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Teaching and Learning 11: Differentiated teaching 3 of 7
 
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Teaching and Learning Conference 2012. Organised by ColegauCymru / CollegesWales in partnership with the Welsh Government and led by Geoff Petty. Part 2: Differentiated Teaching (clip 3 of 7). There are 17 videos in the series.
Views: 1002 ColegauCymru
The content-free social studies classroom: James Kendra at TEDxMuskegon
 
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James Kendra has been a teacher since 1987 and has been teaching Social Studies at Kenowa Hills Middle School for the past 19 years. He holds degrees from Muskegon Community College, Michigan State University, and a masters degree from Grand Valley State University. In his talk "The Content-Free Classroom," James explains that social studies is the most important class students take in school - but not when the emphasis is on facts and dates. He believes in creating a classroom where teachers help students make connections between the present and the past to help them plan for their futures. A place where students cultivate their interests and discover their passions. In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
Views: 32972 TEDx Talks
Powerful Teaching and Learning - High School Social Studies - Heather Fox
 
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The Contrasting Video Series is designed to help educators see, study, and understand the differences between teacher-centered classrooms and student-centered classrooms. Viewers also get ideas for their own instruction by listening to teachers plan and reflect on their own lessons. This video features a High School Social Studies lesson taught by Heather Fox. Visit www.bercgroup.com to find out more!
Views: 65140 thebercgroup
Political Ideology: Crash Course Government and Politics #35
 
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So today Craig is going to look at political ideology in America. We're going to focus on liberals and conservatives and talk about the influencers of both of these viewpoints. Now, it's important to remember that political ideologies don't always perfectly correspond with political parties, and this correspondence becomes less and less likely over time. So, sure we can say that Democrats tend to be liberal and Republicans tend to be conservative, but we're not going to be talking about political parties in this episode. It's also important to note, that there are going to be a lot of generalizations here, as most peoples' ideologies fall on a spectrum, but we're going to try our best *crosses fingers* to summarize the most commonly held viewpoints for each of these positions as they are used pretty frequently in discussions of American politics. Produced in collaboration with PBS Digital Studios: http://youtube.com/pbsdigitalstudios Support is provided by Voqal: http://www.voqal.org All attributed images are licensed under Creative Commons by Attribution 4.0 https://creativecommons.org/licenses/... Want to find Crash Course elsewhere on the internet? Facebook - http://www.facebook.com/YouTubeCrashC... Twitter - http://www.twitter.com/TheCrashCourse Tumblr - http://thecrashcourse.tumblr.com Support Crash Course on Patreon: http://patreon.com/crashcourse CC Kids: http://www.youtube.com/crashcoursekids
Views: 1049705 CrashCourse
Assessing and Addressing the Needs of Your Students
 
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This webinar is part of the "Shaping the Way We Teach English” webinar series brought to you by the American English team. For more resources to teach and learn English, visit http://americanenglish.state.gov For teachers new to the classroom or veterans who merely want a "refresher", this webinar focuses on how to conduct needs assessments for English language learning. We discuss student motivation, learning styles and differentiated instruction, among other topics. Additionally, we explore ways to address the needs of each individual learner through specific strategies such as: using graphic organizers for vocabulary growth and critical thinking, developing scaffolded lesson plans, and managing diverse classrooms. Viewers will have the opportunity to update their current practices after reviewing both historical as well as the most current TEFL concepts.
Views: 48 American English
Reality PD | High School Social Studies | Engage students at all learning levels in rigorous work
 
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DC Public School: School Without Walls Teacher: Victoria Tyson Clip focus: Engage students at all learning levels in rigorous work (Teach 3) What is Reality PD? Thanks to a generous grant from the Bill & Melinda Gates Foundation and the DC Public Education Fund, DC Public Schools has developed an innovative video library for DCPS educators, covering all nine TEACH standards (elements of effective teaching from the DCPS Teaching and Learning Framework) across all grade levels and major subject areas. For more information, visit http://dcps.dc.gov/DCPS/realitypd
Views: 33762 dcpublicschools
Systems of Government
 
