teaching FCIL as a Non-FCIL Librarian: Go-To Resources

DipLawMatic Dialogues is a blog published by the FCIL Special Interest Section of the American Association of Law Libraries

Manajemen Team Teaching Mata Pelajaran Kejuruan Di SMKN 1 Gombong Dan SMKN 1 Puring

The objective of this research is to determine; (1) empiric information of team teaching implementation, and management team teaching implementation, (2) the evaluation process of team teaching implementation at SMKN 1 Gombong and SMKN 1 Puring. This research used qualitative approach. Data were collected by interview, documentation, and observation. Data analysis technique used inductive analysis data. The results of the research indicate that (1) Otomotif Department of SMKN 1 Gombong applied team teaching learning model; while team teaching in SMKN 1 Puring did not apply the full principles of team teaching learning model, (2) Management team teaching implementation in SMKN 1 Gombong was done effectively enough; besides management team teaching implementation in SMKN 1 Puring needs some improvements for each part of management process (3) Team teaching in SMKN 1 Gombong relatively fulfilled the principles of team teaching learning models and management process; while team teaching in SMKN 1 Puring needed some improvents to fullfill principles of team teaching model and management process

A Daughter’s Retrospective of B. F. Skinner

Este artículo describe algunas de las conductas características de mi padre, B.F. Skinner, usando documentos familiares y mis propios recuerdos. Algunas contingencias tempranas en su crianza fortalecieron su amor por la construcción de objetos y su independencia para descubrir cómo funciona el mundo. Estas habilidades, combinadas con la falta de supervisión en sus años de doctorando, pusieron la base de su descubrimiento del operante. No se limitó al trabajo de laboratorio. Extendió su descubrimiento de cómo las consecuencias seleccionan la conducta a la educación y al diseño de prácticas culturales. Mi padre siempre se preocupó tanto de solucionar los problemas de la sociedad como de mejorar su propia conducta y describo aquí alguna de las contingencias que organizó para maximizar su propia productividad

Digitization in the classroom : teaching undergraduates the art of digitizing history

In the fall 2015 semester, a new course was offered at Virginia Wesleyan College (VWC) that involved a unique project collaboration between Professor Richard E. Bond and librarians, Patty Clark and Sophie Rondeau. The course, entitled Digital History 250, provided students with an introduction to how history is made and used in digital environments. Bond presented students with topics related to history and social media, spatial mapping, digital literacy, and the implications of crowd sourcing historical narratives, among others. The students were given a final project that involved creating digital exhibits using curated content from VWC yearbooks housed in the College Archives. Using the Omeka content management system - which provides Dublin Core metadata elements for item description - students were also expected to create metadata to describe each digitized item. Alongside teaching students about digital literacy, librarians Clark and Rondeau provided instruction about metadata, controlled vocabularies, and the intricacies of describing visual resources. What\u27s more, their work involved building content standard guidelines suitable for undergraduate students new to resource description and a guide built of the tools they would need to be successful. This presentation will examine the delivery, approach, and tools they used to teach students about item description, as well as the challenges, successes, and failures of the digitization project from the perspective of all parties involved. What\u27s more, future plans for a Digital History course are underway, and this presentation will discuss how the final digitization project will differ, and why

Todes nosotres somos amigues: Los desafíos de la enseñanza del lenguaje inclusivo.

Spanish and Portugues

1961 Vol. 9 No. 6

https://engagedscholarship.csuohio.edu/lawpublications_gavel1960s/1010/thumbnail.jp

Co‐Teaching in Language Arts: Supporting Students with Learning Disabilities

In this case study, I have examined teachers’ use of co‐teaching models to support students with learning disabilities in an inclusive elementary classroom. Co‐teachers progressed from the developmental stage of collegial growth to the compromising stage (Gately & Gately, 2001), but struggled to achieve the third stage of collaboration. Teachers used several methods to support students’ literacy: explicit prompt sheets, scaffolded mini‐lessons, and interactional inclusion. Classroom structures and helping routines played key roles in maintaining teachers’ availability to exceptional learners. The students with learning disabilities protected their social status in the classroom, a key factor in their decision to accept teachers’ help. Key words: collaborative practices, literacy learning, interactional inclusion, struggling learners. Dans cette étude de cas, l’auteure examine les modèles de coenseignement utilisés en vue de venir en aide à des élèves du primaire ayant des difficultés d’apprentissage dans une classe inclusive. Les coenseignants ont progressé du stade initial de la collégialité au stade des compromis (Gately et Gately, 2001), mais ont eu de la difficulté à atteindre le troisième stade, celui de la collaboration. Les enseignants ont employé plusieurs méthodes pour soutenir les élèves dans leur apprentissage de la littératie: feuilles de messages‐guides explicites, mini‐leçons avec soutien à l’apprentissage et inclusion faisant appel à des interactions. C’est principalement grâce aux structures des classes et aux méthodes de soutien mises en place que les enseignants ont pu demeurer disponibles pour les élèves en difficulté. Ces élèves ont protégé leur statut social en classe, ce qui a joué pour beaucoup dans leur décision d’accepter l’aide des enseignants. Mots clés : méthodes de collaboration, apprentissage de la littératie, inclusion par l’interaction, apprenants en difficulté.