Summer 2016 Outline

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Astrology

For example, I am making a “Yoga book” for my girlfriend. To keep myself motivated, I will keep something in mind. However, I moved through various “something”s that each display different parts of my astrological makeup: first, to make my love need me more in the future, to get more security in my love based on how I impress her (Leo Venus) is my Cancer sun; to prove my value to the one I love is my Taurus moon; later I focused on how much money I was saving by creating our own plan instead of going to a Yoga class (Taurus moon) which gave me tangible & practical (Earth-y) results for my work, which is my Capricorn Saturn (the fact that this keeps me motivated is something I can only say for my grown-up self, as Saturn always shows his effects later in one’s life, after the challenges have already been overcome).

Overview

» Elements (fire, water, air, earth)

» Qualities (cardinal, mutable, fixed)

» General Characteristics of the 12 Signs

» The Most Important Planets (Sun, Moon, Ascendant, Mercury, overall element count)

» Extended lesson for finding out more about yourself and your loved ones:

  • How to read a natal chart
    • Planets: Mars, Venus, Jupiter, Saturn, North Node
    • Houses and what they mean
    • Things that draw my attention: conjunctions, intercepted signs, heavily one sign or one element
    • Other planets, comets, and ASPECTS
  • How to identify compatibilities and incompatibilities
    • Opposing qualities & where there are “suitable” characteristics despite unsuitable appearances
      • My girlfriend and I are Sagittarius and Cancer (usually labeled as “incompatible”) but we are more compatible than Angelina Jolie and Brad Pitt (many articles throw Gemini in with Sagittarius based on superficial “needs” of each). Those general compatibility articles are usually more applicable for friends than partners.

Application

  1. What people want
  2. What they DON’T want, what bothers them
  3. How to get what YOU want from them

Colleagues: to assert or hold power

Partners: to keep the upper hand

Bosses: to stay in control of what’s yours, and how to take what’s not yours (extend your sphere of influence)

Customers: to market suitably

***How to gain respect from others: know what they respect based on what their values are. Look up their moon sign, where their deepest values lie. You can appeal to different elements of their sign, depending on 1) your ability to keep all the different elements in mind and 2) your ability to read the situation and apply the right method. Regardless, the point is to appeal to certain basic values: if they are a cardinal moon, show them that you would like to or know how to take action and initiative; a fixed moon, show them that you focus on how to improve on and control yourself; a mutable moon, show them that you are flexible, adaptable, and work well with others. DO NOT express a positive value attached to one along with a negative value attached to its opposite: it is possible that it will conflict with other areas of their chart. If you choose to focus on a negative, make sure it is as carefully thought-out as the positive, that it is intentional and in line with what you know about their astrological makeup.

 

Research strands to follow up on:

  • predictive astrology
  • astrology and business
  • chinese astrology

eBay

☐☑

☐ Startup Bros

https://startupbros.com/how-you-can-make-big-money-importing-from-china-the-rise-and-fall-of-my-empire/

https://startupbros.com/step-by-step-guide-on-how-to-find-a-profitable-product-to-sell/

Some notes from before:

STEP 1: Find a sellable product

STEP 2: Find a source in China

STEP 3: Order & test a sample

STEP 4: Market it

STEP 5: By your first shipment

https://startupbros.com/make-1k-month-importing/

 

☐ eBay’s website

http://pages.ebay.com/seller-center/new-to-ebay/learn-to-sell-online.html

 

English Lessons:

☐ Google the best ways to word or market on eBay, and how to use keywords

☐ Google ESL lessons for email correspondence

☐ Google “how to improve your email correspondence”

☐ Also include SEO writing, email-optimal language, analytics, etc.

☐ Pull from the websites/pdf’s

http://www.linguasorb.com/english/verbs/most-common-verbs/1

https://blog.abaenglish.com/25-most-useful-phrasal-verbs/

Overseas Consultation Notes

List of things I thought of that need to be taken care of for the consultation process:

In China:

  • ACT & ACT Writing or SAT (before December the year prior to application)
  • Transcripts (subjects, grades, awards & certificates), original and translated
  • IELTS (7+) academic module or TOEL (83+ internet test or 550+ paper test) —» forward scores to Admissions and/or school’s ESL placement exam (AFTER)
  • Accept/decline Admissions offer
  • If possible, apply for the college’s honors program
  • Apply for on-campus housing
  • I-20 Certificate of Eligibility for Nonimmigrant Student Status – For Academic and Language Students
  • Sign up for orientation
  • Explore clubs, summer institutes, sports, internships, trips, sororities/frats, local social groups & organizations (LIST)
  • Pay tuition/fees
  • Get all relevant social media accounts