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PowerPoint available at: https://www.teacherspayteachers.com/Store/Mr-Raymond-Civics-Eoc-Academy This lesson teaches students about the various systems of governments used by countries around the world: unitary, confederal, federal, and parliamentary. Students will look first at the confederal systems of government with examples such as the United States under the Articles of Confederation, the Confederacy of the South during the Civil War, and the European Union, as those who established weak central governments or unions in which the regional state powers maintain political power. The union of Belgium is provided as the current country currently using a confederal form of government. The United States, Argentina, Germany and India are among those countries used as examples for national governments who share power with regional states or provinces. Smaller countries such as Britain, France and Italy who have unitary forms of governments in which central governments hold the guide the entire country and delegate certain responsibilities to local countries are used as examples in this lesson. The students will gain an understanding how unlike these three systems of governments which describe which level of government holds power, the parliamentary systems is about the executive and legislative branches. Unlike the presidential system of choosing an executive, Great Britain is provided as the example in which Parliament chooses the executive or Prime Minister for the nation. As this is Part I of a two-part lesson, the second part being"forms of government, such as Democracy and Monarchy, the review quiz is provided in the second video. Remember that the PowerPoint in this video as well as a variety of lesson plans and activities are available at Teachers Pay Teachers. Mr. Raymond’s Civics E.O.C. Academy was designed for students taking the Florida Civics End-of-Course (EOC) Exam. However, as many states are implementing Civics Exams, these videos will work for all students of Civics, US Government, and US History. Currently students have to pass a civics state exam in order to graduate in Idaho, Wisconsin, North Carolina, Arizona, North Dakota, Louisiana, South Carolina, Tennessee, and Utah. These videos look at all of the civics benchmarks that will be tested on most state civics exams. As a civics teacher I have often looked for civics YouTube video clips to show my students. I hope these videos will serve as a supplement to lessons for civics teachers, US history teachers, US government teachers and their students. While they might be a little basic for AP Government students, they could serve as a refresher of basic concepts and content. I have also thought that these videos could help those who are going to take the naturalization test to become US Citizens. I have also been reached by parents whose children are taking Florida Virtual School’s (FLVS) Civics class. All content in this video is for educational purposes only… ***For noncommercial, educational, and archival purposes under Law of Fair Use as provided in section 107 of the US copyright law. No copyrights infringements intended***
Using Videos to Anchor Instruction (Sixth, Seventh, and Eighth Grades: Newcomer Class)
 
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View the publication at: http://ies.ed.gov/ncee/edlabs/regions/southwest/plc.asp This video, produced by the Regional Educational Laboratory (REL) Program, is part of a series developed for the Professional Learning Communities Facilitator’s Guide for the What Works Clearinghouse Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. In this video, a teacher in a sixth-, seventh-, and eighth-grade Newcomer Class demonstrates strategies to use before and after showing a video as a way to anchor instruction. The students in this class are enrolled in a Newcomer Center for secondary students who are new to the country and at beginning levels of English proficiency. The class has 20 students in grades 6–8. All the students are English learners, and all but one has been in the country less than a year. Most of the students are at the beginning level of English proficiency, with three students at the early intermediate level. One student speaks Mandarin, one speaks Korean, and the rest speak Spanish. This teaching segment was filmed during the second month of school. This video was prepared for the Institute of Education Sciences (IES) under Contract ED-IES-12-C-0012 by Regional Educational Laboratory Southwest, administered by SEDL. The content of the video does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This REL video is in the public domain. While permission to reprint or use this video is not necessary, it should be cited as: Instructional Research Group. (2015). Using videos to anchor instruction (sixth, seventh, and eighth grades: Newcomer Class) [Videofile]. In J. A. Dimino, M. Taylor, & J. Morris, Professional learning communities facilitator's guide for What Works Clearinghouse practice guide: Teaching academic content and literacy to English learners in elementary and middle school (REL 2015–105). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs. This video is available on the Regional Educational Laboratory website at http://ies.ed.gov/ncee/edlabs.
Singapore's 21st-Century Teaching Strategies (Education Everywhere Series)
 
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By cultivating strong school leadership, committing to ongoing professional development, and exploring innovative models like its technology-infused Future Schools, Singapore has become one of the top-scoring countries on the PISA tests. Find more videos from Edutopia's YouTube Channel: http://www.youtube.com/edutopia
Views: 618736 Edutopia
Differentiated Instruction
 
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One promising approach to address the needs of students with varied abilities is the practice of differentiated instruction. In this webinar, Dr. Carol Tomlinson of the University of Virginia presented the research base supporting differentiation and described the characteristics of effective differentiation. Participants discussed the preparation teachers need to use differentiated instruction and the important role school leaders play in supporting its effective use. The content of these videos does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
the impact of differentiated instruction and assessment
 
