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Making Connections across the Curriculum through Poetry
creative teacher may make modifications for other grade levels or incorporate particular aspects in other disciplines. Also, a group of teachers of various disciplines may use this unit as a collaborative effort. The approach includes a mixture of analyses and syntheses that...
Building Big: Diana Nishi
computers. There are a lot of programs available to us to assist us in our engineering. We do computer modeling for a lot of the buildings if they're more complicated. We use 3-D models to assist us. We model the building to make sure that we understand the behavior, how the building i...
 Visual and Performing Arts Framework (CA Dept. of Education)
97 After completing a beginning-level high school course in one of the arts disciplines, a student may continue in that art form or pursue study in other arts disciplines. For those who want to go forward, additional courses in an art form provide the...
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97 After completing a beginning-level high school course in one of the arts disciplines, a student may continue in that art form or pursue study in other arts disciplines. For those who want to go forward, additional courses in an art form provide them with opportunities to continue discovering and expressing themselves through the arts. In an advanced course of study, students research, analyze, question, clarify, evaluate, refine, plan, and create a body of work that reflects complex ideas
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http://www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=25
www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=25
13 and the visual arts) are designed to increase and refine students’ knowledge and skills beyond those learned at the elementary school <span class="highlight">level</span>. Students may experience one or all four arts <span class="highlight">disciplines</span> to expand their knowledge and skill and to make personal connections with the world, the school, and themselves. When students are taught by specialists <span class="highlight">in</span> each discipline, they should continue their development <span class="highlight">in</span> the five strands of each of those <span class="highlight">disciplines</span>. Strategies for implementation may include
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=30
directions not yet imagined. <span class="highlight">In</span> all <span class="highlight">disciplines</span> artists have traditionally used and combined technologies to create and express ideas. The use of electronic media (digital video, animation, and photo <span class="highlight">software</span>) juxtaposed with the use of tradi- tional media (paper, paints, classroom tools) expands the boundaries of space and time. For today’s artists new media are altering the direction and escalating the pace of exploration within and between arts <span class="highlight">disciplines</span>. They have easy access to vast amounts of artistic
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=35
23 refers to what students should know and be able to do on completion of a one- year course <span class="highlight">in</span> one of the arts <span class="highlight">disciplines</span>. The expectation is based on the ac- complishment of students who participated <span class="highlight">in</span> an arts education program from kindergarten through grade eight. Many students elect to take additional high school arts courses to achieve the advanced <span class="highlight">level</span> of achievement. The term advanced means that students have completed more than one course <span class="highlight">in</span> a given arts discipline. That <span class="highlight">level</span> can be
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=109
97 After completing a beginning-<span class="highlight">level</span> high school course <span class="highlight">in</span> one of the arts <span class="highlight">disciplines</span>, a student may continue <span class="highlight">in</span> that art form or pursue study <span class="highlight">in</span> other arts <span class="highlight">disciplines</span>. For those who want to go forward, additional courses <span class="highlight">in</span> an art form provide them with opportunities to continue discovering and expressing themselves through the arts. <span class="highlight">In</span> an advanced course of study, students research, analyze, question, clarify, evaluate, refine, plan, and create a body of work that reflects complex ideas
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=234
instructional strategies <span class="highlight">in</span> the arts. B9. Arts instruction incorpo­ rates the unique resources of artists and of the whole community. C5. Instruction is consistently reviewed and refined based on an analysis of students’ work <span class="highlight">in</span> relation to a high <span class="highlight">level</span> of achievement of standards. C6. Teachers design and modify their instructional practices to ensure that all students make progress toward achieving the standards. C7. Instruction <span class="highlight">in</span> all four arts <span class="highlight">disciplines</span> includes a variety of effective and
