CWAP-403 learner - Certified Wireless Analysis Professional (CWAP) Updated: 2023 | ||||||||
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Exam Code: CWAP-403 Certified Wireless Analysis Professional (CWAP) learner November 2023 by Killexams.com team | ||||||||
CWAP-403 Certified Wireless Analysis Professional (CWAP) Exam Name : Wireless Analysis Professional Exam Number : CWAP-403 CWAP Exam Duration : 120 minutes Questions in test : 60 Passing Score : 70% Recommended Training : Official Wi-Fi Analysis Self Study Kit Training Class Exam Registration : PEARSON VUE Real Questions : CWNP CWAP-403 Real Questions VCE practice test : CWNP Certified Wireless Analysis Professional Practice Test Protocol Analysis 15% 1. Capture 802.11 frames using the appropriate methods and locations - Install monitor mode drivers - Select appropriate capture device - Select appropriate capture location - Capture for an appropriate amount of time based on the problem scenario - Scanning channels vs. capturing on a single channel - Capturing in roaming scenarios - Capture with portable protocol analyzers (laptops) - Capture with APs, controllers, and other management solutions - Capture with specialty devices such as handheld analyzers 2. Analyze 802.11 frame captures to discover problems and find solutions - Use appropriate display filters to view relevant frames and packets - Use colorization to highlight important frames and packets - Configure and display columns for analysis purposes - View frame and packet decodes and understand the information shown and apply it to the analysis process - Use multiple adapters and channel aggregation to view captures from multiple channels - Implement protocol analyzer decryption procedures - View and use captures statistical information for analysis - Use expert mode for analysis - View and understand peer maps as they relate to communications analysis 3. Understand and apply the common capture configuration parameters available in protocol analysis tools - Save to disk - Packet slicing - Event triggers - Buffer options - Channels and channel widths - Capture filters - Channel scanning and dwell time 4. Utilize additional tools that capture 802.11 frames for the purposes of analysis and troubleshooting - WLAN scanners and discovery tools - Protocol capture visualization and analysis tools - Centralized monitoring, alerting and forensic tools 5. Ensure appropriate troubleshooting methods are used with all analysis types - Define the problem - Determine the scale of the problem - Identify probably causes - Capture and analyze the data - Observe the problem - Choose appropriate remediation steps - Document the problem and resolution Spectrum Analysis 15% 1. Capture RF spectrum data and understand the common views available in spectrum analyzers - Install, configure and use spectrum analysis software and hardware Configure Wi-Fi integration Save and export capture data - Capture RF spectrum data using handheld, laptop-based and infrastructure spectrum capture solutions - Understand and use spectrum analyzer views Real-time FFT Waterfall, swept spectrogram, density and historic views Utilization and duty cycle Detected devices WLAN integration views 2. Analyze spectrum captures to identify relevant RF information and issues - Determine the RF noise floor in an environment - Determine Signal-to-Noise Ration (SNR) for a given signal - Locate and identify sources of RF interference - Identify RF channel utilization - Analyze a non-Wi-Fi transmitter and its impact on WLAN communications - Overlapping and non-overlapping adjacent channel interference - Poor performing or faulty radios 3. Analyze spectrum captures to identify various device signatures - Identify frequency hopping devices - Identify various 802.11 PHYs 802.11b 802.11g 802.11a 802.11n 802.11ac Channel widths Primary channel - Identify non-802.11 devices based on RF behaviors and signatures Microwave oven Video devices Jammers Cordless phones 4. Centralized spectrum analysis solutions - AP-based spectrum analysis - Sensor-based spectrum analysis PHY Layers and Technologies 10% 1. Understand and describe the functions and the PLCP and PMD sublayers 2. Apply the understanding of PHY technologies (including PHY headers, preambles, training fields, frame aggregation and data rates) to captured data - DSSS - HR/DSSS - OFDM - ERP - HT - VHT 3. Identify and use PHY information provided in pseudo-headers within protocol analyzers - Pseudo-header formats Radiotap Per Packet Information (PPI) - Signal strength - Data rate and MCS index - Length information - Channel center frequency or received channel - Channel properties - Noise 4. Recognize the limits of protocol analyzers in capturing PHY information including NULL data packets and PHY headers 5. Use appropriate capture devices based on an understanding of PHY types - Supported PHYs - Supported spatial streams - Short Guard Interval (SGI) MAC Sublayer and Functions 25% 1. Understand frame encapsulation and frame aggregation 