I identify the Direct Object by finding the "main" verb of the sentence, the action verb. In the highlighted sentence to the right, what is the main (or only) verb?
HIT.
To identify the D.O., ask yourself WHO or WHAT is being hit in this sentence?
The ball. Your Direct Object is THE BALL.
What is the action verb in the next sentence?
READS. Ask yourself the question...
Who or what is getting read?
The BOOK. So the book is your D.O.
It's as easy as that. If you can identify the main/action verb, you can identify the D.O.
PLACEMENT. Important. Where do you put the pronoun once you figure out what it is?
Look at how Spanish and English are different.
"Lo tengo" and "La tengo" BOTH mean "I have it."
direct translation doesn't work so well:
La como.
This is completely incorrect!
Learn to translate groups of words, rather than individual words. The first step is to learn to view two Spanish words as a single phrase.
Just as no one has ever learned to ride a bicycle by reading about it, neither will you learn to use direct object pronouns simply by reading this lesson. The key to success, as always, is to practice, practice, practice.
Do you feel like you understand Direct Objects? Are you frustrated? If so, how much have you practiced? How many sample exercises have you done?
If you read and take notes on a good explanation and then do some exercises, you will feel much more confident with the topic.
In sentences with two verbs, there are two options regarding the placement of the direct object pronoun.
Here are the two methods side by side. Neither method is "better" than the other.
These same rules apply for questions and negative statements.
¿Lo debemos comprar?
¿Debemos comprarlo?
Should we buy it?
Juan no lo necesita lavar.
Juan no necesita lavarlo.
John doesn't need to wash it.
"Our mission at Channel One News is to encourage students to be informed, digital-savvy global citizens. We are a Peabody and Telly award-winning program broadcast to nearly 5 million young people across the country. Our daily broadcast and supplementary educational materials are aligned to Common Core State Standards (CCSS) and designed to help students, teachers and parents interpret the news and spark important conversations."
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
uture is not
out there to be "discovered": It has to be invented and designed.
Learning is a process of knowledge construction, not of knowledge
recording or absorption.
Learning is knowledge-dependent; people use their
existing knowledge to construct new knowledge.
Learning is highly tuned to the situation in which
it takes place.
Learning needs to account for distributed cognition
requiring knowledge in the head to combined with knowledge in the world.
Learning is affected as much by motivational issues
as by cognitive issues.
previous
notions of a divided lifetime-education followed by work-are no longer
tenable.
Professional activity has become so
knowledge-intensive and fluid in content that learning has become an integral
and inseparable part of "adult" work activities.
require educational tools
and environments whose primary aim is to help cultivate the desire to
learn and create, and not to simply communicate subject matter divorced
from meaningful and personalized activity.
current
uses of technology in education: it is used as an add-on to existing practices
rather than a catalyst for fundamentally rethinking what education should
be about in the next century
information technologies have been
used to mechanize old ways of doing business‹rather than fundamentally
rethinking the underlying work processes and promoting new ways to create
artifacts and knowledge.
important challenge
is that the ?ld basic skillsº such as reading, writing, and arithmetic,
once acquired, were relevant for the duration of a human life; modern
?asic skillsº (tied to rapidly changing technologies) will change over
time.
We need computational environments to support "new" frameworks
for education such as lifelong learning, integration of working and learning,
learning on demand, authentic problems, self-directed learning, information
contextualized to the task at hand, (intrinsic) motivation, collaborative
learning, and organizational learning.
Instructionist approaches are not changed by the fact that
information is disseminated by an intelligent tutoring system.
Lifelong learning is a continuous engagement in acquiring
and applying knowledge and skills in the context of authentic, self-directed
problems.
ubstantial empirical evidence that the chief impediments to learning
are not cognitive. It is not that students cannot learn; it is that
they are not well motivated to learn.