Don’t forget to bring:

  • Immigration documents
  • Other documents: in English & Chinese (transcripts, degrees/diplomas, driver’s license), immunizations —» Keep copies in a separate location/folder
  • A power converter for any DC 220/240 power appliances, must be AC 110V
  • Jacket
  • Glasses & contact lenses
  • Comfortable shoes
  • A 30-day supply of medication
  • A cell phone with internet access to use Skype & search for locations online

In America:

  • Make sure to visit all departments and get a feeling for where they are: Registrar, HR, Financial Aid, Career Center, Guidance
  • Check in with international department
  • Check in with major department
  • Get a cell phone
  • Unpack & go to orientation
  • Register on school website
  • Social security
  • Health insurance
  • Academic plan & registration
  • Buy textbooks
  • Placement tests (PREP)
  • Medical check on campus
  • Get school ID card
  • Choose a major  (LIST)
  • Open a bank account (LIST)
  • Get a credit card
  • Set up an email with filters for important ppl/things
  • If desired, buy a car, get insurance and pay for parking
  • Get a laundry card or find out where and how to get access to laundry services
  • The cafeteria/food services
  • Get/make a calendar of university events
  • Get access to and get acquainted with the library: card, searching, the Dewey Decimal System, copying, using the computers, etc.
  • Get a contacts/glasses prescription from a local optometrist

 

☐☑

☐ Make a list of universities & their particulars

  • Educational Planner (UCLA)
  • Alcohol Awareness course (UCLA)
  • What bank is “connected” or usually used
  • Nearby store for basics like bedding & towels
  • Nearby hospitals and how to get there/what insurance is accepted
  • Nearby optometrist, orthodontist and dentist offices
  • Nearby Asian areas/markets

☐ Make a handy pdf for students (to print and give to them: first for the basics from deciding to applying, then another once they’ve chosen a uni)

Post-acceptance

  • The Dewey Decimal System basic layout
  • What kind of foods/products/medications are not easy to get in America
  • Packing list (minimal)
  • University-specific information

 

Formative Assessment Research

☐☑

https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/assessment_current_per.pdf

EDUCERI, or CERI (The Centre for Educational Research and Innovation) is the name for the “topic” of education under the OECD (Organisation for Economic Co-operation and Development), which works with governments to assist in developing beneficial policies in:

Screen Shot 2017-05-23 at 5.01.49 PM.png

For future reading:

FORMATIVE ASSESSMENT summary from the article:

Screen Shot 2017-05-23 at 5.08.47 PM.png

These directions for assessment underpin a new set of assessment practices and a new assessment culture in which assessment is used as a tool for learning (Gielen et al in Segers et al, 2003). In this culture students become active participants in the learning and assessment process by sharing responsibility in this process. Students are not powerless observers of a mystified assessment process but become engaged participants in sharing and developing criteria, in self– and peer–assessment, in reflecting on their own learning and keeping track of their performance, and in utilising feedback to refine their knowledge, skills and behaviours. In this culture teachers do not relinquish their obligations to students in the learning and assessment 3 process but work with students to assist them to develop strategies for learning and assessing. Teachers need to scaffold student learning by supporting them to close the gap between the desired goal and their current level of achievement.

☐ Vygotsky’s (1962) notion of the Zone of Proximal Development (ZPD)

The central component of these new directions in assessment and the new assessment culture that has developed in recent years is that assessment should serve student learning. The student is at the centre of the learning and teaching process. Student learning can be viewed as the interface of formative and summative assessment practices. Teachers should promote student responsibility for assessment as part of the educative process and should guide students to achieving improved outcomes. The ability to understand as well as to present one’s own learning is an essential component of lifelong learning and involves a level of self-assessment that can be practised in schools (Wilson & Wing Jan, 1998). Therefore, both formative and summative classroom assessment should play an important part in the learning and teaching process and should be integral to the learning and teaching cycle.

“Assessment processes….

