"you guys have that really great website." WritingFix became that place where inspired teachers were sharing inspiring lessons and ideas. In 2010, the national Writing Project-despite its amazing reputation as an effective provider of professional development that changes teachers' practices-had its budget horribly slashed. With just barely enough money to keep its basic functions going, our local Northern nevada Writing Project had to stop providing sponsorship to WritingFix. It was too bad too. We had some great new directions planned for the website, but there was no money available to implement those plans. Keeping a popular website online can be expensive (about 1300 a year). With our nnwp's economic "crash all planned growth for WritingFix went directly to the back-burner, and it has now remained there for so long that i am convinced the WritingFix website is a "completed" project.
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That kind of traffic can be intimidating. WritingFix's best growth happened during the aix time i served as Director of the northern nevada Writing Project. Being Director allowed me to seek out new grant monies, and it was so helpful planned to already have a tried-and-tested "make and take" model of inservice ready to share with the potential grantors I met with. Our nnwp was pursuing some pretty innovative ideas for new, research-driven inservice courses back then. With a promise to the grantors that a brand new webpage of teacher-built lessons and resources would be one of the outcomes of the class if they helped us pay for it, we impressed a lot of people, and we did some pretty great stuff. In a very short period of time, we doubled and then tripled the number of lessons and resources posted at WritingFix, and we kept being discovered more and more teacher followers who eventually saw us as one of the best places to go if you. One of my favorite grants we earned bought all 100 class participants a classroom ipod; in exchange for this small piece of technology, participants simply had to design and implement a writing lesson based on the lyrics of a song. We hired some of our best K-12 nnwp teacher-presenters to write "model lessons" that used songs as their "mentor texts we paid those presenters stipends to come share their lessons with our classes' participants, we selected the very best lessons written by those same class. It was a pretty creative way to enhance an already-established website, and our writing project's reputation as a professional development provider soared to new heights both locally and nationally. At the local level, we had never been asked to provide so many courses and workshops as we were during these years; at the national level, we were admired as writing project site that had used the Internet to create a well-respected national presence. "Oh, you're from nevada other writing project members would say to me at conferences.
From these amazing and generous mentors, i borrowed and adapted writing strategies and teaching ideas, and then I began sharing those adaptations with other educators during inservice courses which I was designing-mostly to pay the bills that earning my master's Degree had created for. Back in 1999, i was one of the first teacher-trainers in our area to provide electronic resources before, during and after teacher inservice courses. For ten years after establishing WritingFix, my wife (Dena) and I continued to design inservice courses that were purposefully different; in them, teachers were required to collaborate and actually design new lessons they would implement with their own students so that they might ask our. Through this "make-and-take" style of teacher workshop, i saw some truly great apple lessons being created; i also saw some stinkers, and it's important to be honest about that. The teacher-built lessons that were truly outstanding, well, they needed to be shared. Dena and I had been stocking WritingFix with our own inservice materials and student samples, and now it was time to ask teacher participants if they would mind us including the lessons they had created at the WritingFix website too. Some were so excited to be asked. Some were too shy to grant permission to post them, which makes sense if you think that, in its heyday, writingFix was receiving over 20,000 hits a day from teachers across the globe looking for good writing lessons.
Linking to this site is encouraged; notifying us is appreciated. Copyright 2004; Hartford, connecticut. WritingFix: quality teaching Resources for K-12 strategically de signed lessons to help "fix" teachers who don't enjoy teaching writing. How this website came to d how you can help keep it online and free-to-use: teachers should share with each other, and the Internet is the perfect tool for promoting sharing. My name is, writings corbett Harrison, and in 1999 I bought this domain name- m -because i wanted to launch a website where innovative ideas-focused on K-12 writing instruction-could be stored and exchanged freely between friends and colleagues. I don't know why i enjoy teaching writing so much, but. I like it so much, in fact, that when I was asked to start designing professional development courses on writing instruction way back when, i jumped at the chance. I have been fortunate in that I have had so many great mentors over my 25-year teaching career.
If you feel we have provided something of value and wish to show your appreciation, you can assist the college and its students with a tax-deductible contribution. For more about giving to capital, write to ccc foundation, 950 main Street, hartford, ct 06103. Phone (860) or email: contributions are tax-deductible to the extent allowed by law. These pages were designed with Cascading Style Sheets and will work best with recent versions of Internet Explorer and Netscape navigator (6.0). Navigator.7 may cause portions of the text to overlap on some pages. Unless otherwise indicated, all written material on this Web site is the property of Professor Charles Darling and the capital Community college foundation and is published here for free use by the college's students and staff and for the general online community. This guide may be reproduced wholly or in part, by any means whatsoever, including mirroring on other Web servers, without prior written consent of the author. Printing out sections for a student's personal reference or class practice is permitted as long as the source is indicated.
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1234 I tend to take notes during verbal discussions/lectures to review later. 1234 i am verbally articulate and enjoy participating in report discusions or classroom debates. 1234 i easily understand and follow directions on maps. 1234 I remember best by writing things down several times or drawing pictures and diagrams. 1234 I need to watch a speaker's facial expressions and body language to fully understand what they mean. 1234 I frequently use musical jingles to learn things.
1234 i often talk to myself when alone. 1234 I would rather listen to music than view a piece of art work. 1234 I need to actively participate in an activity to learn how to do. 1234 I frequently tell jokes, stories and make verbal analogies to demonstrate a point. 1234 I frequently touch others as a show of friendship and camaraderie (e.g. The guide to Grammar and Writing is sponsored by the. Capital Community college foundation, masters a nonprofit 501 c-3 organization that supports scholarships, faculty development, and curriculum innovation.
1234, i usually prefer to stand while working. 1234, i typically follow written instructions better than oral ones. 1234, i am skillful at designing graphs, charts, and other visual displays. 1234, i generally talk at a fast pace and use my hands more than the average person to communicate what I want to say. 1234 I frequently sing, hum or whistle to myself.
1234 i am excellent at finding my way around even in unfamiliar surroundings. 1234 i am good at putting jigsaw puzzles together. 1234 i am always on the move. 1234 i excel at visual arts. 1234 i excel at sports. 1234 I'm an avid collector.
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1234, i often would rather listen to paper a lecture than read the material in a textbook. 1234, i am constantly fidgeting (e.g. Tapping pen, playing with keys in my pocket). 1234, i frequently require explanations of diagrams, graphs, or maps. 1234, i work skillfully with my hands to make or repair things. 1234, i often prefer to listen to the radio than read a newspaper. 1234, i typically prefer information to be presented visually, (e.g. Flipcharts or chalkboard).
true for LD/AD(H)D people because of their different ways of learning. Through identifying your learning style, you will be able to capitalize on your strengths and improve your self-advocacy skills. Learning Styles Self-assessment, a score each statement in the columns below by giving yourself the appropriate number: 1, very little like me 2, a little like. Like me 4, a lot like me, b click on the "submit" button at the end of the questionnaire to see your score! 1234, i feel the best way to remember something is to picture it in my head. 1234, i follow oral directions better than written ones.
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