2. Identify and use MAC information in captured data for analysis - Management, control, and data frames - MAC Frame Format Frame Control Field To DS and From DS Address Fields Frame Check Sequence (FCS) - 802.11 Management Frame Formats Information Elements Authentication Association and Reassociation Beacon Probe Request and Probe Response - Data and QoS Data Frame Formats - 802.11 Control Frame Formats Acknowledgement RTS/CTS Block Acknowledgement and related frames 3. Validate BSS configuration through protocol analysis - Country code - Minimum basic rate - Supported rates - Beacon intervals - WMM settings - RSN settings - HT and VHT operations - Channel width - Primary channel - Hidden or non-broadcast SSIDs 4. Identify and analyze CRC error frames and retransmitted frames WLAN Medium Access 10% 1. Understand 802.11 contention algorithms in-depth and know how they impact WLANs - Distributed Coordination Function (DCF) Carrier Sense and Energy Detect Network Allocation Vector (NAV) Contention Window (CW) and random backoff Interframe Spacing - Enhanced Distributed Channel Access (EDCA) EDCA Function (EDCAF) Access Categories and Queues AIFSN - Wi-Fi Multimedia (WMM) WMM parameters WMM Power Save WMM Admission Control 2. Analyze QoS configuration and operations - Verify QoS parameters in capture files - Ensure QoS is implemented end-to-end 802.11 Frame Exchanges 25% 1. Capture, understand, and analyze BSS discovery and joining frame exchanges - BSS discovery - 802.11 Authentication and Association - 802.1X/EAP exchanges - Pre-shared key authentication - Four-way handshake - Group key exchange - Pre-FT (802.11r) fast secure roaming mechanisms - Fast BSS Transition (FT) roaming exchanges and fast secure roaming - Hotspot 2.0 protocols and operations from a client access perspective (ANQP and initial access) - Neighbor discovery 2. Analyze roaming behavior and resolve problems related to roaming - Sticky clients - Excessive roaming - Channel aggregation for roaming analysis 3. Analyze data frame exchanges - Data frames and acknowledgement frames - RTS/CTS data frame exchanges - QoS data frame exchanges - Block Acknowledgement exchanges 4. Analyze HT/VHT-specific transmission methods - MIMO - Transmit Beamforming (TxBF) - MU-MIMO - Frame aggregation (A-MSDU and A-MPDU) 5. Analyze behavior and resolve problems related to MAC layer operations - Power Save operations - Protection mechanisms - Load balancing - Band Steering | ||||||||
Certified Wireless Analysis Professional (CWAP) CWNP Professional learner | ||||||||
Other CWNP examsCWAP-403 Certified Wireless Analysis Professional (CWAP)CWNA-108 Certified Wireless Network Administrator CWS-100 Certified Wireless Specialist | ||||||||
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CWAP-403 Dumps CWAP-403 Braindumps CWAP-403 Real Questions CWAP-403 Practice Test CWAP-403 dumps free CWNP CWAP-403 Certified Wireless Analysis Professional (CWAP) http://killexams.com/pass4sure/exam-detail/CWAP-403 Question: 53 What is the function of the PHY Preamble? A. To set the modulation method for the MPDU B. Allows the receiver to detect and synchronize with the signal C. To terminate a conversation between transmitter and receiver D. Carries the NDP used in Transmit Beamforming and MU-MIMO Answer: B Question: 54 Which one of the following is required for Wi-Fi integration in laptop-based Spectrum Analyzer software? A. A supported WLAN adaptor with a customized driver B. Any 802.11 wireless adaptor C. A dual radio spectrum analyzer card D. SNMP read credentials to the WLAN controller or APs Answer: C Question: 55 Which one of the following is not a valid acknowledgment frame? A. RTS B. CTS C. Ack D. Block Ack Answer: C Question: 56 Which common feature of a Spectrum Analyzer would be the best to help you locate a non-802.11 interference source? A. Max hold B. Location filter C. Waterfall plot D. Device finder Answer: D Question: 57 Prior to a retransmission what happens to the CWmax value? A. Reset to 0 B. Doubles and increases by 1 C. Increases by 1 D. Set to the value of the AIFSN Answer: B Question: 58 Which one of the best following is an advantage of using display filters instead of capture-time filters? A. Display filters allow for focused analysis on just the packets of interest B. Once created display filters are reusable for later captures C. Display filters only hide the packets from view and the filtered packets can be enabled for view later D. Multiple display filters can be applied simultaneously Answer: A Question: 59 During a VHT Transmit Beamforming sounding exchange, the beamformee transmits a Compressed Beamforming frame to the beamformer. What is communicated within this Compressed Beamforming frame? A. Steering Matrix B. Beamforming Matrix C. Feedback Matrix D. Beamformee Matrix Answer: C Question: 60 You are troubleshooting a client that is experiencing slow WLAN performance. As part of the troubleshooting activity, you start a packet capture on your laptop close to the client device. While analyzing the packets, you suspect that you have not captured all packets transmitted by the client. By analyzing the trace file, how can you confirm if you have missing packets? A. Look for gaps in the sequence number in MAC header B. Protocol Analyzers show the number of missing packets in their statistics view C. Retransmission are an indication of missing packets D. The missing packets will be shown as CRC errored packets Answer: C For More exams visit https://killexams.com/vendors-exam-list Kill your test at First Attempt....Guaranteed! | ||||||||