  • become integral to learning processes
  • assist in embedding learning
  • assist in the development of life-long learning skills

Assessment promotes deeper understanding of knowledge as well as deeper understanding of ways of acquiring knowledge, skills and behaviours. Ultimately, assessment processes assist learners to delve into deeper understandings of concepts and they enhance an integrated understanding of the world.

…. provide the basis for the development of the person, his or her capacity to acquire not only new knowledge, skills and behaviours, but also develop behaviours that will assist them to lead fulfilling lives in a variety of societal contexts. The development of highly INNOVATIVE, CREATIVE, and SKILLED individuals with life-long learning attitudes is a critical factor for the SOCIAL, CULTURAL, and ECONOMIC GROWTH of our society. Assessment practices should reflect the nature of the Standards by assessing performance in an integrated way.”

This is like my theory of analysis, or at least backs it up:

In this Assessment Advice assessment is defined as the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.

Wonderful!

Principles for Assessment

Substantial research exists on the characteristics of good practice for assessing student learning. This research is summarised in the following set of principles.

  • The primary purpose of assessment is to improve student performance. Good assessment is based on a vision of the kinds of learning we most value for students and how they might best achieve these. It sets out to measure what matters most.
  • Assessment should be based on an understanding of how students learn. Assessment is most effective when it reflects the fact that learning is a complex process that is multi-dimensional, integrated and revealed in student performance over time.
  • Assessment should be an integral component of course design and not something to add afterwards. The teaching and learning elements of each program should be designed in full knowledge of the sorts of assessment students will undertake, and vice versa, so that students can demonstrate what they have learned and see the results of their efforts.
  • Good assessment provides useful information to report credibly to parents on student achievement. A variety of assessment methods, fit for purpose, provides teachers with evidence of what students know and can do, and their particular strengths and weaknesses. Teachers then can report to parents on how far their child has progressed during the year, where they are compared to the relevant standards, and what the student, the parent and the teacher need do to improve the student’s performance.
  • Good assessment requires clarity of purpose, goals, standards and criteria. Assessment works best when it is based on clear statements of purpose and goals for the course, the standards which students are expected to achieve, and the criteria against which we measure success. Assessment criteria in particular need to be understandable and explicit so students know what is expected of them from each assessment they encounter. Staff, students, parents and the community should all be able to see why assessment is being used, and the reasons for choosing each individual form of assessment in its particular context.
  • Good assessment requires a variety of measures. It is generally the case that a single assessment instrument will not tell all we need to know about student achievement and how it can be improved. We, therefore, need to be familiar with a variety of assessment tools so we can match them closely to the type of information we seek.
  • Assessment methods used should be valid, reliable and consistent. Assessment instruments and processes should be chosen which directly measure what they are intended to measure. They should include the possibility of moderation between teachers where practical and appropriate to enhance objectivity and contribute to shared understanding of the judgments that are made.
  • Assessment requires attention to outcomes and processes. Information about the outcomes students have achieved is very important to know where each student ends up, but so too is knowing about their experiences along the way and, in particular, the kind of effort that led to these outcomes.
  • Assessment works best when it is ongoing rather than episodic. Student learning is best fostered when assessment involves a linked series of activities undertaken over time, so that progress is monitored towards the intended course goals and the achievement of relevant standards.
  • Assessment for improved performance involves feedback and reflection. All assessment methods should allow students to receive feedback on their learning and performance so assessment serves as a developmental activity aimed at improving student learning. Assessment should also provide students and staff with opportunities to reflect on both their practice and their learning overall.

Beautiful and empowering!

Earl also expresses the view that “effective assessment empowers students to ask reflective questions and consider a range of strategies for learning and acting. Over time, students move forward in their learning when they can use personal knowledge to construct meaning, have skills of self-monitoring to realize that they don’t understand something, and have ways of deciding what to do next”

Reading Program Thoughts

The Books

Collect eBooks, organize them and post them on Baidu Cloud.

  • Create lists ranked, by topic, by age group or level, by external list (Torrey’s blah blah blah), etc.

After getting money, purchase ebooks on Kindle.

Access to these

The App

The Program

There will be a common form for each book read that is very simple in nature, one to three questions. Teachers will be trained on how to sign off on whether or not the form has been completed satisfactorily.

  • Did they display understanding by restating themes/ideas in their own words and expressing them clearly?
  • Did they write enough thoughtful content to show that they “tried” to UNDERSTAND the text and THINK about it?
  • Did they show progress from the last form they completed? Include this in progress report.

