Rubrics for writing across the curriculum ppt

Who created the document? Paul Revere created this poster Is there anything I know about the person that helps me understand the potential bias of the source?

A PDF copy of this handout can be downloaded here. The poster itself can be downloaded here. Integrating language instruction with academic content can help students in a sheltered environment prepare for the linguistic and academic demands of college-level work.

This poster offers background research on content-based instruction, describes an example of an IEP course that teaches language through US History, and imparts specific ideas about integrating language with content to bolster writing, listening, discussion, and academic preparedness.

Content-based Learning CBI; also known as CLIL, or, Content and Language Integrated Learning is a broad term that encompasses a number of different methodologies where content rather than language is the primary focus of study.

Between these two ends also exists sheltered instruction, which is primarily a content course that has been developed for language learners, and adjunct instruction, which is the pairing and coordination of a content course with a language course.

The ELI US History advanced language course described in this poster falls into the category of a theme-based course. CBI enjoys a great deal of theoretical and empirical support. From a theoretical perspective, CBI has been argued to be based on principles of second language acquisition and the importance of contextualized, meaningful input as well as output.

They demonstrate independence.

CBI provides exposure to authentic and authentic-like tasks that students will encounter during university study. CBI allows students to work with content in a way that still supports language development. In CBI, the focus on content serves as an authentic context for language input and output.

CBI also fosters learning of academic skills such as note-taking, academic integrity i. First, as in many American universities, a beginning American History course is required for all UTK undergraduate international students yet many of these students often lack essential background knowledge to succeed in it.

We believe that providing some background knowledge of major US events, the structure of US politics, and discipline-specific academic vocabulary offers our students a significant advantage in this foundational course.

In addition, we felt that having a basic understanding of US History would help students better understand contemporary issues in American society, including issues that may affect them, such as American debates over immigration, race, and the right to bear arms.

For example, by understanding the role of the Revolutionary War and the wording of the Second Amendment, students can get a sense of the historical roots of gun culture in America while at the same time researching and discussing its role in 21st century politics.

rubrics for writing across the curriculum ppt

We believed that having a better grasp of US History could help students understand the American cultural references they are exposed to in other classes or in mass media, as well as the culture itself.

References to specific historical events, presidents, or ideas are easily understood by most domestic students but can bewilder international students reading news articles, listening to lectures, or even watching movies. By having a more comprehensive knowledge base regarding American history, students may have a better chance of overcoming these obstacles.

The goal of the course was to give students basic background knowledge of American history while building their academic listening, speaking, reading, writing, and study skills.

While the course is geared toward pre-matriculation undergraduate students, short-term language students and pre-matriculated graduate students also enroll. The instructors coordinate the coursework in the two courses. By providing a contemporary context for understanding US history, we were able to make the content more motivating and meaningful for students.Free irony worksheets and activities for teachers and students.

Read examples of irony and determine which of the three types of irony is used.

rubrics for writing across the curriculum ppt

Free irony worksheets and activities for teachers and students. Read examples of irony and determine which of the three types of irony is used. Browse over educational resources created by Mrs Renz Class in the official Teachers Pay Teachers store.

Standards Aligned System. The Standards Aligned System (SAS), developed by the Pennsylvania Department of Education, is a comprehensive, researched-based resource to improve student achievement. The Question is the Answer - the secret to great research.


Why is project based learning important? - edutopia Buck Institute - PBL related resources Why use Rubrics? Project Based Learning Checklists and evaluation developer.

Preparing Your Daughter or Son for the Next Century. A quick post today on how I used some specialist corpora during a workshop with visiting Chinese professors. This post is entitled “Ants on a Blog,” a pun that combines the American snack food (ants on a log) with the fact that I utilized two wonderful tools from Laurence Anthony: AntCorGen and AntConc.

The visiting professors come from .

Science and Children: Online Connections