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Education
Web
 Symbolic model of Spatial Relations in the Human Brain
Benefits: link with numeric information Information = data or knowledge Automatic interpretation, labelling... Use automatic segmentation and labelling for: automatic validity checking of Kn. Base obtaining new knowledge (e.g. statistical studies of variabilities)...
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Benefits: link with numeric information Information = data or knowledge Automatic interpretation, labelling... Use automatic segmentation and labelling for: automatic validity checking of Kn. Base obtaining new knowledge (e.g. statistical studies of variabilities)
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http://ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=52
ontology.buffalo.edu/anatomy_GIS/Dameron.pdf#page=52
Benefits: link with numeric information Information = data or knowledge Automatic interpretation, labelling... Use automatic <span class="highlight">segmentation</span> and labelling for: automatic validity checking <span class="highlight">of</span> Kn. Base obtaining new knowledge (e.g. statistical studies <span class="highlight">of</span> variabilities)
Problem Solving and Response to Intervention/Marston
Grade 1 Phoneme Segmentation 0 5 10 15 20 25 30 35 40 45 50 55 60 65 Sept. Oct. Nov. Dec. Jan. Feb. March April May June C o r r e c t P h o n e m e s S e g m e n t e d 75th %ile 50th %ile 25th %ile From Minneapolis Public Schools (1999), Performance Assessment of Reading in the Prob...
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Grade 1 Phoneme Segmentation 0 5 10 15 20 25 30 35 40 45 50 55 60 65 Sept. Oct. Nov. Dec. Jan. Feb. March April May June C o r r e c t P h o n e m e s S e g m e n t e d 75th %ile 50th %ile 25th %ile From Minneapolis Public Schools (1999), Performance Assessment of Reading in the Problem Solving Model.
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http://centeroninstruction.org/files/ImplementationOfRtI.pdf#page=36
centeroninstruction.org/files/ImplementationOfRtI.pdf#page=36
Grade 1 Phoneme <span class="highlight">Segmentation</span> 0 5 10 15 20 25 30 35 40 45 50 55 60 65 Sept. Oct. Nov. Dec. Jan. Feb. March April May June C o r r e c t P h o n e m e s S e g m e n t e d 75th %ile 50th %ile 25th %ile From Minneapolis Public Schools (1999), Performance Assessment <span class="highlight">of</span> Reading in the Problem Solving Model.
Reading/Language Arts (CA Dept. of Education)
task 2. Making students’ cognitive manipulations of sounds overt by using concrete representations (e.g., markers, pictures, and Elkonin boxes) or auditory cues that signal the movement of one sound to the next (e.g., claps) 3. Teaching skills explicitly and systematic...
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task 2. Making students’ cognitive manipulations of sounds overt by using concrete representations (e.g., markers, pictures, and Elkonin boxes) or auditory cues that signal the movement of one sound to the next (e.g., claps) 3. Teaching skills explicitly and systematically 4. Adding letter-sound correspondence instruction to phonological awareness interventions after students demonstrate early phonemic awareness 5. Progressing from the easier phonemic awareness activities to the more difficult
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=45
task 2. Making students’ cognitive manipulations <span class="highlight">of</span> sounds overt by <span class="highlight">using</span> concrete representations (e.g., markers, pictures, and Elkonin boxes) or auditory cues that signal the movement <span class="highlight">of</span> one sound to the next (e.g., claps) 3. Teaching skills explicitly and systematically 4. Adding letter-sound correspondence instruction to phonological awareness interventions after students demonstrate early phonemic awareness 5. Progressing from the easier phonemic awareness activities to the more difficult
INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts of remote sensing. (DOK 2) • Characteristics of the electromagnetic spectrum • Passive verses active sensor systems • Types of sensor platforms d. Analyze the effects...