The page you are looking for can't be found. Visit our homepage, or use the links above. Image: by kind permission of Ivy Leswekjfe FRS and Gonville and Caius College On 8 June 1958, Peter Davey and 11 other students at Gonville & Cauis college hoisted a derelict Austin 7 van onto the roof of the Cambridge University Senate House, in the most ingenious of student pranks. Although the students had taken three hours under the cover of darkness to hoist the van onto the roof, it took the Civil Defence force, helped by the Police and Fire Brigade four days to remove it. The then Dean of Gonville & Caius, the Rev. Hugh Montefiore, having an idea of who was responsible for the stunt, sent a case of champagne to the halls of residence at Gonville & Caius where Peter Davey’s room was located. Blackboard Learning is an online platform that offers a variety of tools and services for students, educators, and administrators to manage and enhance the learning experience. There are two teams that support Blackboard:
Below, you can find login information for each, as well as information for students and faculty. There is also contact information for each in case you cannot what you are looking for here! For information about Blackboard Base Navigation, please go to: Blackboard Base Navigation. Please click on one of the following for the corresponding Blackboard login. For Password Help: please use the MyPassword website or contact the IT Service Desk during normal business hours. Warning: UMass email accounts are being targeted with fraudulent phishing scams. DO NOT enter your Campus User ID and password to links emailed to you. ![]() The ISA Certified Automation Professional® (CAP®) certification is a mark of career excellence that affirms your commitment to quality and demonstrates your expertise and knowledge of automation and controls. ISA CAP certification provides you with a non-biased, third-party, objective assessment and confirmation of your skills and expertise as an automation professional. Who Are CAPs?![]() CAP Certification RequirementsTo become an ISA CAP, you must meet certain education and work experience requirements, pass an exam, and commit to the ISA Code of Conduct. Learn more about CAP requirements. CAP Body of KnowledgeThe CAP Body of Knowledge (BOK) encompasses the full scope of knowledge, skills, and abilities needed for competent job performance. It defines automation project domains, the tasks within the domains, and the knowledge and skills required to complete the tasks. View the CAP Body of Knowledge. How to ApplyThere is no application form to fill out for CAP certification. Simply complete the following steps:
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This workshop will provide participants with the knowledge necessary to create a culturally sustaining classroom that supports the success of all their students.<b><br> </b></p> K-12 teachers interested in deepening their understanding of foundations of language education. Applied Professional Certificates in Instructional Design <p>These part-time, online certificates are for those looking to learn emerging practices in pedagogy, course design, educational technology, and interactive content development. One certificate can be earned in six months, or both in just over a year.</p> <p><a href="/content/bc-web/schools/lynch-school/sites/professional-continuing-education/learners/higher-education-/applied-professional-certificates-in-instructional-design.html"><span class="btn btn-default btn-maroon">Learn more</span></a></p> <p><b>Online Certificates</b></p> <p>These two online non-credit certificates prepare you to lead change in K-12 systems, higher education, educational technology, corporate training settings and beyond.</p> Recent College Graduates Career Changers Experienced Instructional Designers K-12 Administrators Coding as a Playground <p>This professional development targets teachers working with young children PreK-2 who are interested in integrating computer science (CS), computational thinking (CT), and robotics into their early childhood classrooms with a playful developmentally appropriate approach created by the DevTech group led by Prof. Marina Umaschi Bers.