This document provides information about a workshop on metacognition and facilitating student learning hosted by Seoul International School on March 2-3, 2013. The workshop will be led by Bill and Ochan Powell and will explore what metacognition means, how teachers can support it in their classrooms, and research-based strategies to promote student reflection. The workshop is intended for PreK-12 teachers, principals, and coordinators. Registration begins on August 1, 2012 and space is limited to 45 participants. The fee is $50 USD but is $100 for non-member schools.
Islamic Teacher Education Program's Principles of Pedagogy workshop conducted at ISNA West Education Forum by Shaykh Ramzy Ajem and Dr. Nadeem Memon on January 13th, 2012.
Construction and validation of e-learning resources access scale (ELRAS)S. Raj Kumar
The purpose of the present study is to develop and validate a Scale to measures student E-Learning Resources Access. The author undertook the following steps to build the scale: Developing a preliminary draft, Tryout, reliability and validity, Item analysis and Final draft of the scale. The Scale was administered to 110 Arts and Science College students enrolled in Under Graduate courses from Thiruvallur and Vellore Districts of Tamilnadu. The results of the study revealed that the E-Learning Resources Access Scale (ELRAS) has high level of reliability and validity.
Keywords: E-learning resources access Scale, Under Graduate students, Arts and Science students, Item analysis, reliability, validity
The presentation also shows the critical pedagogy which is method of educating the people in more critical and acclaimed way. The innovative pedagogy however reveals how the art of teaching can be made unique, creative and innovative to grab the interest of students and learners.
http://www.aonepapers.com/hire-some-expert-to-write-a-paper/
Islamic Teacher Education Program's Principles of Pedagogy workshop conducted at ISNA West Education Forum by Shaykh Ramzy Ajem and Dr. Nadeem Memon on January 13th, 2012.
Construction and validation of e-learning resources access scale (ELRAS)S. Raj Kumar
The purpose of the present study is to develop and validate a Scale to measures student E-Learning Resources Access. The author undertook the following steps to build the scale: Developing a preliminary draft, Tryout, reliability and validity, Item analysis and Final draft of the scale. The Scale was administered to 110 Arts and Science College students enrolled in Under Graduate courses from Thiruvallur and Vellore Districts of Tamilnadu. The results of the study revealed that the E-Learning Resources Access Scale (ELRAS) has high level of reliability and validity.
Keywords: E-learning resources access Scale, Under Graduate students, Arts and Science students, Item analysis, reliability, validity
The presentation also shows the critical pedagogy which is method of educating the people in more critical and acclaimed way. The innovative pedagogy however reveals how the art of teaching can be made unique, creative and innovative to grab the interest of students and learners.
http://www.aonepapers.com/hire-some-expert-to-write-a-paper/
This presentation tries to convey the important principles and maxims of teaching which would facilitate teachers' teaching and students' learning in the class
Studies have shown that traditional chalk and talk teaching methods are common among teachers of Islamic Education. Such teacher-centered pedagogy fails to promote active learning or interaction between the teacher and students; and between students and students. The result is a lack of interest in learning because students are not stimulated or engaged by interesting classroom activity or pedagogy. Numerous studies conducted by a host of countries have proven that Philosophical Inquiry Method (PIM) is effective in promoting discussion and getting students to be actively involved in learning, as they discover new meanings. Having said this, little is known about the impact PIM on Malaysian Islamic Education students' engagement. Therefore, an exploratory case study was conducted to gauge students’ views and experiences of PIM to teach aqidah (creed). The study involved students aged 13 – 14 years old who were in Form 2 at an Islamic secondary school in Selangor, focusing particularly on the Islamic Education subject of aqidah. After completing six philosophical inquiry sessions, four students were interviewed to gauge their responses to the programme. The results of the study showed that students found the lessons easier to understand, as they explored beyond the content of the textbook and they enjoyed this new pedagogy. In the light of this, it can be said that PIM gave students a positive learning experience for the subject of aqidah.
Forelesning holdt ved NTNUs Lørdagsuniversitet, Trondheim, 18. april 2009, om historien til den norske hyttedrømmen
________
Public lecture given in Trondheim, Norway, on the history of the Norwegian leisure cabin.
This presentation tries to convey the important principles and maxims of teaching which would facilitate teachers' teaching and students' learning in the class
Studies have shown that traditional chalk and talk teaching methods are common among teachers of Islamic Education. Such teacher-centered pedagogy fails to promote active learning or interaction between the teacher and students; and between students and students. The result is a lack of interest in learning because students are not stimulated or engaged by interesting classroom activity or pedagogy. Numerous studies conducted by a host of countries have proven that Philosophical Inquiry Method (PIM) is effective in promoting discussion and getting students to be actively involved in learning, as they discover new meanings. Having said this, little is known about the impact PIM on Malaysian Islamic Education students' engagement. Therefore, an exploratory case study was conducted to gauge students’ views and experiences of PIM to teach aqidah (creed). The study involved students aged 13 – 14 years old who were in Form 2 at an Islamic secondary school in Selangor, focusing particularly on the Islamic Education subject of aqidah. After completing six philosophical inquiry sessions, four students were interviewed to gauge their responses to the programme. The results of the study showed that students found the lessons easier to understand, as they explored beyond the content of the textbook and they enjoyed this new pedagogy. In the light of this, it can be said that PIM gave students a positive learning experience for the subject of aqidah.
Forelesning holdt ved NTNUs Lørdagsuniversitet, Trondheim, 18. april 2009, om historien til den norske hyttedrømmen
________
Public lecture given in Trondheim, Norway, on the history of the Norwegian leisure cabin.