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How was the teacher able to assess for the ultimate goal of students reading, writing, thinking, and speaking critically about global topics? The teacher created a lesson plan using a learning menu as a learning tool. The learning menu consists of different activities specifically differentiating instruction for various different learners. The learning menu is designed just like a restaurant menu. It starts out with the first course, the appetizer, which is choosing a country and answering the Reading Check Questions on one chosen task like flash cards. When the appetizer is complete, it is checked by the teacher to see if the student is on the right track, which she assess for a grade. The student then moves on to the entree', which is the outline. The outline provides a deeper understanding of the content. Once the student has mastered understanding of the content, the student has to quiz out of that section, which is again an assessment in the form of an exit quiz the student must complete in order to move on to the next level, the dessert, or an overview of the entire chapter using either the graphic organizer, the website, or the travel brochure design. The teacher was able to achieve her objective of getting her students to read, write, think, and speak critically about global topics as they developed their own understanding of the content. How does her lesson show she is preparing her students for multiple assessment types? The core standards and 21st century themes is essential for students in the 21st century, therefore, mastering the core subject of English, Reading, or Language Arts; World Languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics; and the higher academic content of Global Awareness is required. The teacher teaches U.S History and is starting the process of mastering 21st century skills of critical thinking and understanding of global topics by using formative assessments through the learning process. Once the student has mastered the objectives of reading, writing, thinking, and speaking critically about their chosen country, this knowledge can be summatively assessed for a grade. How does student choice play a part of her differentiated instruction? Because no two students enter a classroom with identical abilities, experiences, and needs, a teacher has to meet students where they are. A students learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group. And, regardless of the students individual differences, they are still expected to master the same concepts, principles, and skills, which can be an enormous challenge on a teacher because it requires innovative thinking. But, with the students being able to choose their own country, the teacher was able to address the challenge of diverse students factors in her planning and delivering instructions. Based on this, the teacher was able to structure a learning environment that addressed the variety of learning styles, interests, and abilities found within her classroom. Share one new idea from this lesson and how you could use it or modify it for your own instruction. I liked how the teacher delivered her objectives in the form of a restaurant menu. No pun intended, but it kind of made the students appear hungry to learn by starting out with the Appetizer. "What country sounds good to start out with?". Once the student has chosen their appetizer (the country), then they move on to the Entree', the main course or the main idea about the chosen country. This is the part of the meal where you get full, but not quite. You still have room for Dessert, the overall view of the entire chapter, in which the students demonstrate learned knowledge in the form of a graphic organizer, website, or travel brochure. I liked the whole format. Once the objectives were achieved, the student got full and walked away always remembering the delicious and filling meal
Views: 437 romaine smith
Standout Teaching- GAP differentiation
 
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The benefits of the ‘GAP’ strategy over traditional approaches to differentiation. John Winwood, founder of Standout Teaching and creator of ‘GAP’ discusses some of the key thinking behind the strategy. For more detailed information and resources to support the teaching of ‘GAP’ visit the Standout Teaching website.
Views: 66 StandoutTeaching
Pre-Teaching Vocabulary (Sixth, Seventh, and Eighth Grades: Newcomer Class)
 
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View the publication at: http://ies.ed.gov/ncee/edlabs/regions/southwest/plc.asp This video, produced by the Regional Educational Laboratory (REL) Program, is part of a series developed for the Professional Learning Communities Facilitator’s Guide for the What Works Clearinghouse Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. In this video, a teacher in a sixth-, seventh-, and eighth-grade Newcomer Class demonstrates how to teach academic vocabulary through the use of examples, non-examples, and concrete representations. The students in this class are enrolled in a Newcomer Center for secondary students who are new to the country and at beginning levels of English proficiency. The class has 20 students in grades 6–8. All the students are English learners, and 90% have been in the United States less than a year. Most of the students are at the beginning level of English proficiency, with three at the early intermediate level. One student speaks Mandarin, one speaks Korean, and the remainder speak Spanish. This video was prepared for the Institute of Education Sciences (IES) under Contract ED-IES-12-C-0012 by Regional Educational Laboratory Southwest, administered by SEDL. The content of the video does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This REL video is in the public domain. While permission to reprint or use this video is not necessary, it should be cited as: Instructional Research Group. (2015). Pre-teaching vocabulary (sixth, seventh, and eighth grades: Newcomer Class) [Videofile]. In J. A. Dimino, M. Taylor, & J. Morris, Professional learning communities facilitator's guide for What Works Clearinghouse practice guide: Teaching academic content and literacy to English learners in elementary and middle school (REL 2015–105). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs. This video is available on the Regional Educational Laboratory website at http://ies.ed.gov/ncee/edlabs.
Making Ideas Happen in Government Projects
 