</p> <p> Participants will learn how to teach ScratchJr and KIBO robotics, a robotic kit that can be programmed without screens or keyboards by connecting wooden blocks, as well as the pedagogical approach, called “Coding as a Playground,” teaching strategies and materials to integrate programming with other areas of the early childhood curriculum, with a special focus on literacy, creative problem solving, arts and dance. </p> <p>We will experience this approach through hands-on projects and model how to teach coding and robotics in an early childhood classroom. We will explore how to both take advantage of ScratchJr and KIBO for helping children think in new logical ways, but also for collaborating and developing socio-emotional awareness.<br /> </p> <p><span class="btn btn-default btn-gold"><a href="https://bostoncollege-lsoe.catalog.instructure.com/browse/teaching-writing-genres/courses/coding-as-a-playground">Learn more</a></span><br /> </p> <p><b>Prof. Marina Bers<br> In-Person Workshop<br> Inquire for more information!</b></p> <p>This professional development targets teachers working with young children PreK-2 who are interested in integrating computer science (CS), computational thinking (CT), and robotics into their early childhood classrooms with a playful developmentally appropriate approach created by the DevTech group led by Prof. Marina Umaschi Bers.<br> </p> Online Workshops K12 Educators Fully Online K–12 Teachers, administrators, and school leaders Customized Programs <p>The Professional and Continuing Education team at the Lynch School of Education and Human Development will partner with you to build customized, student-focused professional learning experiences aligned with your school goals and strategic priorities.</p> <p><span class="btn btn-default btn-gold"><a href="/content/bc-web/schools/lynch-school/sites/professional-continuing-education/learners/k-12/Customized-programs.html">Learn more</a></span></p> <p><b>Customized Workshops<br /> Inquire for more information!</b></p> <p>We want our offerings to be responsive to the specific and “just in time” needs of our school partners. <b><br /> </b></p> K–12 Teachers Principals School Leaders Superintendent Disrupting the Narrative: Anti-Bias Tools for Texts <p>In this 90-minute workshop, participants will first learn about bias in our classrooms and that there are multiple paths for addressing and disrupting bias. Leaders and teachers will review and analyze David Sadker’s 7 Forms of Bias and textual examples for each. Participants will then actively participate in informed decision-making around their own curricular texts and consider alternative approaches in mitigating detected bias.</p> <p>&nbsp;</p> <p><b>Lisa Portadin&nbsp;<br> Online Workshop<br> Inquire for more information!</b></p> <p>This workshop will provide participants with the practical tools and reflective opportunities to evaluate and adjust classroom texts and instruction to address instances of bias.&nbsp;<b><br> </b></p> Workshops K12 Educators Fully Online K-12 teachers, administrators, and school leaders Embedding SFL Writing In The American studying Curriculum <p>ARC is currently used in a number of dual language programs. In order for these programs to incorporate SFL writing into the curriculum, they need guidance on how to distribute content across languages in order to make room for writing instruction and how to carry out the assessments for writing and content. They also need support with the distribution of writing lessons in connection with the curricular content and in coordinating the writing projects with the content provided by ARC.</p> <p>Currently, Maria Brisk is working with the Umana school to create units where SFL writing is incorporated into the ARC curriculum at the elementary and middle school levels. These units will be tested in the last weeks of the school year.</p> <p><b>Maria Estela Brisk &amp;&nbsp;Antonelli Mejia<br> Online Workshop<br> Inquire for more information!</b></p> <p>After participating in this workshop educators will be able to understand the basic principles and policies guiding the merger between SFL writing and the ARC for different grade levels.<b><br> </b></p> Fully Online K12 Educators Online Workshops K-12 teachers, administrators, and school leaders Math Routines That Promote Mathematical Fluency And Access For All <p>Math Routines that Promote Mathematical Fluency and Access for All includes six mini-sessions: an introduction, 4 separate routine workshops, and a closing session. Participants will engage with math content through the different instructional routines.</p> <p>After engaging with the routine, participants will learn the rationale and research behind each one. Knowing why the routine is structured the way it is helps educators make instructional decisions while planning in the moment with students and after leading the routine. The workshop will also offer some time for participants to explore materials and plan upcoming routines.</p> <p><b>Janamarie Sunkle &amp;&nbsp;Polly Wagner&nbsp;<br> Hybrid Workshop<br> Inquire for more information!</b></p> <p>Math Routines that Promote Mathematical Fluency and Access for All include six mini-sessions: an introduction, 4 separate routine workshops, and a closing session. Participants will engage with math content through the different instructional routines.