Em swedenborg-doctrine-de-la-nouvelle-jerusalem-sur-l'ecriture-sainte-1763-li...Francis Batt
Quelle traduction pour "sensus spiritualis Verbi" ? (11 occurrences)... à notre avis, il faut traduire par "Verbe au sens d'Esprit", c.a.d : le mot "Verbe" en son acception de Philosophie-Sagesse, en son acception de "Logos"... De même,"sensus literae Verbi" (14 occurrences) doit être traduit par "Verbe au sens d'Ecrit", c.a.d.: le mot "Verbe" en son acception de Lettre, Ecrit, Ecriture. Les expressions "le sens Spirituel de la Parole", et "le sens de la Lettre de la Parole" sont malvenus et constituent des contresens. Les latinistes devraient examiner sérieusement la possibilité de traduire ces deux expressions ainsi qu'il est indiqué.
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WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
1. 388-14 Bokjeong-dong, Seongnamsi, Gyeonggido, Korea .
SEOUL INTERNATIONAL SCHOOL
EARCOS WEEKEND WORKSHOP
March 2-3, 2013
Seoul International School
Seoul, Korea
Learning to Learn: How Teachers Can Facilitate Student
Metacognition
With Ochan and Bill Powell
Workshop Description:
Many schools claim to teach students to learn how to learn. In our experience, only a
few do so deliberately and explicitly. This is despite the fact that recent research
points to the development of student metacognition as perhaps the most powerful
influence on student achievement and lifelong learning.
In this highly interactive workshop, participants will come to understand what
metacognition means in a classroom setting (not the same as teaching study skills).
Participants will analyze their assumptions about student learning, explore various
Tel:(031) 750-1314
models of metacognition and become more reflective about their own thinking and
learning. Our experience has shown that teachers who are metacognitive and
reflective are more likely to develop these habits of mind in their students. Embedded
within the workshop will be numerous research-based strategies that promote
structured reflection and metacognition.
Workshop Essential Questions:
purcellh@siskorea.org
1. What is metacognition?
2. What does a teacher need to do?
3. What does structured reflection look like?
4. What does recent research say about its importance?
5. What are some specific meta-cognitive strategies?
Participants in this workshop will:
1. Explore recent research on meta-cognition.
2. Understand that meta-cognition is the disposition of intellectual character, not
simply the acquisition of study skills; that the purpose of metacognition is to
support self-directedness in students.
3. Experience structured reflection on their own learning.
4. Learn about routines and strategies that support student reflection.
5. Examine questioning techniques that facilitate learning how to learn.
This workshop is appropriate for teachers, principals, and curriculum coordinators,
PreK-12.
2. EARCOS WEEKEND WORKSHOP
About the Presenters:
William (Bill) Powellhas served as an international school educator for the past 30 years in
the United States, Saudi Arabia, Tanzania, Indonesia, and Malaysia. From 1991 to 1999, he
served as the Chief Executive Officer of the International School of Tanganyika in Dar es
Salaam, Tanzania; and from 2000 – 2006 as Headmaster of the International School of
Kuala Lumpur. He is the co-author, with his wife Ochan, of Count Me In! Developing
Inclusive International Schools (2000) and co-author of a book on school board
governance training (2001). Bill and Ochan also co-authored the books Making the Difference:
Differentiation in International Schools (2007) and Becoming an Emotionally Intelligent Teacher (Corwin
2010)They are currently working on a project that focuses on personalizing learning and have a book
entitled The Way to Teach Now: Five Keys to Personalized learning in the Global Classroom in 2011
(ASCD). When Bill is not writing, he is presenting workshops on curriculum development, differentiation,
school leadership and governance training. He serves as a consultant for Education Across Frontiers Sdn.
Bhd. (Bpowell@eduxfrontiers.org).
Ochan Kusuma-Powellis co-founder and director of Education Across Frontiers, an
organization that promotes teacher education towards the development of professional
learning communities. A graduate of Columbia University with a doctorate in international
education development, she has more than 25 years experience in international education
and has been actively involved in teacher training for developing inclusive international
schools. Ochan has developed and implemented inclusive special education programs in
the United States, Indonesia, Malaysia and Tanzania. Together with her husband, Bill, she co-authored
an OSAC publication entitled Count Me In! Developing Inclusive International Schools and, more
recently, Making the Difference: Differentiation in International Schools (2007). Ochan’s current interest
is the application of brain research to classroom instruction. She is adjunct faculty at Lehigh University,
Buffalo State and a trainer for the Teacher Training Center. (Okpowell@eduxfrontiers.org"
Okpowell@eduxfrontiers.org).
REGISTRATION PROCEDURES:
We will begin accepting registrations on August 1, 2012.
1. Email your completed registration to Heather Purcell (purcellh@siskorea.org). You will receive
confirmation ASAP, and travel information will be sent out closer to the workshop.
2. No registrations will be accepted after December 7, 2012.
3. Per EARCOS guidelines, applicants from non-member schools are only eligible to attend if there is
space one week before the workshop. Email Heather Purcell to ask to be put on the waiting list
BEFORE December 7, and you will be contacted if there is room.
4. REGISTRATION FEE: Bring $50 USD in cash to the workshop. An additional fee of $100 will be required
for non-member schools.
The workshop is limited to a maximum of 45 participants.
WORKSHOP TIMES:March 2 (8:30-4:30) AND March 3 (8:30-3:30). You are encouraged to make flight
arrangements accordingly.
CREDIT: College credits will be arranged through SUNY. Information will be sent to participants closer to
the time of the workshop.
Any questions, please contact Heather Purcell (purcellh@siskorea.org).
2