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Whole Class Reading

by Academic English I, English I Pre-ap/gt, The Translator—daoud Hari , 2015
"... Please know that these lists are not all inclusive!! Individual Teachers will provide their classes with a list of required supplies during the first days of school. Students will need a notebook w / paper and a pen/pencil the first day of school. ..."
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Please know that these lists are not all inclusive!! Individual Teachers will provide their classes with a list of required supplies during the first days of school. Students will need a notebook w / paper and a pen/pencil the first day of school.

Appropriate Group Size: Whole Class

by Aimee Burman, Elizabeth Seegers, Time Expected, Complete Instructional Plan
"... The purpose of this lesson is on the writing process as it relates to writing historical summaries. The catalyst for this lesson is the visual Christ’s Descent into Hell by Hieronymus Bosch and the music “We Didn’t Start the Fire ” by Billy Joel. Students interpret their own meaning of the visual an ..."
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The purpose of this lesson is on the writing process as it relates to writing historical summaries. The catalyst for this lesson is the visual Christ’s Descent into Hell by Hieronymus Bosch and the music “We Didn’t Start the Fire ” by Billy Joel. Students interpret their own meaning of the visual and song as they focus on the chaos created in both the art and music. Discussion is led to “chaos ” in world history. Students choose their own historical event to research and write a historical summary.

STRUCTURING STUDENTS ’ AWARENESS OF GENERALITY IN WHOLE CLASS DISCUSSION

by Helen Drury
"... While leading whole class conversations, as a teacher, I aim to remain aware of students ’ powers to appreciate and express generality. In this paper I focus on a whole class conversation that took place during a game of ‘algebra bingo’. I consider the various types of generalities and examine the e ..."
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While leading whole class conversations, as a teacher, I aim to remain aware of students ’ powers to appreciate and express generality. In this paper I focus on a whole class conversation that took place during a game of ‘algebra bingo’. I consider the various types of generalities and examine

Practice, Role and Position: Whole Class Patterns of Participation

by David Clarke, D. “the Silent Participant, David Clarke
"... By examining classroom practice over sequences of ten lessons, the Learner’s Perspective Study provides data on the teacher’s and learners ’ participation in the co-construction of the possible forms of participation through which classroom practice is constituted. The use of post-lesson video-stimu ..."
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-stimulated interviews offers additional insight into participants ’ intentions, actions and interpretations. This paper first postulates the existence of co-constructed whole class patterns of participation and then documents one such pattern of participation: Kikan-Shido (walking between desks), both as it is enacted

Interactive whole class teaching and interactive white boards

by Howard Tanner, Sonia Jones, Steve Kennewell, Gary Beauchamp - In , 2005
"... In England and Wales, National Strategies promote pedagogies that emphasise interactive whole class teaching, although this is not defined precisely. In recent years major investment has been made in Interactive White Boards (IWB) and, whilst they do not determine pedagogy, as cultural tools they te ..."
Abstract - Cited by 5 (0 self) - Add to MetaCart
In England and Wales, National Strategies promote pedagogies that emphasise interactive whole class teaching, although this is not defined precisely. In recent years major investment has been made in Interactive White Boards (IWB) and, whilst they do not determine pedagogy, as cultural tools

Ptolemy: A Framework for Simulating and Prototyping Heterogeneous Systems

by Joseph Buck, Soonhoi Ha, Edward A. Lee, David G. Messerschmitt , 1992
"... Ptolemy is an environment for simulation and prototyping of heterogeneous systems. It uses modern object-oriented software technology (C++) to model each subsystem in a natural and efficient manner, and to integrate these subsystems into a whole. Ptolemy encompasses practically all aspects of design ..."
Abstract - Cited by 571 (89 self) - Add to MetaCart
Ptolemy is an environment for simulation and prototyping of heterogeneous systems. It uses modern object-oriented software technology (C++) to model each subsystem in a natural and efficient manner, and to integrate these subsystems into a whole. Ptolemy encompasses practically all aspects

Basic objects in natural categories

by Eleanor Rosch, Carolyn B. Mervis, Wayne D. Gray, David M. Johnson, Penny Boyes-braem - COGNITIVE PSYCHOLOGY , 1976
"... Categorizations which humans make of the concrete world are not arbitrary but highly determined. In taxonomies of concrete objects, there is one level of abstraction at which the most basic category cuts are made. Basic categories are those which carry the most information, possess the highest categ ..."
Abstract - Cited by 892 (1 self) - Add to MetaCart
category cue validity, and are, thus, the most differentiated from one another. The four experiments of Part I define basic objects by demonstrating that in taxonomies of common concrete nouns in English based on class inclusion, basic objects are the most inclusive categories whose members: (a) possess

The nesC language: A holistic approach to networked embedded systems

by David Gay, Matt Welsh, Philip Levis, Eric Brewer, Robert Von Behren, David Culler - In Proceedings of Programming Language Design and Implementation (PLDI , 2003
"... We present nesC, a programming language for networked embedded systems that represent a new design space for application developers. An example of a networked embedded system is a sensor network, which consists of (potentially) thousands of tiny, lowpower “motes, ” each of which execute concurrent, ..."
Abstract - Cited by 943 (48 self) - Add to MetaCart
on the programming model allow the nesC compiler to perform whole-program analyses, including data-race detection (which improves reliability) and aggressive function inlining (which reduces resource consumption). nesC has been used to implement TinyOS, a small operating system for sensor networks, as well

Numerical scheme for a whole class of sweeping process

by Juliette Venel , 2009
"... ..."
Abstract - Cited by 4 (3 self) - Add to MetaCart
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Primary pupils in whole-class mathematical conversation

by Thérèse Dooley
"... Although plenary sessions are common to mathematics lessons, they are often characterized by traditional approaches that endorse the position of mathematics as a kind of received knowledge and the teacher as sole validator of students ’ input. A socio-constructivist view of mathematics calls for a m ..."
Abstract - Cited by 1 (0 self) - Add to MetaCart
Although plenary sessions are common to mathematics lessons, they are often characterized by traditional approaches that endorse the position of mathematics as a kind of received knowledge and the teacher as sole validator of students ’ input. A socio-constructivist view of mathematics calls for a more conversational style of interaction among participants. In this paper an account will be given of a lesson in which children aged 9 – 10 years calculated the sum of integers from one to one hundred. Particular attention will be paid to one pupil, Anne, and her reassessment of a conjecture that she made early in the lesson. I suggest that particular teacher ‘moves ’ facilitated engagement of other students with her idea and that this was one factor that led to her new insight. Mathematics as conversation The traditional classroom interaction structure is the Initiation – Response – Follow-up (I-R-F) model in which the teacher initiates an exchange and the student then makes a contribution and the teacher then makes a follow-up move (Sinclair and
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