A teaching guide for teachers to instruct students in the gaming rules and procedures for Basic Wff'n Proof. This game teaches symbolic logic and problem solving. The content is an overview of the game of Wff'n Proof for interested coaches.
Foundations of Academic Success: Words of Wisdom (FAS: WoW) introduces you to the various aspects of student and academic life on campus and prepares you to thrive as a successful college student (since there is a difference between a college student and a successful college student). Each section of FAS: WoW is framed by self-authored, true-to-life short stories from actual State University of New York (SUNY) students, employees, and alumni. The advice they share includes a variety of techniques to help you cope with the demands of college. The lessons learned are meant to enlarge your awareness of self with respect to your academic and personal goals and assist you to gain the necessary skills to succeed in college.
Table of Contents:
Part One: YOUR Solid Foundation
The Student Experience by Kristen Mruk
Practice, Practice, Practice by Dr. Kristine Duffy
Why So Many Questions? by Fatima Rodriguez Johnson
These Are the Best Years of Your Life by Sara Vacin
With a Little Help from My Friends by Paulo Fernandes
Part Two: YOU Are the President and CEO of YOU
Can You Listen to Yourself? by Yuki Sasao
Failure Is Not an Option by Nathan Wallace
Thinking Critically and Creatively by Dr. Andrew Robert Baker
Time Is on Your Side by Christopher L. Hockey
What Do You Enjoy Studying? by Dr. Patricia Munsch
Part Three: The Future YOU
Fighting for My Future Now by Amie Bernstein
Something Was Different by Jacqueline Tiermini
Transferrable by Vicki L. Brown
It’s Like Online Dating by Jackie Vetrano
Learn What You Don’t Want by Jamie Edwards
Suppose you’re designing an online course. How might you use Open Educational Resources (OER)? Let’s take a quick look at a common model for instructional design – the ADDIE model. (There are many others but this one is very common and useful for our discussion.)
This presentation provides an introduction to infectious diseases like tuberculosis, vector-borne diseases, puerperal sepsis, streptococcus septicemia, etc. and how these diseases have affected global health over the last two centuries and decades.
In this presentation the achievement regarding the 8 millennium goals (MDG), set by the United Nation’s member states to be reached by 2015 are reviewed, with emphasis on Infectious diseases, such as HIV, TB malaria and other vector-borne diseases, including Chagas’ disease and African trypanosomiasis, the latter belong to the ‘neglected tropical diseases’. What made it happen and why (not) is discussed.
Four full-year digital course, built from the ground up and fully-aligned to the Common Core State Standards, for 7th grade Mathematics. Created using research-based approaches to teaching and learning, the Open Access Common Core Course for Mathematics is designed with student-centered learning in mind, including activities for students to develop valuable 21st century skills and academic mindset.
Samples and ProbabilityType of Unit: ConceptualPrior KnowledgeStudents should be able to:Understand the concept of a ratio.Write ratios as percents.Describe data using measures of center.Display and interpret data in dot plots, histograms, and box plots.Lesson FlowStudents begin to think about probability by considering the relative likelihood of familiar events on the continuum between impossible and certain. Students begin to formalize this understanding of probability. They are introduced to the concept of probability as a measure of likelihood, and how to calculate probability of equally likely events using a ratio. The terms (impossible, certain, etc.) are given numerical values. Next, students compare expected results to actual results by calculating the probability of an event and conducting an experiment. Students explore the probability of outcomes that are not equally likely. They collect data to estimate the experimental probabilities. They use ratio and proportion to predict results for a large number of trials. Students learn about compound events. They use tree diagrams, tables, and systematic lists as tools to find the sample space. They determine the theoretical probability of first independent, and then dependent events. In Lesson 10 students identify a question to investigate for a unit project and submit a proposal. They then complete a Self Check. In Lesson 11, students review the results of the Self Check, solve a related problem, and take a Quiz.Students are introduced to the concept of sampling as a method of determining characteristics of a population. They consider how a sample can be random or biased, and think about methods for randomly sampling a population to ensure that it is representative. In Lesson 13, students collect and analyze data for their unit project. Students begin to apply their knowledge of statistics learned in sixth grade. They determine the typical class score from a sample of the population, and reason about the representativeness of the sample. Then, students begin to develop intuition about appropriate sample size by conducting an experiment. They compare different sample sizes, and decide whether increasing the sample size improves the results. In Lesson 16 and Lesson 17, students compare two data sets using any tools they wish. Students will be reminded of Mean Average Deviation (MAD), which will be a useful tool in this situation. Students complete another Self Check, review the results of their Self Check, and solve additional problems. The unit ends with three days for students to work on Gallery problems, possibly using one of the days to complete their project or get help on their project if needed, two days for students to present their unit projects to the class, and one day for the End of Unit Assessment.
