This group-work lesson is designed for students with beginner to low-intermediate communication skills. The purpose of this lesson is to help students to familiarize themselves with basic elements of job ads (e.g. job title, role responsibilities, minimum qualifications, and company description), and how to compare the description in these categories to target job applicants. Through this lesson, students will learn how to analyze a job advertisement and match example job applicants to the target job. They will also work to improve their discussion skills.

This group-work lesson is designed for students with beginner to low-intermediate communication skills. The purpose of this lesson is to help students to familiarize themselves with basic elements of job ads (e.g. job title, role responsibilities, minimum qualifications, and company description), and how to compare the description in these categories to target job applicants. Through this lesson, students will learn how to analyze a job advertisement and match example job applicants to the target job. They will also work to improve their discussion skills.

This group-work lesson is designed for students with beginner to low-intermediate communication skills. The purpose of this lesson is to help students to familiarize themselves with basic elements of job ads (e.g. job title, role responsibilities, minimum qualifications, and company description), and how to compare the description in these categories to target job applicants. Through this lesson, students will learn how to analyze a job advertisement and match example job applicants to the target job. They will also work to improve their discussion skills.

This group-work lesson is designed for students with beginner to low-intermediate communication skills. The purpose of this lesson is to help students to familiarize themselves with basic elements of job ads (e.g. job title, role responsibilities, minimum qualifications, and company description), and how to compare the description in these categories to target job applicants. Through this lesson, students will learn how to analyze a job advertisement and match example job applicants to the target job. They will also work to improve their discussion skills.

Esta actividad está dirigida a los estudiantes principiantes. Al partir de la lectura y la conversación, se desarrolla la función comunicativa y se repasa el léxico de la casa.

In 1667, John Milton published what he intended both as the crowning achievement of a poetic career and a justification of God's ways to man: an epic poem which retold and reimagined the Biblical story of creation, temptation, and original sin. Even in a hostile political climate, Paradise Lost was almost immediately recognized as a classic, and one fate of a classic is to be rewritten, both by admirers and by antagonists. In this seminar, we will read Paradise Lost alongside works of 20th century fantasy and science fiction which rethink both Milton's text and its source.
Students should come to the seminar having read Paradise Lost straight through at least once; this can be accomplished by taking the IAP subject, Reading Paradise Lost (21L.995), or independently. Twentieth century authors will include C. S. Lewis (Perelandra, The Lion, the Witch and the Wardrobe) and Philip Pullman (His Dark Materials), as well as assorted criticism. Each week, one class meeting will focus on Milton, and the other on one of the modern novels.

What does the Genesis story of creation and temptation tell us about gender, about heterosexuality, and about the origins of evil? What is the nature of God, and how can we account for that nature in a cosmos where evil exists? When is rebellion justified, and when is authority legitimate? These are some of the key questions that engaged the poet John Milton, and that continue to engage readers of his work.

Activity Description: This activity is actually three different discussion-based activities to be used in a station rotation discussion day format.  It does require some prework with the double journal note-taking graphic organizer included in the resources.  This station rotation discussion format could be used with each chapter, a grouping of chapters, or at the end of the book.  If you are encompassing the entire book, this activity will most likely take several days.Time needed for activity: 30-45 (10ish minutes per station)Resources needed for activity: student notes using the double journal note-taking graphic organizer (linked here and as a PDF in the resources) paper for timelines or internet access to https://time.graphics/ or another online timeline maker, internet access to an online discussion tool like https://pinup.com/ or a discussion forum on your LMS.Assessment strategies:  See the attached rubrics for possible assessment methods.

Activity Description: This activity is actually four different discussion-based activities to be used in a station rotation discussion day format.  It does require some prework with the double journal note-taking graphic organizer included in the resources.  Time needed for activity: 45-60 minutesResources needed for activity: student notes using the double journal note-taking graphic organizer; paper, sticky notes, and markers for timelines, and internet access to LMS. Assessment:  Rubrics   "Of Mice and Men End of the Novel Project" by Raeanna Carlson is licensed under CC BY-NC 4.0 / A derivative from the original work

This is a possible Inquiry Project for the Civil War that could be used to wrap up a unit on the Civil War. It mainly addresses the causes of the Civil War and the reasons the CSA and Union fought.

This pdf includes an overview of the Participation Techniques tool, how it can be used, and printable Conversation Cards.

Students will talk about fun events and things to do in Spanish speaking countries. They will practice how to reject or accept an invitation, emphasizing a polite way to explain why you can or can't go. They will also decide on ways to discuss what they did at an event or activity with friends.

This resource allow teachers and parents to plan for and use Philosophical Inquiry in the classroom or in a small group setting. When we encourage students to think deeply and to express their thinking we see that it helps them to interact better as learning in general classroom discussions.

Podcasting Social Work is a platform for educators, learners, social workers, and activists to share your stories, knowledge and skills to empower communities and transform lives. The podcast episodes are focusing on various topics such as social, economic, cultural, and environment issues; and various social work practices to address poverty, marginalization and injustice across the world. Moreover, podcast episodes also focusing on teaching pedagogy, reflective practice, global citizenship, and social justice themes. "Podcasting Social Work" by Mahbub Hasan is licensed under CC BY-NC-SA 4.0

Context: The course focuses on pronunciation reading informational text, which determines the meaning of words and phrases as they are used in the text for learners, the importance of listen and speaking, these are good communication skills to learn the English language.

Relevance: This lesson will help prepare learners to effectively communicate and through education improve their lives. Knowing English increases your chances of getting a good job, learners will be able to get their certificates for a GED, or citizenship. The coverage in this lesson will focus on the English vocabulary, which is an important aspect in communication without sufficient vocabulary learners cannot understand others or express their own ideas.

Students explore the applications of quantum dots by researching a journal article and answering framing questions used in a classwide discussion. This "Harkness-method" discussion helps students become critical readers of scientific literature.

This is my PBL about race in the court system and it's relation to themes in Harper Lee's To Kill a Mockingbird. The PLB includes an outline for a presentation and discussion on cases that were influenced by racial bias throughout history and in present day America.

* Research & Write about a problem in the world, including solutions or ways to alleviate the problem

* Use Multiple Sources for the research

* Collect & Organize relevant important information using the note-taking and question worksheets

* Summarize & Explain the problems and concerns,
the causes and effects, and any proposed solutions

* Apply Skills of analysis, evaluation, summarizing, synthesis, reasoning, persuasion, and other writing skills

This is a large-scale participatory activity used to prompt students to review what they have learned and to think actively and cooperatively about the connections between the systems we have discussed prior to the activity. It produces a large, visual product students can reflect on.

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This resource explores the cultural context of scientific inquiry through an interdisciplinary lens. Undergraduate students are invited to follow two characters from William Shakespeare’s play King Lear who debate the cosmos with various scientists from the 17th – 20th centuries, including Galileo Galilei, Isaac Newton, and Marie Curie. The joined scientific / literary lens models how intellectual questions about knowledge and analysis often draw from interrelated traditions of thought and practice, and asks students to consider the nature of their own intellectual questions. The resource is broken into five brief modules and can be completed entirely in class, or in partial increments as take-home.