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2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts of remote sensing. (DOK 2) • Characteristics of the electromagnetic spectrum • Passive verses active sensor systems • Types of sensor platforms d. Analyze the effects of changes in spatial, temporal, and spectral resolution and effects on images due to changes in scale. (DOK 2) e. Interpret the absorption/reflection spectrum using images and graphs. (DOK 2) f
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=83
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 83 c. Examine inheritance patterns <span class="highlight">using</span> current technology (e.g., pedigrees, karyotypes, gel electrophoresis). (DOK 2) d. Discuss the characteristics and implications <span class="highlight">of</span> both chromosomal and gene mutations. (DOK 2) • Significance <span class="highlight">of</span> nondisjunction, deletion, substitutions, translocation, frame shift mutation in animals • Occurrence and significance <span class="highlight">of</span> genetic disorders such as sickle cell
136
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=136
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 136 c. Explain the basic concepts <span class="highlight">of</span> remote sensing. (DOK 2) • Characteristics <span class="highlight">of</span> the electromagnetic spectrum • Passive verses active sensor systems • Types <span class="highlight">of</span> sensor platforms d. Analyze the effects <span class="highlight">of</span> changes in spatial, temporal, and spectral resolution and effects on images due to changes in scale. (DOK 2) e. Interpret the absorption/reflection spectrum <span class="highlight">using</span> images and graphs. (DOK 2) f
Microsoft Word - earth and space science gses 4.0.doc
similar or different physical properties (e.g., size, shape, color, texture, smell, weight). 1b recording observations/data about physical properties. 1c using attributes of properties to state why objects are grouped together (e.g., rocks that are shiny or not shiny). ESS1 (...
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similar or different physical properties (e.g., size, shape, color, texture, smell, weight). 1b recording observations/data about physical properties. 1c using attributes of properties to state why objects are grouped together (e.g., rocks that are shiny or not shiny). ESS1 (3-4) –1 Students demonstrate an understanding of earth materials by … 1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture
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http://www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20science%20gses%204.0.pdf#page=7
www.ride.ri.gov/Instruction/DOCS/gle/Science_GSE/earth%20and%20space%20sc...
similar or different physical properties (e.g., size, shape, <span class="highlight">color</span>, texture, smell, weight). 1b recording observations/data about physical properties. 1c <span class="highlight">using</span> attributes <span class="highlight">of</span> properties to state why objects are grouped together (e.g., rocks that are shiny or not shiny). ESS1 (3-4) –1 Students demonstrate an understanding <span class="highlight">of</span> earth materials by … 1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, <span class="highlight">color</span>, texture
Science.qxd
Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions o...
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Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way of doing things, and or it may denote a specific object. Stephen Kiln, Professor of Mechanical Engineering at Stanford University has four definitions of technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or video tape) • methodology or technique. (e.g., painting, using a microscope or calculator) • system of production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=22
(e.g., an aspirin, chair, or video tape). • Methodology or <span class="highlight">technique</span> (e.g., painting, <span class="highlight">using</span> a microscope). • System <span class="highlight">of</span> production (e.g., the automobile assembly line, a process for manufacturing a product or an entire industry). • Social-technical system (an airplane, for example, suggests a plethora <span class="highlight">of</span> interrelated devices, human resources, and artifacts such as airports, passengers and pilots, fuel, regulations and ticketing).
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=63
Revised 2004 59 Grade 6 Science The word “technology” has many definitions. It may, for example, mean a particular way <span class="highlight">of</span> doing things, and or it may denote a specific object. Stephen Kiln, Professor <span class="highlight">of</span> Mechanical Engineering at Stanford University has four definitions <span class="highlight">of</span> technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or video tape) • methodology or <span class="highlight">technique</span>. (e.g., painting, <span class="highlight">using</span> a microscope or calculator) • system <span class="highlight">of</span> production. (e.g., the automobile assembly
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=75
Revised 2004 71 Grade 7 Science The word “technology” has many definitions. It may, for example, mean a particular way <span class="highlight">of</span> doing things, and or it may denote a specific object. Stephen Kiln, Professor <span class="highlight">of</span> Mechanical Engineering at Stanford University has four definitions <span class="highlight">of</span> technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or video tape) • methodology or <span class="highlight">technique</span>. (e.g., painting, <span class="highlight">using</span> a microscope or calculator) • system <span class="highlight">of</span> production. (e.g., the automobile assembly
86
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=86
Revised 2004 82 Grade 8 Science The word “technology” has many definitions. It may, for example, mean a particular way <span class="highlight">of</span> doing things, or it may denote a specific object. Stephen Kiln, Professor <span class="highlight">of</span> Mechanical Engineering at Stanford University has four definitions <span class="highlight">of</span> technology (Kiln, 1985): • artifact or hardware. (e.g., an aspirin, chair, computer, or video tape) • methodology or <span class="highlight">technique</span>. (e.g., painting, <span class="highlight">using</span> a microscope or calculator) • system <span class="highlight">of</span> production. (e.g., the automobile assembly line, a
K-1
into two groups: natural and human-made.*a K-1 ES2B Earth materials include solid rocks, sand, soil, and water. These materials have different observable physical properties. Describe Earth objects using appropriate terms, such as hard, soft, dry, wet, heavy, and light, to describe the...
