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Presentation Template For Academic Talk

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Template for Research Presentation

Transcript: What recent event is having a similar effect in America? Include details about events that have happened recently that are effected by your event. You may use these resources: Income inequality - Research Project How can a novel like To Kill A Mockingbird lead to positive change? How was your event changed by protests and laws after 1960? 2. What were the effects of your event? details Insert a graphic or video to support More information about effects How is the event related to the novel To Kill A Mockingbird? Be specific about events in the novel that are influenced by the real-life event you are researching. You may include a you tube video from the movie of the novel Insert a video from the research Time Place What led to it? Your research presentation must answer five questions: 1. What is your historical event? 2. What were the effects of your event? 3. How is the event related to the novel To Kill A Mockingbird? 4. What recent event is having a similar effect in America? 5. How can a novel like To Kill A Mockingbird lead to positive change? 1. What is your historical event? Information from research about how the event impacted people To Kill A Mockingbird

Template for MFM presentation

Transcript: Weekly MFM Didactic conference Quarterly MFM/Neonatolotgy joint conference Quarterly fellow-led U/S conference Quarterly Research meetings Quarterly M&M, Journal Club MFM/Mayo joint journal club twice yearly Monthly Fetal Echo conference Shelly Tien, MD, MPH 2015 Northshore Medical Group Evanston, IL Marijo Aguilera, MD Yasuko Yamamura, MD 2008 University of Minnesota Program Basics West Bank Community Involvement Committee Other Great Things About Our Program Moonlighting allowed Opportunities for international work Cultural and socioeconomic diversity of patient population and community Affordable cost of living Year 3 Laura Coultrip, MD Estimated Salary U of MN Medical Center 3-year fellowship 1 fellow per year 3 hospitals Current Fellows Year 2 PGY5: $59,081 PGY6: $61,155 PGY7: $63,111 Conferences Questions? 20 PTO days/year for years 1 & 2 25 PTO days for year 3 Can take in 1/2 day increments up to 1 week per block Conferences do not count against PTO Jessica Nyholm, MD 2010 University of Minnesota $1200 yearly administrative stipend $7500 research fund Department laptop Abbott Northwestern HCMC Welcome to the University of Minnesota Division of Maternal-Fetal Medicine! Free parking at all sites Meal cards Medical and dental Life insurance Liability and disability insurance Paid maternity/paternity leave Other Resources Training Sites Previous Fellows Minnesota! Primary research year 3 months clinical Other Program Benefits Vacation Policy Year 1 Minneapolis Twin Cities Teaching Bethany Hart, DO Year 3 Lisa Gill, MD Year 1 Gauri Luthra, MD Year 2 9 residents per year (36 total) MFM rotation coverage: 3rd-year resident on MFM days 2nd-year resident on MFM days 3rd-year resident on MFM night float 2nd-year resident on Ultrasound 12 med students on OBGYN Clerkship rotations Breakdown of Rotations by Year St. Paul Monisha Gidvani, MD 2011 Obstetrix Medical Group Dallas, TX Lauren Giacobbe, MD 2013 Center for Maternal-Fetal Medicine/High Risk Pregnancy Ctr Las Vegas, NV Clinical Experience Faculty Jessica Swartout, MD 2009 CentraCare Clinic St. Cloud, MN Wide variety of pathology Major referral center for northern Midwest region Diverse patient population Clinical year 8 months at the U (2 months ultrasound, 2 months L&D, 2 months genetics, 2 months of MFM) 1 month at HCMC, 2 months ANW (MFM, ICU) 1 month Research 6 months research 6 months elective Katherine Jacobs, DO 2014 Obstetrix Medical Group Fort Worth, TX - University of Minnesota Starting summer 2015 Marijo Aguilera, MD 2012 MN Perinatal Physicians/ Abbott Northwestern Hospital

Academic Talk/Productive Talk

Transcript: Reflection Academic / Productive Talk classroom discussion in math p.9 Four Steps Toward Productive Talk 1. Clarify and share their own thoughts (12-19) 2. Orient to the thinking of others (19-20) 3. Deepen their own reasoning (21-23) 4. Engage with the reasoning of others (24-27) What is there to discuss....all they need is the right answer. Obstacles The goal is not to increase the amount of talk in our classrooms, but to increase the amount of high-quality talk in our classrooms. Five Major Reasons That Talk is Critical to Teaching and Learning Don't have time Quantity Vs. Quality.... Why have it at all? 1. Reveals understanding and misunderstanding 2. Supports robust learning by boosting memory 3. Supports deeper reasoning 4. Supports language development 5. Supports development of social skills Read pages 5-7 Purpose for Reading & Watching What was the role of the teacher? Expressive Task Explain the role of the teacher and what evidence lead you to that conclusion. Academic Talk + Student Collaboration= Increased Language Learning for Our Second Language Learners Taking a Closer Look Academic Talk Expression of student understanding (MODES)Speaking, writing, presenting, modeling (Strategies) Verify, paraphrase, synthesis, agree/disagree, make arguments Students are shy and don't know the language. Each One/ Teach One create a poster that defines your "step" in Producitve Talk & share out to whole group No one talks...or the same two always talk What is your understanding of Academic Talk? I don't understand what the student is saying (I feel like an idiot)