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=235
a formal assessment <span class="highlight">in</span> one or more of the arts at each school <span class="highlight">level</span>. B12. The district uses baseline formal and informal assess­ ments <span class="highlight">in</span> two or more of the arts <span class="highlight">disciplines</span> to refine and to implement its arts curriculum and instruction. B13. Teachers provide students with opportunities to demonstrate their progress toward standards through carefully designed portfolio activities and performance activities <span class="highlight">in</span> two or more of the arts. B14. Embedded student assessment strategies are an
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=236
arts education that provides training based on an under­ standing of the framework and standards and that uses a variety of strategies and activities. A17. The district begins identifying resources for professional development <span class="highlight">in</span> all four arts <span class="highlight">disciplines</span>. A18. Plans for professional development opportunities extend to all persons who participate <span class="highlight">in</span> arts instruction, such as generalist teachers, art specialist teachers, artists, and parents. B15. A defined, long-term professional development
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=237
comprehensive arts education program. B20. Personnel are identified and provide arts instruction <span class="highlight">in</span> the schools <span class="highlight">in</span> a minimum of two of the arts <span class="highlight">disciplines</span>. C20. Qualified personnel <span class="highlight">in</span> all four arts <span class="highlight">disciplines</span> provide comprehensive, standards- based arts instruction. Leadership A21. Leadership roles at the district and at the school site are defined for the implemen­ tation of a standards-based curriculum, for program development, and for evalua­ tion. B21. An identified district arts coordinator or
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www.cde.ca.gov/re/pn/fd/documents/vpa.pdf#page=239
school site <span class="highlight">level</span> to provide for program imple­ mentation <span class="highlight">in</span> two or more of C28. Funding resources and budget oversight mechanisms for all four arts <span class="highlight">disciplines</span> are coordinated at the district <span class="highlight">level</span> and at the school site <span class="highlight">level</span>. monitoring of funds for arts the arts <span class="highlight">disciplines</span> programs. Note: For the purposes of assigning a score to a criterion, you may use the following scale: 4 = fully implemented, exemplary accomplishment; 3 = implemented and operational; 2 = introduced, evidence of progress but
Project LITERACY-HI: Hypermedia for Readers with Hearing Impairments
are collaborating on a federally-funded project, LITERACY-HI, which is investigating the benefits of electronically enhanced text for mainstreamed students with hearing impairments. The authors cite the difficulties that deaf and hard-of-hearing students experience when reading materials beyond a fo...
Revisited article: Re-embedding "Disembedded" Visions of Young Children's Writin...
Revisited article: Re-embedding "Disembedded" Visions of Young Children's Writing Dev't - National Writing Project National Writing Project Home / Contact Us / RSS
General (and elementary) Mathematics - Dave Rusin; The Mathematical Atlas
arguably, be a rough equivalent. See also the article, "What is recreational mathematics?" by Charles W. Trigg, Math. Mag. 51 (1978), no. 1, 18--21. MR58#15766 Software and tables For tools specific to particular disciplines (number theory, statistics, etc.) see the page...
Glossary Terms: Air
The MSDS HyperGlossary: Air Safety Emporium for all your lab and safety needs AIHA Glossary Index ALARA MSDS TopicsFree SitesFAQ'sRegulationsGlossarySoftwareSuppliers BooksForumPollFun stuffQuizStore Understand your MSDS with the MS-DemystifierSearch ALL our MSDS info Air Definition...
RNA-Folding Programming Project for High-Performance Computing
top Possible Audiences: Undergraduate computer science/engineering students in a high performance computing or parallel programming course. Brief Overview: This project is to develop an interesting set of programming assignments, lecture materials, and readings, w...
Robert Morris College
Software Development Software Engineering Special Education Sport Management Sport Psychology T Theatre Technical Writing
Stanford Encyclopedia of Philosophy: basic concepts and historical overview
Gotterbarn and colleagues in the ACM and the Computer Society of the IEEE (Institute of Electrical and Electronic Engineers) developed licensing standards for software engineers. In addition, Gotterbarn headed a joint taskforce of the IEEE and ACM to create the “Softwar...
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