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into two groups: natural and human-made.*a K-1 ES2B Earth materials include solid rocks, sand, soil, and water. These materials have different observable physical properties. Describe Earth objects using appropriate terms, such as hard, soft, dry, wet, heavy, and light, to describe these materials. Sort Earth objects by one observable property (e.g., rocks by size or color).*a Compare Earth objects by at least two properties (e.g., first compare rocks by size, then by color). *a K-1 ES2C Some
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=31
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
into two groups: <span class="highlight">natural</span> and human-made.*a K-1 ES2B Earth materials include solid rocks, sand, soil, and water. These materials have different observable physical properties. Describe Earth objects <span class="highlight">using</span> appropriate terms, such as hard, soft, dry, wet, heavy, and light, to describe these materials. Sort Earth objects by one observable property (e.g., rocks by size or <span class="highlight">color</span>).*a Compare Earth objects by at least two properties (e.g., first compare rocks by size, then by <span class="highlight">color</span>). *a K-1 ES2C Some
Speaking Standard 3
using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three...
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using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint of a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the image, given the pre-image, and vice-versa • Sequence of transformations needed to map one figure onto another • Reflections, rotations
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http://www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
www.nj.gov/education/cccs/2004/s4_math.pdf#page=24
<span class="highlight">using</span> a variety <span class="highlight">of</span> methods (e.g., straightedge and compass, patty/tracing paper, or technology). • Congruent angles or line segments • Midpoint <span class="highlight">of</span> a line segment 7. Create two-dimensional representations (e.g., nets or projective views) for the surfaces <span class="highlight">of</span> three-dimensional objects. 4.2.8 B. Transforming Shapes 1. Understand and apply transformations. • Finding the <span class="highlight">image</span>, given the pre-<span class="highlight">image</span>, and vice-versa • Sequence <span class="highlight">of</span> transformations needed to map one figure onto another • Reflections, rotations
Core Content For Mathematics Assessment
Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized...
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Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, technique, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis of specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement of skills used in individual
128
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=128
Psychomotor Skills PL-HS-2.1.1 Students will analyze the principles for motor skills (e.g., accuracy, <span class="highlight">technique</span>, physics, mechanics) and make applications for improving these skills (locomotor, nonlocomotor, transitional). PL-HS-2.1.2 Students will infer how an analysis <span class="highlight">of</span> specialized movement patterns (e.g., swinging golf clubs, shooting basketballs) and sequence evaluation (e.g., positioning, performing, following through) can be used to make recommendations for the improvement <span class="highlight">of</span> skills used in individual
Glossaryreadingglossary.pdf
examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information wil...
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examples – a context clue where the author demonstrates word definition through the use of a concrete example that illustrates a concept, sometimes using signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify a concept. fable - a short tale in prose or verse that teaches a moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements of information that can be
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http://www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=8050&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=FLfON%2fdrZ7Q%3d&tabid=142&mid=805...
examples – a context clue where the author demonstrates word definition through the use <span class="highlight">of</span> a concrete example that illustrates a concept, sometimes <span class="highlight">using</span> signal words, (e.g., for instance, such as, including, for example, to illustrate) to let the reader know that information will be given to clarify a concept. fable - a short tale in prose or verse that teaches a moral, usually with animals and inanimate objects as characters. √ fact and opinion - (facts) statements <span class="highlight">of</span> information that can be
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