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The student requires job counseling upon graduation but their school does not provide it. The document proposes and evaluates two prototypes for peer-led job counseling: Prototype I involves role-playing job interviews and scenarios in teams to provide feedback. The sessions would be videotaped and critiqued. Prototype II expands on Prototype I by having another team critique the video and provide a list of questions and suggestions to improve the process. The role-playing would cover topics like interviews, first day on the job, resumes, and more. The process would be ongoing and offered permanently by the school to help more students. No special equipment is required.

This document outlines a culminating project by Ana Lovely that includes four main sections: 1) An evaluation of available technology resources at the school/district, including tools for daily, weekly, and project use. 2) An evaluation of three available tools (PowerPoint, Quizlet, Email) and their affordances and limitations. 3) A lesson plan adapted to three levels of the TIM model where students research and present on a Spanish-speaking country. 4) A reflection on experiences using the TIM model for instructional planning.

The document provides an agenda and information for National Facilitator's summer faculty meeting. It includes pre-course checklists, ongoing course management tips, summer term timelines, and recommendations for the 4th of July holiday weekend and final projects. Courses offered in the summer II term from August 10 to September 20 are also listed.

This document provides an introduction to the facilitator, Courtney King, and an overview of the ELI 184 Online writing course. Courtney has taught writing and ESL courses for several years and is pursuing a Master's in TESOL. The course focuses on four writing genres: expository, summary/response, cause/effect, and argumentative. Students will write formal papers in each genre as well as complete timed writings, quizzes on grammar and APA style, error logs, and discussion board posts. Academic integrity, late work, and communication policies are also outlined.

This document outlines a lesson plan for teaching 10th grade students about the Johari Window model. It includes analyzing the class of 14 girls and 8 boys, with some having IEPs. The objective is for students to understand the four parts of the Johari Window - Open Self, Hidden Self, Blind Self, and Unknown Self - through videos, texts, podcasts and lectures, assessed via student blogs. Each day focuses on a different part, using technology like smartboards, imaging software, and social media to interact with the material.

This document discusses discussion boards, including where they are used, important considerations for using them, and pros and cons. Discussion boards allow asynchronous participation and are used in educational and business settings. Key points include the importance of active participation through on-topic posts and responses, using clear subject lines, maintaining timeliness, and being mindful of proper etiquette and anonymity. While discussion boards facilitate collaboration without meeting in-person, it can be difficult to convey emotion and some posts may be used for future advertising. Overall, discussion boards are a valuable supplement to online learning when used appropriately and with common sense.

This document provides information about an English 1A hybrid class. Key points: - The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session. - The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site. - The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops. - Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work

This technology unit outline describes a 3-week blog project for a high school pre-algebra/algebra support class, where students will use blogs to explain how to solve word problems, provide feedback to peers, and create a digital portfolio of their work to improve math reasoning and writing skills. The daily lessons have students blogging explanations of math problems and solutions, and the unit culminates with students presenting their favorite problem and what they learned from the blog project.

The document contains an opening prayer for a new school year asking God to bless the students and faculty. It then introduces the computer orientation class, including the teacher, course outline, grading system, safety guidelines, and expectations. The course will cover programming fundamentals like algorithms, flowcharting, variables, conditional statements, and looping commands. Students will work on hands-on activities, projects, recitation, and homework. Rules are in place to maintain safety and order in the computer lab. The document closes with a prayer for blessings in the new school year and studies.