Lesson OverviewGroups will begin presentations for their unit project. Students will provide constructive feedback on others' presentations.Key ConceptsStudents should demonstrate their understanding of the unit concepts.Goals and Learning ObjectivesPresent projects and demonstrate an understanding of the unit concepts.Provide feedback for others' presentations.Clarify any misconceptions or areas of difficulty.Review the concepts from the unit.
Remaining groups present their unit projects and students discuss teacher and peer feedback.Key ConceptsStudents should demonstrate their understanding of the unit concepts.Goals and Learning ObjectivesPresent projects and demonstrate an understanding of the unit concepts.Provide feedback for others' presentations.Review the concepts from the unit.Review presentation feedback and reflect.
Students learn about opportunity cost, saving, savings goals and a savings plan by reading The Pickle Patch Bathtub. Students will develop savings plans that lead to their own savings goals.
This paper states underlying theory for an erudite, rather than quantitative, predictive methodology to characterize personality, by psychoanalytic method.
This Module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement (est. completion time: 1.5 hours).
This Module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).
Students listen to the book Uncle Jed's Barbershop, about an African-American barber who, despite significant setbacks, saves enough money to buy his own barbershop. From the story, students learn about saving, savings goals, opportunity cost, and segregation. The students participate in a card game to further investigate what it takes to reach a savings goal.
Our primary goal in writing University Success is to help you succeed in university. This is a how-to manual for your first year of study.
Student Learning Objectives As a result of meeting the requirements in this course, you will be able to: 1. Employ a variety of approaches to analyze and interpret texts. (PLG 1) (Gen Ed Goal 1 a)2. Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. (PLG 2) (Gen Ed Goal 1a, b; 6 a, b)3. Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing. (PLG 3) (Gen Ed Goal 1 c, d) 4. Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument. (PLG 3) (Gen Ed Goal 1c, d)5. Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. (PLG 4, 5) (Gen Ed Goal 1 c) 6. Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. (PLG 4, 5) (Gen Ed Goal 1 c; 6 b)7. Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science. (PLG 6) (Gen Ed Goal 4 a, b, c, d)8. Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers. (PLG 5, 6) (Gen Ed Goal 4 a, b, c, d)9. Write an argumentative research paper accurately incorporating material from outside sources. (PLG 4, 5, 6) (Gen Ed Goal 1 a, b, c, d; 4 a, b, c, d; 6 a, b) Course Requirements You will be required to do the following: Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5) Write at least one in-class essay. (Meets student learning objectives 2-5) Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc. (Meets student learning objectives 1-6) Read, interpret, and analyze a variety of texts. (Meets student learning objectives 1, 2) Conduct independent research and write a 5-7-page research paper, using MLA style. (Meets student learning objectives 6-9) Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing. (Meets student learning objectives 1-9) Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose. (Meets student learning objectives 2-7)
In this activity, students will have the opportunity to work in pairs to practice grammar on expressing purpose and obligations. Students will learn more about expressing goals and purposes. Students will also learn more about grammar.