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Techtorials |实用技术指南
Techtorials |实用技术指南
Techtorials |实用技术指南教育世界科技是每周，有关使用常规教室的技术方面的一步一步的说明。简短，实用和教育声音，Techtorial提供了课堂教师，他们今天可以使用简单，简单，直截了当的秘诀。
儿童早期
学龄前-2技术使用的提示和注意事项
在Pre-K-1教室中使用绘画工具
电子邮件
通过电子邮件教育：第一部分
通过电子邮件教育：第二部分
新兴技术
Skype:与任何人，任何地方免费交谈
使用Audacity录制、编辑和共享声音文件
Wiki的初学者指南
建立一个博客
创建播客
社会书签
什么是播客？
excel.
用Excel创建座位表
使用Excel创建图表或图表
用Excel创建一个成绩簿
创建标签工作表
用Excel创建水印
用Excel创建一个Adlib故事
在Excel中创建一个交互式地图
用Excel创建课堂调查
创建自动更正工作表
用Excel创建曲面
excel.-ent跨年级活动
用Excel制作海报！
教学Excel.
时间表无时间
十大Excel问题
使用Excel创建交互式填字游戏
使用电子表格创建交互式的年级书
互联网
媒介素养
更新10/18/2013
喋喋不休
趋势
你已经达到了另一个分级期的结束，而且什么比撰写关于您班上每个孩子的洞察力，原始，原始和独特评论的任务更令人生畏？以下肯定陈述将帮助您根据特定儿童量身定制您的评论，并突出其优势。您还可以使用我们的陈述来表明需要改进。转过一点周围，你会将每个人改造为孩子努力的目标。SAM始终如一地与他人合作成为SAM需要更符合他人的努力，并且莎莉以书面形式使用生动的语言，而是用实践阅读，莎莉将学会在她的写作中使用生动的语言。让Jan通过改变它来读取父母支持请求，以便阅读，请鼓励Jan寻求新的挑战。无论您是从此页面调整语句还是创建原创的，请查看我们的报告卡代谢库[查看页面的底部]，其中包含适当的形容词和副词的列表。在那里，您会发现正确的词语，以保持您的评论清新准确。我们组织了我们的125张报告卡评论按类别。阅读整个列表或单击下面的一个类别链接以跳转到该列表。 AttitudeBehaviorCharacterCommunication SkillsGroup WorkInterests and TalentsParticipationSocial SkillsTime ManagementWork Habits Attitude The student: is an enthusiastic learner who seems to enjoy school. exhibits a positive outlook and attitude in the classroom. appears well rested and ready for each day's activities. shows enthusiasm for classroom activities. shows initiative and looks for new ways to get involved. uses instincts to deal with matters independently and in a positive way. strives to reach their full potential. is committed to doing their best. seeks new challenges. takes responsibility for their learning. Behavior The student: cooperates consistently with the teacher and other students. transitions easily between classroom activities without distraction. is courteous and shows good manners in the classroom. follows classroom rules. conducts themselves with maturity. responds appropriately when corrected. remains focused on the activity at hand. resists the urge to be distracted by other students. is kind and helpful to everyone in the classroom. sets an example of excellence in behavior and cooperation. Character The student: shows respect for teachers and peers. treats school property and the belongings of others with care and respect. is honest and trustworthy in dealings with others. displays good citizenship by assisting other students. joins in school community projects. is concerned about the feelings of peers. faithfully performs classroom tasks. can be depended on to do what they are asked to do. seeks responsibilities and follows through. is thoughtful in interactions with others. is kind, respectful and helpful when interacting with his/her peers is respectful of other students in our classroom and the school community demonstrates responsibility daily by caring for the materials in our classroom carefully and thoughtfully takes his/her classroom jobs seriously and demonstrates responsibility when completing them is always honest and can be counted on to recount information when asked is considerate when interacting with his/her teachers demonstrates his/her manners on a daily basis and is always respectful has incredible self-discipline and always gets his/her work done in a timely manner can be counted on to be one of the first students to begin working on the task that is given perseveres when faced with difficulty by asking questions and trying his/her best does not give up when facing a task that is difficult and always does his/her best is such a caring boy/girl and demonstrates concern for his/her peers demonstrates his/her caring nature when helping his/her peers when they need the assistance is a model citizen in our classroom is demonstrates his/her citizenship in our classroom by helping to keep it clean and taking care of the materials in it can always be counted on to cooperate with his/her peers is able to cooperate and work well with any of the other students in the class is exceptionally organized and takes care of his/her things is always enthusiastic when completing his/her work is agreeable and polite when working with others is thoughtful and kind in his/her interactions with others is creative when problem solving is very hardworking and always completes all of his/her work is patient and kind when working with his/her peers who need extra assistance trustworthy and can always be counted on to step in and help where needed Communication Skills The student: has a well-developed vocabulary. chooses words with care. expresses ideas clearly, both verbally and through writing. has a vibrant imagination and excels in creative writing. has found their voice through poetry writing. uses vivid language in writing. writes clearly and with purpose. writes with depth and insight. can make a logical and persuasive argument. listens to the comments and ideas of others without interrupting. Group Work The student: offers constructive suggestions to peers to enhance their work. accepts the recommendations of peers and acts on them when appropriate. is sensitive to the thoughts and opinions of others in the group. takes on various roles in the work group as needed or assigned. welcomes leadership roles in groups. shows fairness in distributing group tasks. plans and carries out group activities carefully. works democratically with peers. encourages other members of the group. helps to keep the work group focused and on task. Interests and Talents The student: has a well-developed sense of humor. holds many varied interests. has a keen interest that has been shared with the class. displays and talks about personal items from home when they relate to topics of study. provides background knowledge about topics of particular interest to them. has an impressive understanding and depth of knowledge about their interests. seeks additional information independently about classroom topics that pique interest. reads extensively for enjoyment. frequently discusses concepts about which they have read. is a gifted performer. is a talented artist. has a flair for dramatic reading and acting. enjoys sharing their musical talent with the class. Participation The student: listens attentively to the responses of others. follows directions. takes an active role in discussions. enhances group discussion through insightful comments. shares personal experiences and opinions with peers. responds to what has been read or discussed in class and as homework. asks for clarification when needed. regularly volunteers to assist in classroom activities. remains an active learner throughout the school day. Social Skills The student: makes friends quickly in the classroom. is well-liked by classmates. handles disagreements with peers appropriately. treats other students with fairness and understanding. is a valued member of the class. has compassion for peers and others. seems comfortable in new situations. enjoys conversation with friends during free periods. chooses to spend free time with friends. Time Management The student: tackles classroom assignments, tasks, and group work in an organized manner. uses class time wisely. arrives on time for school (and/or class) every day. is well-prepared for class each day. works at an appropriate pace, neither too quickly or slowly. completes assignments in the time allotted. paces work on long-term assignments. sets achievable goals with respect to time. completes make-up work in a timely fashion. Work Habits The student: is a conscientious, hard-working student. works independently. is a self-motivated student. consistently completes homework assignments. puts forth their best effort into homework assignments. exceeds expectations with the quality of their work. readily grasps new concepts and ideas. generates neat and careful work. checks work thoroughly before submitting it. stays on task with little supervision. displays self-discipline. avoids careless errors through attention to detail. uses free minutes of class time constructively. creates impressive home projects. Related: Needs Improvement Report Card Comments for even more comments! Student Certificates! Recognize positive attitudes and achievements with personalized student award certificates! Report Card Thesaurus Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique. Adjectives attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique Adverbs always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly
回到地理课程计划，食物起源于什么？（新世界和旧世界的食物）主题艺术与人文 - 语言艺术教育科学 - 经济社会研究 - 经济 - 地理 - 历史---- U.S。历史----世界历史 - 详细资料/文化级K-2 3-5 6-8 9-12先进的简要说明学生探索新的世界探险家如何帮助改变旧世界的饮食（反之亦然）。目的学生将在早期勘探中了解新世界和旧世界中发生的变化。使用图书馆和互联网来源来研究食物起源。（仅限年龄较大的学生。）创建一个公告板地图，说明了探索因探索而分享的许多食物。关键词哥伦布，探险家，原产地，食品，时间表，植物，地图，新世界，旧世界，殖民地，殖民地，作物，媒体素养，产品，消费物料所需：图书馆和/或互联网（仅限年龄较大的学生）大纲地图世界（你可能会在透明度上打印地图;然后使用架空投影仪在公告板上的白皮书上投影并跟踪世界的大型轮廓地图。）杂志（可选）课程计划早期探险者对美洲的早期探险者暴露于他们以前从未见过的许多事情。除了奇怪的人和动物外，他们还暴露于旧世界中未知的许多食物。 In this lesson, you might post an outline map of the continents on a bulletin board. Have students use library and/or Internet resources (provided below) to research some of the edible items the first explorers saw for the first time in the New World. On the bulletin board, draw an arrow from the New World (the Americas) to the Old World (Europe, Asia, Africa) and post around it drawings or images (from magazines or clip art) of products discovered in the New World and taken back to the Old World. Soon, the explorers would introduce plants/foods from the Old World to the Americas. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it. Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display. Resources In addition to library resources, students might use the following Internet sites as they research the geographic origins of some foods: Curry, Spice, and All Things Nice: Food Origins The Food Timeline Native Foods of the Americas A Harvest Gathered: Food in the New World We Are What We Eat Timeline (Note: This resource is an archived resource; the original page is no longer live and updated.) Food Lists Our research uncovered the Old and New World foods below. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions. For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in 1781. The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities. Foods That Originated in the New World: artichokes, avocados, beans (kidney and lima), black walnuts, blueberries, cacao (cocoa/chocolate), cashews, cassava, chestnuts, corn (maize), crab apples, cranberries, gourds, hickory nuts, onions, papayas, peanuts, pecans, peppers (bell peppers, chili peppers), pineapples, plums, potatoes, pumpkins, raspberries, squash, strawberries, sunflowers, sweet potatoes, tobacco, tomatoes, turkey, vanilla, wild cherries, wild rice. Foods That Originated in the Old World: apples, bananas, beans (some varieties), beets, broccoli, carrots, cattle (beef), cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey (honey bees), lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams. Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place (foreign if possible, domestic if not). Labels from those products will be sufficient, especially if the products are in breakable containers. Place those labels/items around a world map; use yarn to connect each label to the location of its origin on the map. Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify. Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World. Have students write a paragraph in support of their opinion. Lesson Plan Source Education World Submitted By Gary Hopkins National Standards LANGUAGE ARTS: EnglishGRADES K - 12NL-ENG.K-12.2 Reading for UnderstandingNL-ENG.K-12.8 Developing Research SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills SOCIAL SCIENCES: EconomicsGRADES K - 4NSS-EC.K-4.1 Productive ResourcesNSS-EC.K-4.6 Gain from TradeGRADES 5 - 8NSS-EC.5-8.1 Productive ResourcesNSS-EC.5-8.6 Gain from TradeGRADES 9 - 12NSS-EC.9-12.1 Productive ResourcesNSS-EC.9-12.6 Gain from Trade SOCIAL SCIENCES: GeographyGRADES K - 12NSS-G.K-12.1 The World in Spatial TermsNSS-G.K-12.2 Places and Regions SOCIAL SCIENCES: U.S. HistoryGRADES K - 4NSS-USH.K-4.1 Living and Working together in Families and Communities, Now and Long AgoNSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political HeritageNSS-USH.K-4.4 The History of Peoples of Many Cultures Around the WorldGRADES 5 - 12NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)NSS-WH.5-12.6 Global Expansion and Encounter, 1450-1770 TECHNOLOGYGRADES K - 12NT.K-12.1 Basic Operations and ConceptsNT.K-12.5 Technology Research Tools Find many more great geography lesson ideas and resources in Education World's Geography Center. Click here to return to this week's World of Learning lesson plan page. Updated 10/11/12