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This video highlights many of the challenges our government faces when trying to leverage traditional consulting firms. The video illustrates common weaknesses and pitfalls including relying on firms that use resources with little or no real experience propped up by generic methodologies. The traditional focus on continual analysis over real progress is also mentioned.
Views: 993 northRampConsulting
Designing Effective Classroom Training
 
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In this session, you will learn about: -Using a systemic approach to design your training -Incorporating adult learning principles and learning styles into your training -Engaging participants by selecting appropriate methods and media -Designing lesson plan Presenter: Katie Valdivia, Training Manager, California State Teachers' Retirement System Katie has been the Training Manager for the California State Teachers' Retirement System for the past four years. She and her team oversee onsite learning opportunities for all levels of staff, ranging from onboarding to leadership development. She is a trained facilitator and enjoys developing others to reach their professional career goals. She has worked for the state for 18 years and has a Bachelor's degree in Theatre Arts from California State University, Sacramento. For Certificate of Completion, please visit the following link: http://www.calhr.ca.gov/Documents/training-certificate-of-completion.pdf If you have any questions, please contact training@calhr.ca.gov. Phone: (916) 445-1547
How To Differentiate and Identify Soil Horizons In The Field
 
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A video job aid for describing soil horizons using National Cooperative Soil Survey methods and references. Captioning available upon request by e-mailing webmaster@lin.usda.gov.
Views: 57603 NRCS NSSC
Planning for Assessment
 
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This in-service suite describes how teachers can plan efficiently for conducting ongoing assessment of children's learning in the preschool classroom. More information is available at http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/assessment/iss/plan.html We accept comments in the spirit of our comment policy: http://www.hhs.gov/web/socialmedia/policies/comment-policy.html
Views: 3778 usgovACF
The Constitution, the Articles, and Federalism: Crash Course US History #8
 
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In which John Green teaches you about the United States Constitution. During and after the American Revolutionary War, the government of the new country operated under the Articles of Confederation. While these Articles got the young nation through its war with England, they weren't of much use when it came to running a country. So, the founding fathers decided try their hand at nation-building, and they created the Constitution of the United States, which you may remember as the one that says We The People at the top. John will tell you how the convention came together, some of the compromises that had to be made to pass this thing, and why it's very lucky that the framers installed a somewhat reasonable process for making changes to the thing. You'll learn about Shays' Rebellion, the Federalist Papers, the elite vs rabble dynamic of the houses of congress, and start to find out just what an anti-federalist is. Hey teachers and students - Check out CommonLit's free collection of reading passages and curriculum resources to learn more about the events of this episode.Founding Fathers debated over how to govern the new nation, beginning with the Articles of Confederation: https://www.commonlit.org/texts/articles-of-confederation When the Founding Fathers finally wrote the Constitution, they realized that they needed to add The Bill of Rights to get citizens on board with the new government: https://www.commonlit.org/texts/the-bill-of-rights Follow us: http://www.twitter.com/thecrashcourse http://www.twitter.com/realjohngreen http://www.twitter.com/raoulmeyer http://www.twitter.com/crashcoursestan http://www.twitter.com/saysdanica http://www.twitter.com/thoughtbubbler Support CrashCourse on Patreon: https://www.patreon.com/crashcourse
Views: 3860870 CrashCourse
TEACH IT! | ENGAGE
 
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Learn how to use our video resources to enhance and supplement your great teaching of current events. Get your students motivated; get them talking and acting by engaging their minds in controversial ideas. By allowing students the freedom to choose their side of the issue through research and debate, powerful learning soon follows. Join Alison Turner, high school social studies teacher in Sauk Prairie, WI, as she guides her students through the controversial issue of using Native American mascots in the public schools of Wisconsin. ENGAGE: State • Tribal • Local Government is a video series designed to instruct high school students as to how the three different types of government work together and separately to satisfy the will of their constituency. More information and teacher guides at http://wimedialab.org/series/engage-state-tribal-local-government-series
High School Social Studies
 
