the REPI Rubric below for inquisitive behaviors and attach the artifact to the Second Grade Portfolio Summary. Possible journal entries: From the viewpoint of an ant:
Observation - The tree looks enormous from down here. Question - How long will it take to climb to the top?
Observation - The bark has lots of ridges. Question - I wonder if I could hide in the ridges?
*This is the suggested stopping point if the lesson is presented in two segments.*
EXPLANATION:
Read the book The Gift of a Tree to build background knowledge about tree communities. Discuss the information shared and connect it to their observations.
EXTENSION:
Display a T‐chart on the board. Encourage students to make comparisons between our community and the tree community. Provide the prompts in the left column to facilitate the discussion. Some possible responses are as follows:
How is a tree like a community?
Our community has... | A tree community has... |
homes | nest or rotting log |
restaurants | leaves, fruits, nuts, and seeds |
community helpers-police | bee guarding honey |
street cleaners | termites eating dead wood |
farmers | birds or animals with fur carry seeds to new places |
EVALUATION:
Students will use TT RS 6 My Perfect Tree to design an imaginary tree. Students will pretend to be a member of the tree community. From the viewpoint of the tree community member, students will create the perfect tree. For example, the student might create a tree that has the attributes of an amusement park for a squirrel. Use RS6 to observe creative behaviors and apply the REPI Developmental Continuum.
Use the following rubric as a guide to REPI TT RS 6. Record the REPI on TT RS 6 and attach the two sheets as artifacts to the Second Grade Portfolio Summary.
REPI Developmental Continuum for Inquisitive Behaviors Scenario: When pretending to be a member of a tree community, the student asked… | ||
| Inquisitive Descriptors | Inquisitive Examples |
Readiness | Asks questions on topics of interest | “What kind of tree am I on?” |
Emergent | Demonstrates curiosity and actively seeks new answers | “How long will it take to climb to the top of the tree?” |
Progressing | Asks complete questions to initiate investigations | “Will this tree provide me with food in the winter?” |
Independent | Asks complete questions to explore, test, and evaluate sustained investigations | “What needs would this tree provide for me if it died?” |
REPI Developmental Continuum for Creative Behaviors (SAMPLE for Squirrel) Scenario: When pretending to be a squirrel, the student draws an ideal tree that… | ||
| Creative Descriptors | Creative Examples |
Readiness | Explores materials and ideas freely | grows nuts or fruits. |
Emergent | Expands on materials/ideas and adds details | grows nuts and fruits and labels how the tree meets a basic need. |
Progressing | Uses flexibility to view materials and ideas in new and unusual ways | includes details that show the ability to think like a squirrel and elaborates on how the tree serves the community members by providing for its wants and needs. |
Independent | Synthesizes materials/ideas to create original uses and relationships | shows additional details to create a unique perspective not discussed by the class that shows the concept of a tree as a whole. (For example, shows the tree as an amusement park for squirrels.) |
.
Lesson 4: Tree Analogies
STANDARDS:
- RL.2.4 RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
- RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- SL.2.2 Recount or describe key ideas or details from a text read aloud, or information presented orally or through other media.
- L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.2.5 Demonstrate an understanding of word relationships and nuances in word meanings.
- L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy.)
- NGSS Science and Engineering Practices 2. Developing and Using Models (analogies). Compare models to identify common features and differences. Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
EXPLORATION: ENGAGEMENT:
On their own or in small groups, have students answer the question, “How is a tree like a horse?” Refer to RS 4 A-F Divergent Questioning: Forced Association. Encourage the students to share their answers and to piggyback on other students’ responses. IDEA: Record these responses and use them as evidence of creativity. Use the same process to discuss, “How is a tree is like a road?” Share the poems “Tree Horse” and “Tree Traffic” from the book, Old Elm Speaks: Tree Poems by Kristine O’Connell George. Share both the text and illustrations. The complete book is on YouTube at Old Elm Speaks.
EXPLANATION:
Discuss how the author of these poems compared two things, which initially do not appear to be alike, such as trees and horses and branches and roads. Elicit the ways that the illustrations support the text and comparisons. Ask students to think‐pair‐share thoughts on the questions:
- How does this comparison affect your thoughts and feelings about trees?