&nbsp;<b><br> </b></p> Hybrid K12 Educators Workshops K-12 teachers, administrators, and school leaders Navigating Inequity and Advancing Equitable Change at Scale <p><b><i>This event is co-sponsored by the Mental Health Counseling Urban Scholars Program &amp; Donovan Urban Teaching Scholars Program &amp; the Center for Psychological Humanities &amp; Ethics</i></b></p> <p>Dr. Kimberlyn Leary will share her experience in the Biden-Harris Administration&#39;s pursuit of equity in the public sector in this talk. Discover how the Administration advanced racial equity and supported underserved communities through comprehensive efforts and executive orders. The talk also covers the response from corporate America, philanthropy, and business entities, who committed to more than $200B in equity-focused initiatives. However, progress has faced challenges, including claims of reverse discrimination and new voting restrictions. Join us to learn about the lessons learned from these initiatives and future pathways for progress despite headwinds, including the accurate Supreme Court ruling on affirmative action.<br /> </p> <p><b>Kimberlyn Leary<br /> Hybrid Lecture<br /> October 26, 2023 | 7-8:30PM</b></p> <p>In this talk, Dr. Kimberlyn Leary shares her experience in the Biden-Harris Administration guiding the pursuit of equity in the public sector.<br /> </p> K12 Educators Lectures Applied Psychology Professionals Hybrid Applied Psychology Professionals K-12 Administrators K-12 Teachers Planning For Culturally Responsive School Leadership <p>Creating a school culture that is authentically culturally responsive requires a leader to think through a culturally responsive, equitable, and critical consciousness lens. This two-part course supports anyone who leads in a formal education setting and who wishes to better serve students who have been historically underserved or marginalized.</p> <p>Participants will begin to shape and articulate their vision for a culturally responsive school and explore the frameworks and actions that will support them in authentically transforming their school spaces.</p> <p><b>Keisha Valdez<br> Online Workshop<br> Inquire for more information!</b></p> <p>This two-part course supports anyone who leads in a formal education setting and who wishes to better serve students who have been historically underserved or marginalized.<b><br> </b></p> Online Workshops K12 Educators Fully Online K–12 Teachers, administrators, and school leaders Practical Language and Strategies to Build Executive Function and Decrease Anxiety <p>In this interactive workshop, you’ll be empowered with: an understanding of anxiety and executive function practical language to talk about anxiety and executive function productive responses to decrease anxiety and build executive function, particularly how to Strengthen organization, transitions, routines, self-monitoring, self-regulating and mental flexibility—all without sacrificing too much instructional time. Learn how to help your students, particularly those with anxiety, ADHD or learning challenges, become less stressed and more efficient, autonomous and productive.</p> <p><b>Noel Foy<br /> Online Workshop<br /> August 11th | 9AM-11:30AM <br /> </b></p> <p>With the continued climb in anxiety in children (over 30% of students), teachers and students need to be aware of the relationship between anxiety and executive function. In moments of high stress, executive function can be hijacked, causing students to forget directions or have trouble getting started or sticking with a task when it gets challenging.<br /> </p> Online Workshops K12 Educators Fully Online K-12 teachers, administrators, and school leaders Providing Culturally Responsive Literacy Instruction <p>As educators, it is often difficult to plan ELA units while balancing the scope and sequence of the curriculum, ensuring best practices, and staying grounded in the work of equity and excellence. This workshop will be grounded in Gholdy Muhammad’s research, which has focused on the “social and historical foundations of literacy in Black communities and how literacy development can be reconceptualized in classrooms today.&quot;</p> <p>Using Muhammad’s text,&nbsp;Cultivating Genius, participants will look at the big picture of a unit, analyzing all of the tenets of the equity framework. This work will include unpacking the framework through discussion of practices that will ensure teaching and learning that disrupts racism, sexism and other oppression.</p> <p><b>Marcia Riddick&nbsp;<br> In-Person Workshop<br> Inquire for more information!</b></p> <p>This workshop will be grounded in Gholdy Muhammad’s research, which has focused on the “social and historical foundations of literacy in Black communities and how literacy development can be reconceptualized in classrooms today.”