Most of what any individual "knows" today
is not in her or his head, but is out in the world (e.g., in other human
heads or embedded in media).
technology should provide ways to "say the 'right' thing at
the 'right' time in the 'right' way
challenge of whether
we can create learning environments in which learners work hard, not because
they have to, but because they want to. We need to alter the perception
that serious learning has to be unpleasant rather than personally meaningful,
empowering, engaging, and even fun.
making information relevant to the task at hand,
providing challenges matched to current skills, creating communities (among
peers, over the net), and providing access to real practitioners and experts.
What "basic skills" are required in a world in which
occupational knowledge and skills become obsolete in years rather than
decades?
reduce the gap between school
and workplace learning
How can schools (which currently rely on closed-book
exams, the solving of given problems, and so forth) be changed so that
learners are prepared to function in environments requiring collaboration,
creativity, problem framing, and distributed cognition?
problem solving in the real world
includes problem framing calls into question the practice of asking
students to solve mostly given problems.
teachers should see themselves not as truth-tellers
and oracles, but as coaches, facilitators, learners, and mentors
engaging with learners
"Worth it" suggests that the values in question are only those of money and calculation. Is that the best way to measure what college can offer?
Yes, college is worth it, and it’s not even close. For all the struggles that many young college graduates face, a four-year degree has probably never been more valuable.
he singer Jill Scott, who was being given an honorary doctorate, at graduation ceremonies at Temple University in Philadelphia this month.
hat the pay gap has nonetheless continued growing means that we’re still not producing enough of them
experts and journalists
According to a paper by Mr. Autor published Thursday in the journal Science, the true cost of a college degree is about negative $500,000. That’s right: Over the long run, college is cheaper than free. Not going to college will cost you about half a million dollars.
education brings a huge return.
benefits of college don’t go just to graduates of elite colleges
What did you make today that was meaningful?
What did you learn about the world?
Who are you working with?
What surprised you?
What did your teachers make with you?
What did you teach others?
What unanswered questions are you struggling with?
How did you change the world in some small (or big) way?
What’s something your teachers learned today?
What did you share with the world?
What do you want to know more about?
What did you love about today?
What made you laugh?
In a couple of weeks, both Tess and Tucker will be starting their first day at brand new schools. They'll know no one, have all new teachers, new surroundings, and, hopefully, new opportunities. I'm not sure they're totally at peace with these changes, but as I keep telling them, it's the kind of stuff that builds character. (I keep regaling them with school switching stories of my own, the most challenging being when my mom moved us out to New Jersey from Chicago when I was beginning 6th grade and three days before school started I was wading barefoot in a creek, stepped on a broken bottle, and ended up with 10 stitches in the bottom of my foot and a pair of crutches for the first week of classes. Talk about character building.) Wendy and I have been trying to prepare them for this shift as best we can, and while I know it's a bit scary for them, I'm really hopeful the change will be good for them on a lot of different levels.
the tests appear to improve subsequent performance in topics that are not already familiar, whether geography, sociology or psychology.
Across a variety of experiments, psychologists have found that, in some circumstances, wrong answers on a pretest aren’t merely useless guesses. Rather, the attempts themselves change how we think about and store the information contained in the questions.
A complete unit to help students explore all aspects of the controversy surrounding sampling and fair use. Includes online video. Scroll to the bottom for an educator guide, discussion questions, and printable handouts.
In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy. This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund.
In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from low to high.
“Students can critically read in a variety of ways:
When they raise vital questions and problems from the text,
When they gather and assess relevant information and then offer plausible interpretations of that information,
When they test their interpretations against previous knowledge or experience …,
When they examine their assumptions and the implications of those assumptions, and
When they use what they have read to communicate effectively with others or to develop potential solutions to complex problems.
" Early advocates of bloc
scheduling identified the block schedule as the ca
talyst, or vehicle, for bringing about desired
changes in secondary education (Carroll, 1990; Canady and Rett
ig, 1995)"
Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
The rationale or thinking behind introducing languages early in primary school
Gillard Government's Asian Century white paper sets an aspiration for Australia to rank as the world's 10th biggest economy by 2025, capitalising on the rapid economic growth in the region.
education will be the key and wants all school students to study an Asian language.