- How does the comparison help you to see trees in a new way?
*The author wants us to understand that trees do more than provide us with shelter and food. She wants us to feel empathy for and a greater appreciation of trees as members of our community.
Help the students to see that the author is comparing objects by their attributes. Students may benefit from a discussion about comparing attributes of form (how things look or feel) and function (comparing what they function or purpose.) Create sentence strips to use in a pocket chart to model making analogies. Write an explanation for the analogy on a sentence strip. Invite a student to model the next analogy and explain the comparison.
Tree Part (Card 1) | Represents (Card 2) | Attribute (Sentence Strip) |
branch | horse | can be ridden |
leaves | mane | blow in wind |
EXTENSION:
Students will play the Tree‐Analogy card game. Copy RS 7 B-C Tree‐Analogy Cards, onto 1 x 4 inch Avery (5162) mailing labels. Attach labels to index cards (pink and green, if possible.) Place cards and RS7A Tree-Analogy Directions in a baggie and label Tree-Analogy Cards. Provide each pair of students with one set of cards and directions in the baggie. Tell the students that they will be playing a tree analogy card game. Discuss the directions as a class. Explain that there will be two rows of cards spread out on the desk or floor and model for the students how to choose pairs of words and how to explain the analogy.
Tree Community (Card 1) | People Community (Card 2) | What do they have in common? (Discussion) |
branch | road | creatures move along it |
squirrel | commuter | hurry to get somewhere |
Circulate with a clipboard to answer questions and encourage the creation of original analogies. Interview student pairs to capture creative ideas being sure to determine which student completed the analogy. Encourage ideas that may be unusual matches and well-developed explanations about what the items have in common. Apply the REPI Rubric and document creative behaviors on RS 1 or the optional Anecdotal Notes Sheet.
REPI Developmental Continuum for Creative Behaviors Scenario: When asked to create a tree analogy, the student is… | ||
| Creative Descriptors | Creative Examples |
Readiness | Explores materials and ideas freely | given the card “squirrel,” the student puts down “car,” but is unable to explain how the two are alike. |
Emergent | Expands on materials/ideas and adds details | given the card “squirrel,” the student puts down “car,” and says, “They both move.” |
Progressing | Uses flexibility to view materials and ideas in new and unusual ways | given the card “squirrel,” the student puts down “farmer,” and says, “The squirrel buries acorns in the ground like the farmer plants seeds.” |
Independent | Synthesizes materials/ideas to create original uses and relationships | given the card “squirrel,” the student sees a relationship that is abstract or rare in the class, perhaps using a wild card. “The squirrel is like a bandit who hides his loot and comes back for it later.” |
.
Transfer Task
STANDARDS:
- W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.
- W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
- NGSS Science and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering). 4. Analyzing and Interpreting Data.
- MD STEM Practices 3. Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics
PROCEDURE:
- In this activity, students apply what they know about trees by creating a product to solve a problem. A Bridging Final Product Menu is available as a resource.
- Allow class time for students to create their products. Consider collaborating with the media, technology, art, or music teacher to expand upon product ideas.
- Read RS10 A-B Tremendous Trees Bridging Experience, Resource Sheet as a class.
- The Divergent Questioning Model may be a useful tool for students who are having difficulty developing questions; however, they should not feel limited to following this model.
- Capture anecdotal notes on inquisitive behaviors while students complete Part A of the Bridging Experience. The remaining process and final product provide opportunities to observe creative behaviors. Use RS10a-b as an artifact and attach Part A of the Bridging Experience to the 2nd Grade PTD Portfolio Summary. Have students complete Part B with notes for their product. Consider using Part C and the product or a photo of the product labeled with the REPI code to capture creative and inquisitive behaviors.
- Share products with a selected audience — for example, display at parent night, media center, or hallway.
- Continue to develop inquisitive and creative behaviors across subject areas.
- Teachers often find it difficult to “teach” some of this, so we created the possible DQM response sheet to assist. We have even suggested that you flip the game, TR3Tree-Pardy, as a form of differentiation, give the response examples, and have students come up with the overarching DQM question. Try it and see how it works for you.