<br> </p> On Campus K12 Educators Workshops K-12 teachers, administrators, and school leaders Serving Multilingual Learners by Empowering Teachers, Forging Partnerships, and Elevating Parent and Family Voice <p>Teaching, coaching, connecting and partnering with multilingual students and families can be the best and most rewarding job in the world. It can also feel isolating if you are serving in a context where your students and their families face English-only instructional mandates, immigration issues and deportation fears, and where the prevailing wisdom favors a white, English dominant narrative that threatens to silence your students and overlook their strengths.</p> <p>In this workshop, you will connect with like-minded colleagues to utilize an asset-based approach to identify linguistic and cultural resources in the community, explore examples of ways you can widen your circle of influence and strengthen alliances, and create and plan a project that deepens your positive and collective impact on behalf of your multilingual learner students.</p> <p><b>Marta García, Rebecca Westlake &amp; Luz G. Villarreal<br> In-Person Workshop&nbsp;<br> Inquire for more information!</b></p> <p>In this workshop, you will connect with like-minded colleagues to utilize an asset-based approach to identify linguistic and cultural resources in the community, explore examples of ways you can widen your circle of influence and strengthen alliances, and create and plan a project that deepens your positive and collective impact on behalf of your multilingual learner students.<b><br> </b></p> On Campus K12 Educators Workshops K-12 teachers, administrators, and school leaders Strategies to Boost Executive Function, Productivity, and Motivation with Writing <p>Do your students find it challenging to get started on a writing task? Do they have difficulty with stamina, effort, and self-regulation, or find it hard to remember the directions and steps of an assignment? If so, anxiety and underdeveloped executive function may be interfering with their productivity and motivation.</p> <p>Executive function—which includes goal setting, planning, organizing, prioritizing, mental flexibility, self-monitoring, and thinking critically—is essential to writing.&nbsp;<span style="background-color: transparent;">When highly stressed or anxious, the executive function goes offline, blocking students’ abilities to focus on the task, remember what they need to do, and be flexible in their thinking.</span></p> <p>&nbsp;</p> <p><b>Noel Foy<br> Online Workshop<br> Inquire for more information!</b></p> <p>In this workshop, you will learn how to incorporate: language to build executive function and decrease anxiety and behavior issues quick, practical skill-building activities to develop executive function and increase production, motivation, and confidence as related to writing&nbsp;<b><br> </b></p> K-12 teachers, administrators, and school leaders Success in Instructional Coaching <p>Coaches and mentors in education settings are in increased demand. More and more schools and districts are recognizing the value of teacher coaching and mentoring as a pathway for improved student outcomes. D<span style="background-color: transparent;">espite this growing recognition of the value of job-embedded professional development, there are limited opportunities to prepare coaches and mentors to perform their duties.</span></p> <p>This 2 part series serves as an introduction to instructional coaching. Taking a coach-the-coach approach, the series addresses the coach's role and gets participants to think of how they are leaders, influencers, and agents of change. Participants are grounded in research-based approaches that promote best practices and continuous improvement. The workshop introduces participants to the key levers and processes required to support the development of coaches. It is ideal for those who are new to coaching or aspiring to be instructional coaches.<br> </p> <p>&nbsp;</p> <p><b>Keisha Valdez<br> Online Workshop<br> Inquire for more information!</b></p> <p>The workshop introduces participants to the key levers and processes required to support the development of coaches. It is ideal for those who are new to coaching or aspiring to be instructional coaches.<b><br> </b></p> K–12 Teachers Teaching Argument And Procedure Writing To K-8 Students <p>This is one of three courses in a series on how to teach writing with a genre-based pedagogy that has a strong emphasis on language development. Using this genre-based pedagogy informed by systemic functional linguistics, participants will learn how to teach arguments and procedures.&nbsp; Features of the genres demanded in elementary and middle schools will be learned and practiced. The strong emphasis on language development distinguishes this approach from others currently used in schools. The approach to teaching guides teachers in ways of apprenticing students to writing that builds confidence and success.<br> </p> <p>&nbsp;</p> <p><b>Theresa Vilcapoma<br> Online Course <br> Inquire for more information!