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High school social studies lesson on continuity and change and the role of belief systems.
Views: 29752 Massachusetts DESE
U.S. Foreign Policy
 
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PowerPoint available @: https://www.teacherspayteachers.com/Store/Mr-Raymond-Civics-Eoc-Academy This lesson introduces students to U.S. foreign policy. Students will need to be able to differentiate between “domestic” and “foreign” policy and many examples or provided throughout this lesson. Students will learn about the role that the president and Congress play in developing foreign policy. For the president this includes: signing treaties, appointing ambassadors and the secretary of state, and serving as commander-in-chief of the military and chief diplomat. Students will also learn how Congress has the power to declare war, approve treaties and ambassadors, and provide funding for foreign policy. Students are introduced to the goals of foreign policy: national security, maintain peace, spreading democracy, increasing trade, and providing aid. An overview of the role that the secretary of state, the State Department, and embassies and provided and their role in foreign policy and diplomacy. The process for making treaties is provided as well as two examples: N.A.T.O. – the North Atlantic Treaty Organization and N.A.F.T.A. – the North American Free Trade Agreement. The importance of alliances in the process of diplomacy and treaties is also provided. An overview of foreign aid is covered with amounts and recipients. Deterrents for countries that the United States is having trouble with are provided with sanctions and military force. An overview of countries facing U.S. sanctions with the economic consequences is covered as well as the President’s role as commander-in-chief and congressional power to declare war in foreign policy of using military force. Definitions for key term such as: diplomacy, treaties, alliances, and sanctions are provided. Like most of the videos on Mr. Raymond’s Civics EOC Academy this video ends with a review “quiz.” Remember that the PowerPoint in this video as well as a variety of lesson plans and activities are available at Teachers Pay Teachers. Mr. Raymond’s Civics E.O.C. Academy was designed for students taking the Florida Civics End-of-Course (EOC) Exam. However, as many states are implementing Civics Exams, these videos will work for all students of Civics, US Government, and US History. Currently students have to pass a civics state exam in order to graduate in Idaho, Wisconsin, North Carolina, Arizona, North Dakota, Louisiana, South Carolina, Tennessee, and Utah – as well as state social studies tests such as Texas’ STAAR exam. These videos look at all of the civics benchmarks that will be tested on most state civics exams. As a civics teacher I have often looked for civics YouTube video clips to show my students. I hope these videos will serve as a supplement to lessons for civics teachers, US history teachers, US government teachers and their students. While they might be a little basic for AP Government students, they could serve as a refresher of basic concepts and content. I have also thought that these videos could help those who are going to take the naturalization test to become US Citizens. I have also been reached by parents whose children are taking Florida Virtual School’s (FLVS) Civics class. All content in this video is for educational purposes only… ***For noncommercial, educational, and archival purposes under Law of Fair Use as provided in section 107 of the US copyright law. No copyrights infringements intended***
Lesson Plan # 2
 
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Views: 355 BellaPublico
Separation of Powers and Checks and Balances: Crash Course Government and Politics #3
 
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In which Craig Benzine teaches you about the US Governments Separation of powers and the system of checks and balances. In theory, the Legislative Branch, the Executive Branch, and the Judicial Brach are designed to keep each other in check, and to keep any branch from becoming too powerful. In reality, the system was designed to keep the president from becoming some kind of autocrat. For the most part, it has worked. Craig will call in the clones to explain which powers belong to which branches, and to reveal some secret perks that the Supreme Court justices enjoy. Produced in collaboration with PBS Digital Studios: http://youtube.com/pbsdigitalstudios Support is provided by Voqal: http://www.voqal.org Want to find Crash Course elsewhere on the internet? Facebook - http://www.facebook.com/YouTubeCrashCourse Twitter - http://www.twitter.com/TheCrashCourse Tumblr - http://thecrashcourse.tumblr.com Instagram - http://instagram.com/thecrashcourse
Views: 1406840 CrashCourse
Distinguishing fact from opinion
 