Use this Rubric as a guide to REPI student-learning behaviors and document those behaviors on RS10 A-B Tremendous Trees Bridging Experience and on the product the student-created.
REPI Developmental Continuum for Inquisitive Behaviors Scenario: When creating questions about a tree, the student… | ||
| Inquisitive Descriptors | Inquisitive Examples |
Readiness | Asks questions on topics of interest | asks a closed question like, “What kind of tree is this?” |
Emergent | Demonstrates curiosity and actively seeks new answers | asks an open-ended question like, “How long does it take for an acorn to grow into a tree?” |
Progressing | Asks complete questions to initiate investigations | asks questions that are varied and original like, “What kind of tree is best to plant in a schoolyard?” |
Independent | Asks complete questions to explore, test, and evaluate sustained investigations | asks questions that are varied and original, and show a quest for deeper understanding like, “How does planting trees help to save waterways?” |
REPI Developmental Continuum for Inquisitive Behaviors Scenario: When completing Part A (What do you Wonder?), the student… | ||
| Inquisitive Descriptors | Inquisitive Examples |
Readiness | Asks questions on topics of interest | gives a basic response to the prompt by asking something like, “Where will the animals live?” |
Emergent | Demonstrates curiosity and actively seeks new answers | offers a few examples of how the lack of trees would affect our world by asking things like, “What will we build houses out of?” or “Will we still be able to make paper?” |
Progressing | Asks complete questions to initiate investigations | asks higher-level questions to initiate an investigation by asking things like, “What happened to cause the trees to disappear?” “Did they all die?” “Were they all cut down?” |
Independent | Asks complete questions to explore, test, and evaluate sustained investigations | offers multiple examples of how the lack of trees would affect our world and offers solutions like “What happened to cause the trees to disappear?” “Did they all die?” “Were they all cut down?” “What can we do to make sure this never happens again?” “How can we convince people to help?” |
REPI Developmental Continuum for Creative Behaviors Scenario: When completing Part C (How will you present your message?), the student… | ||
| Creative Descriptors | Creative Examples |
Readiness | Explores materials and ideas freely | addresses the problem in a concrete way on a simple poster; for example, “You should stop cutting down trees.” |
Emergent | Expands on materials/ideas and adds details | addresses the problem in a concrete way in a product with little elaboration; for example, “You should stop cutting down trees because…” |
Progressing | Uses flexibility to view materials and ideas in new and unusual ways | creates a message and product that shows originality and elaboration with multiple reasons why we need trees. For example, the student creates a cartoon showing various animals, each giving an example of how it would be affected by the lack of trees. There is a clear message that the whole community is affected. |
Independent | Synthesizes materials/ideas to create original uses and relationships | creates a multi-faceted approach to solving the problem that includes both the what and how of the solution. The approach is original, well developed, and appeals to logic and emotions. For example, the student creates a mascot and slogan (i.e., Smokey the Bear) and plans a TV ad to raise awareness about the importance of trees, shows how nature and the human community would be affected by the lack of trees, and what could be done to prevent their demise. |
.
|
oercommons
|
2025-03-18T00:39:37.585276
|
MSDE Admin
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/26215/overview",
"title": "Second Grade: Tremendous Trees",
"author": "Amy Tubman"
}
|
https://oercommons.org/courseware/lesson/108389/overview
|
Görme Engelliler İçin Akıllı Ayakkabı
Overview
Görme Engelliler İçin Akıllı Ayakkabı
Görme Engelliler İçin Akıllı Ayakkabı
Görme Engelliler İçin Akıllı Ayakkabı
Görme Engelli Bireylerin karşılaştığı engelleri sensör ile haber vererek onların zarar görmelerini engellemek amacıyla tasarlandı.
|
oercommons
|
2025-03-18T00:39:37.603682
|
09/08/2023
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://oercommons.org/courseware/lesson/108389/overview",
"title": "Görme Engelliler İçin Akıllı Ayakkabı",
"author": "ilknur çinpolat"
}
|
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