Highlights from a talk at USC Annenberg: Disruptive Power Losing Control Losing Control outlines how in a wide range of international areas of influence, the state is being challenged by new, digitally enabled actors. Grounded in the theory of disruption, this chapter explores the rise and power of the activist collective Anonymous, the paradox of dual use surveillance technologies, and the recent revelation on the extent of NSA surveillance. The chapter serves as an introduction to the book.
Depending on the novel you select to study, you may need a copy of Mr. Pip by Lloyd Jones Word processing software e. This course is entirely online and does not require or rely on any textbook. Supplemental readings Novel and other required readings.
Overall Curriculum Expectations A. Oral Communication A1 Listening to Understand: Writing C1 Developing and Organizing Content: Media Studies Understanding Media Texts: Register Now Teaching and Learning Strategies: English 4U affords students opportunities to hone the skills they have previously acquired through a variety of assignments ranging from note taking, to examining and writing longer research papers on Elizabethan drama and a novel.
Presentation techniques form the basis of study as students create oral presentations and audio clips in conjunction with media-related assignments that reflect their studies of longer prose works.
Students use the Cornell Method of note taking in responding to a video thus developing listening skills while focusing their writing. Strategies related to preparing students for oral presentations involve analyzing various videos, identifying the rhetorical triangle, and identifying rhetorical devices with exemplars provided in the course.
Videos in the course illustrate topics such as creating video, literary devices, and MLA formatting. Teaching on Hamlet leads students through the play while introducing concepts such as tragedy, historical context for the play, Elizabethan values, and structure of the play.
Scaffolding longer writing assignments allows students to work with the process of creating thesis statements, outlines, drafts, and final copies. Teacher feedback at each level allows students to improve both style and content in their written pieces.
Teachings on the novels give both the social and historical contexts for the works and reflect on the elements of fiction.
By reading and reflecting on texts in discussions posts and through communication with teachers, students conduct close readings of texts and are able to respond to complex topics in their writing.
We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Virtual High School teachers.
The final grade will be determined as follows: The final assessment may be a final exam, a final project, or a combination of both an exam and a project. Student achievement will be communicated formally to students via an official report card.
Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.
First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned.
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas. Planning Programs for Students with Special Education Needs Virtual High School is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society.
The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving.
Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Virtual High School pays particular attention to the following beliefs: The provision of special education programs and services for students at Virtual High School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education.
They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement.
The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses.
There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tele-typewriter via Bell relay servicean oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.
Accommodations instructional, environmental or assessment allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.
This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The Virtual High School teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly.Release Date Title; 11/6/ GaDOE Fine Arts Specialist receives Distinguished Service Award: 11/5/ Georgia Department of Education recognizes six Military Flagship Schools.
Walking down the corridors of a middle school in suburban Massachusetts, the distinctive sound of a television commercial stands out against the more traditional patter of classroom noises.
Virtual High School is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society.
The Purdue University Online Writing Lab serves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus.
Flyboard with Miami Watersports is for everyone! Ever dreamed of flying? This activity is a must do while you are in Miami, Florida.
The College Level Examination Program is a group of standardized tests created and administered by the College Board. These tests assess college-level knowledge in thirty-six subject areas and provide a mechanism for earning college credits without taking college courses.