</b></p> <p>This is one of three courses in a series on how to teach writing with a genre-based pedagogy that has a strong emphasis on language development. Using this genre-based pedagogy informed by systemic functional linguistics, participants will learn how to teach arguments and procedures.&nbsp;&nbsp;<b><br> </b></p> Fully Online K12 Educators K-8 teachers, administrators, and school leaders Teaching Narrative Writing to K-8 Students <p>This is a project-based course where groups of participants will collaborate to develop a writing unit in a genre appropriate for their grade level. Using a genre-based pedagogy informed by systemic functional linguistics, participants will learn what and how to teach reports and explanations in the context of social studies and/or science. Features of the genres demanded in elementary and middle schools will be learned and practiced. The strong emphasis on language development distinguishes this approach from others currently used in schools. The approach to teaching guides teachers in ways of apprenticing students to writing that builds confidence and success.</p> <p>&nbsp;</p> <p><b>Elizabeth MacDonald<br> Online Course<br> Inquire for more information!<br> </b></p> <p>This is a project-based course where groups of participants will collaborate to develop a writing unit in a genre appropriate for their grade level. Using a genre-based pedagogy informed by systemic functional linguistics, participants will learn what and how to teach reports and explanations in the context of social studies and/or science.&nbsp;<b><br> </b></p> K12 Educators Fully Online Online K–8 Teachers, administrators, and school leaders Teaching Narrative Writing to K-8 Students <p>In this project-based course, groups of participants will collaborate to develop a writing unit in a genre appropriate for their grade level, and participants will learn and practice features of the genres demanded in elementary and middle schools. This course places a focus on language development, and this unique approach will support teachers in how to guide students to writing that builds confidence and success.</p> <p>There will be a variety of activities to facilitate acquiring the content of the course, such as short lectures, readings and discussions. In addition, teachers will share how they implemented the unit through videos applying the approach in their classrooms. They will also work with mentor texts and student work, and they will create genre units in collaboration with affinity groups. During live sessions, students will have the opportunity to share experiences, answer questions, and clarify challenges.<br /> </p> <p><a href="https://bostoncollege-lsoe.catalog.instructure.com/browse/teaching-writing-genres/courses/summ23-teaching-narrative-writing"><b><span class="btn btn-default btn-gold">Register Now</span></b></a></p> <p> </p> <p><b>Maria Estela Brisk<br> Online Course<br> Inquire for more information!</b></p> <p>Using a genre-based pedagogy informed by systemic functional linguistics, participants will learn what and how to teach fiction and non-fiction narratives, including personal and procedural recounts, autobiographies, biographies, empathetic autobiographies, and historical recounts.<br> </p> K12 Educators Fully Online Online K–8 Teachers, administrators, and school leaders Teaching Report And Explanation Writing <p>Using a genre-based pedagogy informed by systemic functional linguistics, participants will learn what and how to teach reports and explanations (general and scientific) in the context of social studies and/or science using a genre-based pedagogy informed by systemic functional linguistics.<br /> In this project-based course, groups of participants will collaborate to develop a writing unit in a genre appropriate for their grade level, and participants will learn and practice features of the genres demanded in elementary and middle schools. This course places a focus on language development, and this unique approach will support teachers in how to guide students to writing that builds confidence and success.<br /> </p> <p><b>Tracy&nbsp;Hodgson-Drysdale<br> Online Course<br> October 3 - October 31, 2023 <br> Tuesdays, 4:30 - 5:30PM</b><br> </p> <p>In this project-based course, participants will learn what and how to teach reports and explanations (general and scientific) in the context of social studies and/or science.<b><br> </b></p> K12 Educators Fully Online Online K–8 Teachers, administrators, and school leaders Teaching Report And Explanation Writing To K-8 Students <p>As you prepare for the upcoming school year you may be thinking about how to ensure strong writing units are in place for the students in your classroom, school or school district. This 4-day project based course gives time for groups of participants to collaborate on developing a writing unit in a genre appropriate for their grade level in English and/or Spanish using a genre-based pedagogy informed by systemic functional linguistics. This learning opportunity that usually runs over the course of 5 weeks has been condensed into 4 full days of learning and planning with time for feedback, reflection and revision of a final writing unit.