艰难时刻找到正确的词语来提出“改进区域”评论您的学生的报告卡？查看我们有用的建议，以找到正确的建议！以下陈述将帮助您根据特定儿童定制评论，并突出其改进领域。相关：125报告卡评论是否有正面评价！需要改进 - 所有主题都是一个勤奋的工作者，但难以保持任务。在任务上遇到困难时间并完成他/她的工作。需要对他/她的同学更尊重和礼貌。需要完全倾听方向，以便他/她可以学会更独立地工作。没有履行责任，需要一致地提醒如何执行日常课堂任务。单独锻炼，但需要学习如何与同行合作更好地工作。 does not have a positive attitude about school and the work that needs to be completed. struggles with completing his/her work in a timely manner. gives up easily when something is difficult and needs extensive encouragement to attempt the task. gets along with his/her classmates well, but is very disruptive during full group instruction. has a difficult time using the materials in the classroom in a respectful and appropriate manner. has a difficult time concentrating and gets distracted easily. is having a difficult time with math. Going over _____ at home would help considerably. is having a very difficult time understanding math concepts for his/her grade level. He/she would benefit from extra assistance. could benefit from spending time reading with an adult every day. is enthusiastic, but is not understanding ____. Additional work on these topics would be incredibly helpful. is having difficulty concentrating during math lessons and is not learning the material that is being taught because of that. understands math concepts when using manipulatives, but is having a difficult time learning to ____ without them. is a very enthusiastic reader. He/she needs to continue to work on _____ to make him/her a better reader. needs to practice reading at home every day to help make him/her a stronger reader. needs to practice his/her sight words so that he/she knows them on sight and can spell them. needs to work on his/her spelling. Practicing at home would be very beneficial. can read words fluently, but has a difficult time with comprehension. Reading with ______ every day would be helpful. could benefit from working on his/her handwriting. Slowing down and taking more time would help with this. is having difficulty writing stories. Encouraging him/her to tell stories at home would help with this. has a difficult time knowing when it is appropriate to share his/her thoughts. We are working on learning when it is a good time to share and when it is a good time to listen. needs to work on his/her time management skills. _______is able to complete his/her work, but spends too much time on other tasks and rarely completes his/her work. needs reminders about the daily classroom routine. Talking through the classroom routine at home would be helpful. is having a difficult time remembering the difference between short and long vowel sounds. Practicing these at home would be very helpful. is struggling with reading. He/she does not seem to enjoy it and does not want to do it. Choosing books that he/she like and reading them with him/her at home will help build a love of reading. frequently turns in incomplete homework or does not hand in any homework. Encouraging _______to complete his/her homework would be very helpful. does not take pride in his/her work. We are working to help him/her feel good about what he/she accomplishes. does not actively participate in small group activities. Active participation would be beneficial. has a difficult time remembering to go back and check his/her work. Because of this, there are often spelling and grammar mistakes in his/her work. does not much effort into his/her writing. As a result, his/her work is often messy and incomplete. is struggling to understand new concepts in science. Paying closer attention to the class discussions and the readings that we are doing would be beneficial. is reading significantly below grade level. Intervention is required. does not write a clear beginning, middle and end when writing a story. We are working to identify the parts of the stories that he/she is writing. is struggling to use new reading strategies to help him/her read higher level books. is wonderful at writing creative stories, but needs to work on writing nonfiction and using facts. has a difficult time understanding how to solve word problems. needs to slow down and go back and check his/her work to make sure that all answers are correct. is not completing math work that is on grade level. Intervention is required. is struggling to understand place value. is very enthusiastic about math, but struggles to understand basic concepts. has a difficult time remembering the value of different coins and how to count them. Practicing this at home would be helpful. would benefit from practicing math facts at home. is very engaged during whole group math instruction, but struggles to work independently. is able to correctly answer word problems, but is unable to explain how he/she got the answer. is having a difficult time comparing numbers. Related: 125 Report Card Comments for positive comments! Student Award Certificates! Recognize positive attitudes and achievements with personalized student award certificates! Copyright© 2020 Education World
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