The gold standard =any excellent example of something, like how Olympians are the gold standard for athletes
If you understand through the learning of language how people think, how they construct meaning, what is important to them culturally, then I think that gives us better insights into the people that we're going to be working with in the future and negotiating with.
The Prime Minister says she'll force the curriculum changes by tying them to Commonwealth funding to state and private schools.
The Hawke-Keating Government refers to the Federal Government of Australia from 11 March 1983 to 11 March 1996. It was a Labour government
Currently across all levels of schooling there's around 18 per cent of our young people who are studying one of the four priority Asian languages: Mandarin Chinese, Japanese, Indonesian and Korean. And that diminishes to fewer than 6 per cent by the time they get to Year 12.
How do we encourage students to continue learning an Asian language into the final years of high school and eyond?
say we simply don't have enough Asian language teachers to deliver the Prime Minister's vision and for the last decade the numbers of graduates have been declining.
hat's happened because universities have been under these budget constraints and when they've made decisions about what to cut, they cut courses with low enrolments and there goes the languages.
JEANNIE REA, PRESIDENT, NATIONAL TERTIARY EDUCATION UNION
Suggested reasons for the decline in language graduates and therefore in language teachers.
will help.JULIA GILLARD: We live in an age of different learning possibilities and choices. What we can do through the National Broadband Network, what we can do through having the world's first online national curriculum, which is what the Australian curriculum is, means we can get a deeper penetration of language, literacy and learning.
e Prime Minister acknowledges the shortages, but says technology
This argument t can be debated. It would suggest that technology in itself will be a solution!
we need to be looking very carefully at what sort of encouragement and incentives we can provide to students so they continue doing a language, go on and major in a language in university and then go on to teach in the area.
Completely deluded. Even here in Singapore, surrounded supposedly by chinese speakers the international schools are not getting it right and success stories are unusual ...
ten Google Earth tours. These tours include major themes and events in US History. The list includes the Revolutionary War, the path to the Civil War, WWII, the Vietnam War, the Civil Rights Movement, Lewis & Clark's expedition, the Indian Removal Act, Pre-Columbian North America, the national parks system, and the 20th Century power grid. All of the tours include multiple images and references. Some of the tours also have "tour questions" for students to answer.
We would also like to share this DISCUSSION RUBRIC (2007) that you can use as students submit annotations and begin to draw conclusions about what their evidence is pointing to.
Start off modeling what you expect students to do. Then, move more toward asking students to look at a text with a certain set of questions in mind. Finally, just share a simple short list of terms or words which will guide student reading/annotating.
These annotations, rather than being on paper, can be collected with different web tools so that students can collaborate
Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively. They could be looking for main ideas, thematic and literary elements, or big ideas from the work. They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts.
Anytime something is shared and ideas are discussed and shared, there seems to be more of a 'real-life' purpose for digging in and completing the task.
In order to get students to own this process, we have to relinquish some control. Let them think, let them make mistakes and respond. Let them draw conclusions even they are not the conclusions we would have drawn. We can be there to coach them through misconceptions.
Step back! It is amazing to learn from the student's perspective. Then, if the thinking is not focused toward the goal or objective of the teacher's lesson, a bit of guidance and coaching is all that is needed to steer students toward that goal/objective.
Use this site to make a jeopardy style quiz online. Choose your categories and input the questions and answers. To play you can either embed on a site or share the link.
http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Erin DeBell on 17 Jul 11I identify the Direct Object by finding the "main" verb of the sentence, the action verb. In the highlighted sentence to the right, what is the main (or only) verb? HIT. To identify the D.O., ask yourself WHO or WHAT is being hit in this sentence? The ball. Your Direct Object is THE BALL. What is the action verb in the next sentence? READS. Ask yourself the question... Who or what is getting read? The BOOK. So the book is your D.O. It's as easy as that. If you can identify the main/action verb, you can identify the D.O.