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Distinguishing fact from opinion and recognizing when they are well reasoned and well supported are important skills in critical thinking and in reading. Learn how to evaluate when the writer presents weak or strong opinions based on evidence. [CC] Subtitles in English. [CC] Subtítulos en español. [CC] Legendado em português. GUIDE "Critical Reading" (THIS PLAYLIST): https://www.youtube.com/playlist?list=PLS9dE7WMFmJhf0iVdOF5YQG0V9wlX9bhD Critical thinking and reading (introduction): https://youtu.be/iOGvwPmKOqQ Distinguishing fact from opinion: https://youtu.be/Gs9ZGW_1oMM Analyzing the argument (1/3)... https://youtu.be/pP8dWURrEF0 RELATED VIDEOS PLAYLISTS About Literacy: https://www.youtube.com/playlist?list=PLS9dE7WMFmJhsfgoIfpQ3mGAXiXh1Cxsm Vocabulary: https://www.youtube.com/playlist?list=PLS9dE7WMFmJjhlBnZZkd0EuC5Wv3zYUJs Interpreting what we read: https://www.youtube.com/playlist?list=PLS9dE7WMFmJgPenynBNKRS-_RDBK1CIyv ADDITIONAL READING MATERIALS Fact, opinion, false claim, or untested claim? (web article): http://www.auburn.edu/academic/education/reading_genie/Fact-opinion.html Differentiate between fact and opinion (web page): http://www.apelslice.com/books/9780618843175NIMAS/HTMLOUT/HTML/c_id4632222.html How to detect media bias and propaganda (web document): https://www.criticalthinking.org/TGS_files/SAM-MediaBias.pdf THE NOUN PROJECT ICON "Hot" by Megan Mitchell MUSIC "And Then We Take Them Down Again" by Dokashiteru (feat. Susan Joseph) "Sooner or Later" in Artificial Music by Aryll Fae RELATED VIDEOS PLAYLISTS About Literacy: https://www.youtube.com/playlist?list=PLS9dE7WMFmJhsfgoIfpQ3mGAXiXh1Cxsm Vocabulary: https://www.youtube.com/playlist?list=PLS9dE7WMFmJjhlBnZZkd0EuC5Wv3zYUJs Interpreting What We Read: https://www.youtube.com/playlist?list=PLS9dE7WMFmJgPenynBNKRS-_RDBK1CIyv Critical Reading: https://www.youtube.com/playlist?list=PLS9dE7WMFmJhf0iVdOF5YQG0V9wlX9bhD FURTHER READING Fact, opinion, false claim, or untested claim? (web article): http://www.auburn.edu/academic/education/reading_genie/Fact-opinion.html Differentiate between fact and opinion (web page): http://www.apelslice.com/books/9780618843175NIMAS/HTMLOUT/HTML/c_id4632222.html How to detect media bias and propaganda (web document): https://www.criticalthinking.org/TGS_files/SAM-MediaBias.pdf THE NOUN PROJECT ICON "Hot" by Megan Mitchell PHOTO "Globe West" (the Earth from space) by NASA: http://eoimages.gsfc.nasa.gov/images/imagerecords/57000/57723/globe_west_540.jpg MUSIC "And Then We Take Them Down Again" by Dokashiteru (feat. Susan Joseph) "Sooner or Later" in Artificial Music by Aryll Fae
Views: 75057 Snap Language
Lesson plan collaboration
 
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Collaborating on a lesson plan for 10th grade Modern World History
Views: 64 tinabina2487
Social Studies Lesson Plan
 
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Middle school
Views: 90 Holly Mooney
FLVS Civics: Going Global - Forms of Government
 
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Learn about democracy, oligarchy, and autocracy - the three main types of government.
Views: 327562 Florida Virtual School
Kids Explain the 3 Levels of Government
 
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Ayden & Briana break down the 3 Levels of Government by teaching kids to look at their school as an example. THESE ARE THE 3 LEVEL OF GOVERNMENT AND THEIR LEADERS: • Federal Level - The President • State Level - The Governor • Local Level - The Mayor and/or City Council www.MGBDigitalFilms.com
Views: 78541 Mauricio Gonzalez
Video Lesson plan
 
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video lesson going and will, 4th semestre Adriel Jacquez Hernandez, heriberto Nevarez
Views: 101 Adriel Jacquez
The Bicameral Congress: Crash Course Government and Politics #2
 