Academic Talk

Transcript: --------- ------------ --------------- --------------- -------- --------- --------------- --------- Academic Talk Academic Talk Accademic Language Accountable Talk What is it? Accountable talk is ultimately a classroom practice based in student-centered discussion – where the students must support and defend their claims with evidence. WHY? Why? Students remain highly engaged because they are allowed to use their natural desire to talk to one another. Having accountable conversation also allows students to process the lesson material much more deeply than teacher-centered talk. By actively discussing specific topics and defending their ideas and opinions on these topics, students internalize the material in a super authentic way. Looks Like Looks Like... - Students can explain the connection between the discussion and learning objectives. - Questions asked by teacher and students require higher order thinking skills (synthesis, analysis, evaluation, problem solving, application of learning) - Students utilize the text and other data sources in order to support their opinions or challenge the positions taken by others. - All students actively participate in the discussion while following agreed upon norms. - Anchor charts displaying the discussion norms and strategies are clearly visible. - Discussion strategies and activities (pairs, small group, full class, turn and talk, think-pair-share, fishbowl, inside/outside circles, jigsaw) are utilized by the teacher to meet the learning needs of all students. - Strategies and routines are initially modeled by the teacher – over time, teacher gives more responsibility to students to lead discussions. - While releasing more responsibility to students, teacher occasionally acts as a participant or facilitator. Teacher may challenge students by redirecting a question back to a specific person, asking a student to recap what was said, or by questioning accuracy. Examples Examples LETS WATCH CONTACT DETAILS Stay Connected How can people reach you?

Book Talk Template

Transcript: Turtles All the Way Down By John Green A Book Talk by Brittnye Shaffer Book Stats Turtles All the Way Down is another in a long series of masterful works by John Green, author of such other new classics as The Fault in Our Stars and An Abundance of Katherines. His newest novel of 286 pages continues in the realistic fiction genre, focused again on the experiences of teens dealing with life, coming of age, and managing much more than they wish they were, and certainly more than we would wish to. Subtopic 1 We enter into the story of Aza, who at first we might believe is just an anxious teen, but it soon becomes evident that she is a bit more than regular-level anxious. She frequently gets caught in what she (and her therapist) call "thought spirals," where she can't stop thinking about particular things. We begin to have compassion for her character as we delve deeper into the story, and her mental stability and emotional strength quickly come under siege as we learn that an old friend's father has gone missing, and is offering a huge reward that could certainly help the financial burden her mom has been shouldering since her dad passed away. Will Aza use her connection to her friend for financial gain? Will they find his Dad? Is he even alive? Will Aza ever be able to stop the thought spirals? Read to the end to find out! Plot Summary Theme When reading this novel, there seems to always be theme of "difference is okay." Aza's friends are more than forgiving of her difficulties, and are compassionate and patient with her, even when they don't understand. In one interaction in our very first encounter with Daisy (Aza's best friend), Aza has been focused on her thoughts so much that she hasn't said much all day, and Daisy offers to come over, and "Improve (her) mood until (she) is able to say three or even four words in a row." (pg8) This kind of loving tolerance for Aza's idiosyncrasies is part of what makes the book such a great example of true friendship. What is the lesson? Secondary Theme Throughout the book, Aza's friendship with Davis becomes more and more of an important plot point. It's obvious from the beginning of the novel that the development of what could be love between them is going to be a focus. Meeting for the first time after years, even being basically strangers, Davis shows extraordinary care, remembering her favorite drink--"Dr Pepper" (pg 31)-- and even her nervous habit of piercing her finger with her nails--"I remember this..." (pg40). These tiny details all build up to a great and potentially painful romance, and their patience for each other's problems and issues, only shows over and over how friendship is an important foundation for love. Friendship is the best kind of love. As someone who also deals with anxiety issues, I can really identify with Aza's struggles to stay focused on what matters, and the gratitude she shows to those who love her for handling her issues so well. I often used to wonder as a young person why anyone liked me, and I was incredibly thankful to those who did, even though I very seriously doubted many who tried to be friends with me, going so far as to be suspicious of new people who tried, because there were so many other people who had done so just to make fun of me. Text to Self Connections Text Connections A Deeper Look This book reminds me very much of John Green's other books. It focuses on a teenage protagonist, usually deals with death, illness, and parental loss, and often features a central romance involving the main character. Typical of Green's work is an advanced level of diction, using words that are atypical of teenage vernacular, and also a strong tendency towards very literary or science-focused characters. Aza, perhaps because of her anxiety, hyperfocuses on the molecular happenings inside her body, often siting the scientific names of various internal bacteria and parasites. This also reminds me of my time in middle school when I was obsessed with becoming a microbiologist, and connects to conferences I took about DNA and bacteria. Text to Text Connections This novel also brings to mind the great issues facing young people today. There is so much more access to the internet, to other people, to infinite information than ever before, and is it always beneficial? In Aza's case, her ability to look up bacteria on demand seems to cause more issue than support. Text to World Connections I think this book definitely appeals to young people, to anyone who has ever valued their friends, to people who wonder what anxiety must be like for those who deal with it. I loved getting to know Aza, and watching try and fail and conquer her fears, and ultimately I love the relationships she builds. It gives me confidence that I too can let go off my own concerns and let myself be loved unconditionally and without fear. Personal Thoughts Evaluation Recommendation I recommend this book for teens and young people, anyone who is a fan of John Green's work. People

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