Forging Strategic Action in an Age of Uncertainty. To do this, the emergency management community needs to establish and maintain a foresight capability — to explore future drivers of change and trends that could shape the future, understand their strategic impacts, and develop actions to meet future needs to inform decision-making.
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.
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.
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.
A fourth issue is typically decided upon by the instructors at the beginning of the term based on current events. Students are introduced to basic American rights that are protected under our system. The concept of rights is usually introduced by exploring reports in the news regarding free speech e.In disasters, people with disabilities continue to lose their health, independence and sometimes lives because information transfer and lessons documented over decades, are not yet uniformly learned and applied!
June Isaacson Kailes, Disability Policy Consultant. IEP Helps. A Family Guide to Participating in the Child Outcomes Measurement Process This guide helps families determine if their child’s early intervention or special education program is meeting his or her needs through three “child outcomes”.
How to write a mission statement for your business. The Universal Declaration of Human Rights. The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights.
The importance of teaching academic vocabulary. Vocabulary instruction is essential to effective math instruction. Not only does it include teaching math-specific terms such as "percent" or "decimal," but it also includes understanding the difference between the mathematical definition of a word and other definitions of that word.
Try this site for free online translations in many languages.
Communicate with parents by snail mail or e-mail with these editable and printable forms – A free PowerPoint PPT presentation (displayed as a Flash slide show) on plombier-nemours.com - id: 12f8a-MDk4N.