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In which Craig Benzine teaches you about the United States Congress, and why it's bicameral, and what bicameral means. Craig tells you what the Senate and House of Representatives are for, some of the history of the institutions, and reveal to you just how you can become a representative. It's not that easy. But an eagle gets punched, so there's that. Produced in collaboration with PBS Digital Studios: http://youtube.com/pbsdigitalstudios Support is provided by Voqal: http://www.voqal.org Want to find Crash Course elsewhere on the internet? Facebook - http://www.facebook.com/YouTubeCrashCourse Twitter - http://www.twitter.com/TheCrashCourse Tumblr - http://thecrashcourse.tumblr.com Instagram - http://instagram.com/thecrashcourse Support CrashCourse on Subbable: http://subbable.com/crashcourse
Views: 1457193 CrashCourse
Components of the Government Budget
 
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This animation introduces the learner to various components of a government budget such as revenue account, capital account and government deficit. This is a product of Mexus Education Pvt. Ltd., an education innovations company based in Mumbai, India. http://www.mexuseducation.com, http://www.ikenstore.in
Views: 72790 Iken Edu
POLITICAL THEORY - Karl Marx
 
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Karl Marx remains deeply important today not as the man who told us what to replace capitalism with, but as someone who brilliantly pointed out certain of its problems. The School of Life, a pro-Capitalist institution, takes a look. For gifts and more from The School of Life, visit our online shop: https://goo.gl/O1tWri Download our App: https://goo.gl/kj9Vvr FURTHER READING “Most people agree that we need to improve our economic system somehow. It threatens our planet through excessive consumption, distracts us with irrelevant advertising, leaves people hungry and without healthcare, and fuels unnecessary wars. Yet we’re also often keen to dismiss the ideas of its most famous and ambitious critic, Karl Marx. This isn’t very surprising. In practice, his political and economic ideas have been used to design disastrously planned economies and nasty dictatorships. Frankly, the remedies Marx proposed for the ills of the world now sound a bit demented. He thought we should abolish private property. People should not be allowed to own things. At certain moments one can sympathise. But it’s like wanting to ban gossip or forbid watching television. It’s going to war with human behaviour. And Marx believed the world would be put to rights by a dictatorship of the proletariat; which does not mean anything much today. Openly Marxist parties received a total of only 1,685 votes in the 2010 UK general election, out of the nearly 40 million ballots cast…” You can read more on this and many other topics on our blog TheBookofLife.org at this link: https://goo.gl/Rt3zri MORE SCHOOL OF LIFE Our website has classes, articles and products to help you think and grow: https://goo.gl/93tGtZ Watch more films on POLITICAL THEORY in our playlist: http://bit.ly/2dma0Sn Do you speak a different language to English? Did you know you can submit Subtitles on all of our videos on YouTube? For instructions how to do this click here: https://goo.gl/1DEZOx SOCIAL MEDIA Feel free to follow us at the links below: Download our App: https://goo.gl/kj9Vvr Facebook: https://www.facebook.com/theschooloflifelondon/ Twitter: https://twitter.com/TheSchoolOfLife Instagram: https://www.instagram.com/theschooloflifelondon/ CREDITS Produced in collaboration with: Mike Booth http://www.YouTube.com/somegreybloke #TheSchoolOfLife
Views: 3913794 The School of Life
Instructional Strategies for Teaching Writing to Elementary Students
 
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Teaching writing effectively to elementary and secondary students is imperative to helping them improve writing skills, which in turn helps students to be successful both inside and outside of the classroom. Effective writing is a vital component of literacy development and provides students a means of communicating their thoughts and ideas with others clearly. Writing also provides students with the skills to analyze texts and other information to clarify their own thoughts. This video provides a brief discussion of the importance of teaching students to be effective writers and shares research-based practices based from IES practice guides and the “Instructional Strategies for Teaching Writing to Elementary Students” infographic. This video was prepared for the Institute of Education Sciences (IES) under Contract ED-IES-17-C-0011 by Regional Educational Laboratory (REL) Southeast at FSU. The content of the publication does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Teaching and Learning 2: Formative Assesment 2 of 8
 
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Teaching and Learning Conference 2012. Organised by ColegauCymru / CollegesWales in partnership with the Welsh Government and led by Geoff Petty. Part 1: Formative Assessment (clip 2 of 8) There are 17 videos in the series.
Views: 1674 ColegauCymru
Lesson Development for English Learners in Content Area Settings: Key Considerations
 
