https://padlet.com/allison_daniel1/f47b2so7tb6n A Digital Portfolio by Allison Daniel en-us 2019-06-03 21:18:18 UTC 2019-06-04 22:01:18 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f6f8.png allison_daniel1 https://padlet.com/allison_daniel1/f47b2so7tb6n/wish/365421663 In the article “‘I Saw a UFO’ Buzz Aldrin Passes a Lie Detector Test Revealing Truth About Aliens” the author claims that aliens are real. The article has some strong points, but fails to provide plausible evidence to support the claim. The article points out that several, prominent astronauts have attested to witnessing UFOs. The author then states that the astronauts claims were analyzed by complex computer technology to test the validity of their statements. The tests proved that the astronauts were telling the truth, that they believe they had seen a UFO in space. While this seems to be a strong argument that aliens are real, the tests lack true evidence. Although this shows that the astronauts are not lying, it only proves that the astronauts believed they witnessed something unusual. These tests do not factor that what the astronaut actually saw could be a number of things and that there could be numerous explanations for what they saw. The article does not include detailed explanations of what the astronauts viewed and does not present arguments to further support why what the astronauts saw would unquestionably be a UFO. If more evidence was presented, along with more descriptive testimony from the astronauts, the author's case may be stronger. Therefore, the whole argument presented in this article does not adequately support the claim that aliens are indeed real. ]]> 2019-06-03 21:24:16 UTC https://padlet.com/allison_daniel1/f47b2so7tb6n/wish/365421663 allison_daniel1 https://padlet.com/allison_daniel1/f47b2so7tb6n/wish/365431913 I genuinely believe that educators must understand critical thinking when working with gifted learners. Students, particularly gifted students, need to connect thinking skills with content in a meaningful and purposeful way. In order to teach and develop these higher order thinking skills, educators must grasp the foundation of critical thinking and constantly provide opportunities for students to establish these skills. As Hickerson states in Critical and Creative Thinking: The Joy of Learning, gifted students benefit through the processes of analysis and evaluation. This includes making predictions, questioning, seeing trends, and being able to formulate a solution to a problem. Merely giving these students a "creative" activity as an extension piece is not justifiable or helping these students to reach their full potential. ]]> 2019-06-03 22:41:33 UTC https://padlet.com/allison_daniel1/f47b2so7tb6n/wish/365431913 allison_daniel1 https://padlet.com/allison_daniel1/f47b2so7tb6n/wish/365701358 Warm-up questions:
For a writing lesson on creating a engaging hook, I would give students a one word topic. Around the room would be large posters labeled "movie/TV", "personal experience", "historical reference", "music". Students would go to each poster and write down the first thing that comes to mind in relation to the one word topic.

Whole-class discussions:
I would then transition to a whole group discussion to evaluate and analyze the responses from students. Together we would rank/sort/label the student responses into groups such as "not appropriate for a hook", "has potential to be a good hook, but needs work", and "could use this hook right away"

I would then sort students into groups and have them analyze assigned responses and give evidence as to why that response is in that specific group. For example, a student might state that a response is not appropriate for a hook because it is too off topic.

Extension learning opportunities:
Finally, I would have students (still in groups) generate a question checklist that helps writers develop a strong hook. I would require students to come up with at least three questions that help direct a struggling writer to develop a hook for their writing.

End-of-class (exit) questions:
On a sticky note or scratch paper students write a strong hook using any of the student responses that we labeled "has potential to be a good hook, but needs work". They should take that original idea and use the question checklist they created to develop a stronger hook. ]]> 2019-06-04 21:12:24 UTC https://padlet.com/allison_daniel1/f47b2so7tb6n/wish/365701358 allison_daniel1 https://padlet.com/allison_daniel1/f47b2so7tb6n/wish/365701362 2019-06-04 21:12:25 UTC https://padlet.com/allison_daniel1/f47b2so7tb6n/wish/365701362