In addition to checking off the forms, teachers will be responsible for classes based on a certain book read together with a group of students, once a week per class. Depending on the amount of students and separated by level.

  • First part: reading skills—inferring the meaning of new words by context, maintaining a high enough speed to follow the story well (like I had trouble doing with Lord of the Rings, perhaps I didn’t read fast enough? or my imagine was not active enough so I got bored and couldn’t follow). This can be accompanied by a printable pdf of material to go through and assignments, etc.
  • Second part: the book itself—prepare a few general questions like “What did they like most?” and a few specific questions like “Can you explain Harry Potter’s character? What is he like?” Discuss them, follow the students’ interest in certain aspects (afterward, I will request a feedback form on which elements the students expressed the most active responses to and interest in for my research), and that will take up the majority of the class.
  • Finally, if there was a movie based on the book, part can be shown, based on the corresponding part in the book—a discussion can take place afterward. Should this be a separate class, like a night class? Could it be integrated with the “social development” middle school curriculum activities?

Sources For eBooks

☐☑

SUPER AWESOME!!! http://en.bookfi.net/

 

http://www.planetebook.com/

https://1stwebdesigner.com/ebook-download-sites/

http://oedb.org/ilibrarian/5-e-book-collections-with-over-100000-free-e-books/

http://www.makeuseof.com/tag/the-best-6-sites-to-get-free-ebooks/

http://www.ebooklibrary.org/Home

 

Text Sets

A text set is composed of a collection of various resources from different genres and media. Sets typically are organized to meet the needs and interests of a wide range of readers. The text set can focus on one concept and can include multiple genres, such as books, charts and maps, informational pamphlets, poetry and songs, photographs, nonfiction books, almanacs, or encyclopedias. It is important to note that text sets may have some or all of the reading materials as digital or hard copies.

Expand the types of literature you use with current students, and the ones available for future students.

Classroom Management – Research Post

http://online.husson.edu/classroom-management-theories/

  • B.F. Skinner’s contribution to learning theory can’t be overstated. His work is based upon the idea that learning is a function of change in overt behavior. According to Skinner, changes in behavior are a result of individuals’ responses to events, or stimuli, that occur in their environment. When a stimulus-response (S-R) pattern is rewarded, the individual is conditioned to respond similarly in the future. The key to Skinner’s theory is reinforcement, or anything that strengthens the desired response. This could include praise, good grades, a reward or even a feeling of accomplishment. Of course, negative reinforcement occurs when a stimulus results in increased response when it is withdrawn. The central tenet of Skinner’s work is that positively reinforced behavior will reoccur. This is why information is presented in small amounts. Responses can be reinforced, and reinforcement will be applied to similar stimuli.
  • William Glasser coined the term “choice theory” in 1998. In general, this theory states that all we do is behave. Glasser suggests that almost all behavior is chosen, and we are driven by genetics to satisfy five basic needs: survival, love and belonging, power, freedom and fun. In choice theory, the most important need is love and belonging because connectedness with others is required as a basis in satisfying all other needs. The classroom should therefore be a needs-satisfying place for students.
  • Alfie Kohn’s work critiques many aspects of traditional education, namely the use of competition or external factors as motivation. Kohn maintains that societies based on extrinsic motivation always become inefficient over time. He questions the hierarchical structures at work in mainstream education. Positions of authority are “unnaturally scarce,” and such systems assume that all people have a competitive nature. He argues that positive enforcement only encourages students to seek out more positive enforcement, rather than truly learn. Kohn believes that the ideal classroom emphasizes curiosity and cooperation above all, and that the student’s curiosity should determine what is taught. Because of this, he argues that standards should be kept very minimal and is critical of standardized testing. Kohn also argues that a strict curriculum and homework are counterintuitive to student needs. When it comes to classroom management, Kohn believes that most teachers rely too heavily on extrinsic motivation rather than more intrinsic factors. He suggests teachers keep cooperation in mind because when curiosity is nurtured, rewards and punishments aren’t necessary.

This was a great resource in understanding some basic foundations for “Classroom Management Theory” but they are all extremely limited. I will dig into the foundations further for training purposes (as I exhibit most of these theoretically-based approaches naturally in my teaching), but I suppose I will need to create my own psychological/behavioral profile for children. I will begin with