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This webinar gives professional support to teachers with limited training in meeting the language and content learning needs of EL students. Drawing from a comprehensive lesson plan template, Dr. Sarah Catherine K. Moore, Program Director at the Center for Applied Linguistics, outlines factors for content area teachers to consider as they design and deliver lessons for mainstream classrooms that include EL students. The content of these videos does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
4th Grade Social Studies: Unit 2, Lesson 2
 
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http://www.timbedley.com Screencast lesson to help my students know how to use the SS website and complete the print partner page.
Views: 4389 Tim Bedley
Confirmation hearing for Supreme Court nominee Judge Brett Kavanaugh (Day 2)
 
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Confirmation hearing for Supreme Court nominee Judge Brett #Kavanaugh (Day 2, PArt 1) - LIVE at 9:30am ET on C-SPAN3, C-SPAN Radio & online here: https://cs.pn/2NRS3KW
Views: 112238 C-SPAN
Constitutions and Government for Middle School
 
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This video is about Constitutions and Government and is designed for Ms. West's 7th grade social studies class. It's for educational purposes and is just a basic overview. All graphics are suited in the original google slide. Mrs. West takes no credit for graphics.
Views: 972 Mrs. J West
What is Democracy?
 
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An awesome video with my thoughts about Democracy and what it means to me.
Views: 351445 Dan Zimmerman
A Computational Methodology for Addressing Differentiated Access of Vulnerable Populations during...
 
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Mitigation response plans must be created to protect affected populations during biological emergencies resulting from the release of harmful biochemical substances. Medical countermeasures have been stockpiled by the federal government for such emergencies. However, it is the responsibility of local governments to maintain solid, functional plans to apply these countermeasures to the entire target population within short, mandated time frames. Further, vulnerabilities in the population may serve as barriers preventing certain individuals from participating in mitigation activities. Therefore, functional response plans must be capable of reaching vulnerable populations. Transportation vulnerability results from lack of access to transportation. Transportation vulnerable populations located too far from mitigation resources are at-risk of not being able to participate in mitigation activities. Quantification of these populations requires the development of computational methods to integrate spatial demographic data and transportation resource data from disparate sources into the context of planned mitigation efforts. Research described in this dissertation focuses on quantifying transportation vulnerable populations and maximizing participation in response efforts. Algorithms developed as part of this research are integrated into a computational framework to promote a transition from research and development to deployment and use by biological emergency planners.
Views: 12 ONeill Marty
Antonyms and Synonyms
 
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Word relationships can be tricky, but understanding them is key to really understanding language. VocabularySpellingCity.com can help! This video lesson explains a little bit about Antonyms and Synonyms. Practice with these word games: Antonyms, http://www.spellingcity.com/antonyms.html Synonyms, http://www.spellingcity.com/synonyms.html SpellingCity has both a free and premium service, the free service on VocabularySpellingCity allows teachers and parents to register and save lists. The premium version of VocabularySpellingCity gives access to the vocabulary, phonics and writing materials, the best spelling games, and tracks student data, giving students their own login.
Views: 637034 Vocabulary SpellingCity
Leveraging Open Source on Azure Government (GOV)
 
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https://www.microsoft.com/techsummit
What is organizational structure?
 
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What in the world is organizational structure? Check out this explainer video for a quick and easy walkthrough. LEARN MORE AT http://www.businessdictionary.com/definition/organizational-structure.html?utm_source=youtube Copyright©2016 WebFinance, Inc. All Rights Reserved.
Views: 249802 BusinessDictionary
The Truth About The Illuminati Revealed
 
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Who were the original Illuminati? Are the Illuminati real? Is there a secret organization or society running the governments or is it all just a conspiracy theory? Find out in this SPECIAL episode of The Infographics Show: The Truth About The Illuminati Revealed WEBSITE (You can suggest a topic): http://theinfographicsshow.com SUPPORT US: Patreon.......► https://www.patreon.com/theinfographicsshow CHAT: DISCORD.....►https://discord.gg/theinfographicsshow SOCIAL: Facebook...► https://facebook.com/TheInfographicsShow Instagram..► https://www.instagram.com/theinfographicsshow Twitter........► https://twitter.com/TheInfoShow Subreddit...► http://reddit.com/r/TheInfographicsShow -------------------------------------------------------------------------- Sources for this episode: Some Images used under license from Shutterstock.com
Views: 1321592 The Infographics Show
Eddie B(Comedian Houston TX)
 
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quick clips from Eddie B's Live DVD taping of IT WONT BE LONG...
Views: 61397 Eddiebcomedy