'Think' diaporamas de présentation

Chapter 5.3 Artificial Intelligence: Agents, Architecture, and Techniques

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Specially Designed Academic Instruction in English (SDAIE)

Specially Designed Academic Instruction in English (SDAIE). Title III Access to Core Professional Development Summer 2010 Office of Curriculum, Instruction, and School Support Language Acquisition Branch. Our Learning Community. How familiar are you with Title III AMAOs?

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Classroom Accommodations Behavior & Learning

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Systemic Job-embedded Professional Development

Systemic Job-embedded Professional Development. Putting Theory into Practice. District Perspective. Building Perspective. Content Perspective. Training Perspective. DISTRICT PERSPECTIVE. Essential Questions. How do you know what kind of professional development is needed?

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The Alabama-West Florida Conference

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Helping Kids Succeed on Open Response Questions

Helping Kids Succeed on Open Response Questions. Haverhill Middle School teachers November 3, 2009. Essential Questions. How can we help students slow down, focus on the text, and monitor their understanding while reading? What are the elements of a high-scoring open response answer?

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Influencing the Process of Mediation with Metaphors

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Elements of Explicit Instruction

Elements of Explicit Instruction . Active Participation . Anita L. Archer, Ph.D. archerteach@aol.com. Active Participation - Why?. Opportunities to respond related to: Increased academic achievement Increased on-task behavior Decreased behavioral challenges. Active Participation - What?.

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WW2 in the Pacific

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FLUENCY In The Middle Years

FLUENCY In The Middle Years. Rebecca Derenge Title I Reading Coordinator. The Fluent Reader Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension by Timothy V. Rasinski. Fluency Defined. Oral reading fluency . . . . . . . . . .

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Gender in the Workplace

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Conceptual Models:

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Myers-Briggs Profile

Myers-Briggs Profile. A Tool for Audience Analysis. 1. Orientation. A tool for understanding differences A tool for shaping messages A tool for predicting potential concerns Focus on the thought process, not the results. 2. Cautions. Like any tool, we are making tradeoffs reification

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Cooperative Learning in the eMINTS Classroom

Cooperative Learning in the eMINTS Classroom. May 24, 2006. Purpose of Module . This module addresses cooperative-learning strategies , specifically the social and group-processing skills teachers can use to help students succeed . Module Objectives.

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The Cash Flow Statement

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Comprehension through Math Strategies

Comprehension through Math Strategies. "It isn't that they can't see the solution. It is that they can't see the problem." -- G.K. Chesterton Michelle Vaudreuil Kim VanSprange. The Problem Solver. 4 step method Makes competent and confident problem solvers Incorporates think-pair-share

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WWB Training Kit #8

WWB Training Kit #8. Promoting Positive Peer Social Interactions. Positive Peer Social Interactions. Interactions that take place between peers that are positive in nature and successful for both children involved. Children with Positive Peer Social Interactions tend to have:.

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WWB Training Kit #11

WWB Training Kit #11. Using Functional Communication Training to Replace Challenging Behavior. Defining Functional Communication Training (FCT). FCT is a strategy for use with children who: Require more individualized intervention Are unresponsive to classroom-wide prevention strategies.

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Commonly Used Cooperative Learning Techniques

Commonly Used Cooperative Learning Techniques. Think-Pair-Share.

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WWB Training Kit #19

WWB Training Kit #19. Helping Children Express Their Wants and Needs. Activity 1 Pair-Think-Share. Pair with a partner Identify some ways in which children make their wants and needs known Think about how communication difficulties could affect this ability Share your thoughts. Activity 1.

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