</p> <p><b>Maria Estela Brisk<br> Online Course<br> </b><b style="font-size: 0.8125rem; background-color: transparent;">Inquire for more information!</b></p> <p>This 4-day project-based course gives time for groups of participants to collaborate on developing a writing unit in a genre appropriate for their grade level in English and/or Spanish using a genre-based pedagogy informed by systemic functional linguistics.&nbsp;<b><br> </b></p> K12 Educators Fully Online Online K–8 Teachers, administrators, and school leaders Teaching Writing: An Overview Of Systemic Functional Linguistics (SFL) And Genre-Based Pedagogy <p>As you prepare for the upcoming school year, you may be thinking about how to evolve and Strengthen the teaching of writing in your classroom, school, or school district. This workshop will provide you with an overview of a genre-based pedagogy informed by the theory of systemic functional linguistics that is often referred to as “SFL Writing.” Participants will discover the demands of the various genres in elementary and middle school, learn how the emphasis on language development distinguishes this approach from others currently used in schools, and explore ways that the practice can be implemented school-wide.</p> <p>Additionally, participants will be informed of more in-depth learning opportunities for teaching writing with the genre-based approach.This workshop draws upon field based research in multiple elementary and K–8 schools for over 10 years. It is informed by the theory of systemic functional linguistics and implemented with the pedagogical practice of the teaching and learning cycle, a strong scaffolding at the onset of the learning process which has been modified and adapted over time with the input of real teachers in classrooms in and around Boston.<br> </p> <p>&nbsp;</p> <p><b>Elizabeth MacDonald &amp;&nbsp;Lisa Portadin<br> Online Workshop<br> </b><b style="font-size: 0.8125rem; background-color: transparent;">Inquire for more information!</b></p> <p>As you prepare for the upcoming school year, you may be thinking about how to evolve and Strengthen the teaching of writing in your classroom, school, or school district. This workshop will provide you with an overview of a genre-based pedagogy informed by the theory of systemic functional linguistics that is often referred to as “SFL Writing.”<b><br> </b></p> Fully Online K12 Educators Online Workshops K-12 teachers, administrators, and school leaders The University’s initiative in online education benefits students on campus and around the world. We enable faculty to enrich their teaching to undergraduate and graduate students at Princeton, while sharing free course content with interested learners outside the University. More than one million students have enrolled in the many free noncredit courses (or MOOCs) that Princeton faculty have offered online through the University’s partnerships with Coursera, edX, NovoEd and Kadenze. Through learning communities, you have a great opportunity to connect with other students who share your interests and get to know faculty. Students who participate in a learning community earn higher grades and have increased exposure to university resources and the Greater Lafayette community. Over 3,000 first-year students and 1,000 current students who participate in learning communities every year! Don't be left out! Incoming students to Purdue for Fall 2024, can apply to a learning community starting in January - early July, 2024. April 15th is the priority application deadline to be placed in a learning community. Applications submitted or modified after April 15th will be considered based on availability following the initial placement period. Students who apply for a Learning Community by the April 15th priority deadline will be notified of their placement status through their Purdue email account by the end of the first full week in May. A housing contract with University Residences must be completed prior to applying for a learning community. After accepting your offer of admission, allow up to two business days to gain access to the housing contract portal. The DataMine application for 2024-2023 Academic Year for current Purdue students is now open. Click here to apply. Apply Today »Brandeis Graduate Professional Studies (GPS) offers fully online top-tier master's degrees, certificates and professional development courses in today's most in-demand fields. Our curricula are built with the academic rigor that makes Brandeis one of the top universities in the country. Most importantly, our programs are designed to help you balance your graduate education with your full-time job and other professional, academic, or personal commitments. As a student working alongside faculty and fellow students, you'll experience:
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