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Education

Edits Of The Best Photos ,[object Object],[object Object],[object Object]

Another Edit of my favourite photo from the concert to use on the front cover of the magazine.

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rethinking public management

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Hoe ziet het concept van De Nieuwe GGZ er vanuit het perspectief van een gemeente uit? Deze klantreis geeft hier een voorbeeld van. De Nieuwe GGZ gaat de komende jaren via wijkgerichte proeftuinen en een nationale eCommunity samen met verschillende landelijke partners nieuwe vormen van GGZ (en een doorkanteling naar welzijn, wonen en werken) realiseren. Zie ook andere presentaties (klantreis client, klantreis hulpverlener) om een vollediger beeld te krijgen!

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rethinking public management

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Klantreis De Nieuwe GGZ Gemeente perspectief

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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