Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
INTERACTIVE TEACHING AND INSTRUCTIONAL MATERIALS James Bacayan
HANDOUTS FOR GENERAL STUDY AND VERIFYING MEDIUM.
This is a research based handout that inculcates most of the general idea.
It is generally a useful tool for everyone to use.
Feel free to download and appreciate each cumulative ideas.
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
Motivating students is something that all teachers must learn how to do and it can be done through the use of various forms of technology, instructional, and engagement strategies. It is crucial for all teachers to identify a variety of ways to motivate students.
This slide covers
The role of motivation in adolescent learning, including strategies to promote student success and ethical education.
Researched knowledge of motivation, as well as physical, cognitive, and socioemotional development principles learned in this course, to suggest strategies that help motivate typical adolescent students.
Prevention or intervention techniques to support and motivate students who might be struggling or facing a challenging situation like a learning disability.
Digital tools and resources to support learning and motivation.
Support your findings with a minimum of three scholarly resources.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
INTERACTIVE TEACHING AND INSTRUCTIONAL MATERIALS James Bacayan
HANDOUTS FOR GENERAL STUDY AND VERIFYING MEDIUM.
This is a research based handout that inculcates most of the general idea.
It is generally a useful tool for everyone to use.
Feel free to download and appreciate each cumulative ideas.
The results of all the existing comparative educational analysis provide us with evidence about the importance of learning materials in the process of building up educational quality.
Cecilia Braslavsky
Motivating students is something that all teachers must learn how to do and it can be done through the use of various forms of technology, instructional, and engagement strategies. It is crucial for all teachers to identify a variety of ways to motivate students.
This slide covers
The role of motivation in adolescent learning, including strategies to promote student success and ethical education.
Researched knowledge of motivation, as well as physical, cognitive, and socioemotional development principles learned in this course, to suggest strategies that help motivate typical adolescent students.
Prevention or intervention techniques to support and motivate students who might be struggling or facing a challenging situation like a learning disability.
Digital tools and resources to support learning and motivation.
Support your findings with a minimum of three scholarly resources.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
Plenary: Group Report Part 1
Teacher working Conditions and Motivation (at School Level)
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Municipal Election Lesson 3 - Municipal Governmentsjeremysandor
This is lesson three of seven about municipal elections that I developed and proposed for Student Vote.
This lesson allows students to explore the composition and function of municipal governments in Ontario.
Please refer to Municipal Election Lessons Additional Resources for references and supporting information.
Municipal Election Lesson 4 - School Boardsjeremysandor
This is lesson four of seven about municipal elections that I developed and proposed for Student Vote.
This lesson requires students to explore the composition and function of school boards in Ontario.
Please refer to Municipal Election Lessons Additional Resources for references and supporting information.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
Plenary: Group Report Part 1
Teacher working Conditions and Motivation (at School Level)
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Municipal Election Lesson 3 - Municipal Governmentsjeremysandor
This is lesson three of seven about municipal elections that I developed and proposed for Student Vote.
This lesson allows students to explore the composition and function of municipal governments in Ontario.
Please refer to Municipal Election Lessons Additional Resources for references and supporting information.
Municipal Election Lesson 4 - School Boardsjeremysandor
This is lesson four of seven about municipal elections that I developed and proposed for Student Vote.
This lesson requires students to explore the composition and function of school boards in Ontario.
Please refer to Municipal Election Lessons Additional Resources for references and supporting information.
Municipal Election Lesson 7 - Making Your Decisionjeremysandor
This is the seventh and final lesson about municipal elections that I developed and proposed for Student Vote.
This lesson requires students to reflect on their personal priorities and their judgment of each candidate before supporting one individual.
Please refer to Municipal Election Lessons Additional Resources for references and supporting information.
2010 Ontario Municipal Election Resource for Student Vote - Frenchjeremysandor
This is a French version of the Student Vote Education Resource that I developed for elementary and high school teachers for the 2010 Ontario municipal and school board elections.
Municipal Election Lesson 5 - Local Election Issuesjeremysandor
This is lesson five of seven about municipal elections that I developed and proposed for Student Vote.
This lesson requires students to investigate the identify, propose, and investigate local election issues.
Please refer to Municipal Election Lessons Additional Resources for references and supporting information.
Vente maison, real estate, Provence, France, aix-en-provence, bastide, mas, m...fdebas
A vendre, à 10 mn d'Aix-en-Provence, superbe Bastide et son Bastidon d'une surface d'environ 320 m2. Vue Sainte Victoire.
Terrain de 6000 m2 avec parc de 3500m2 et son oliveraie de 2500m2 totalement clos par panneaux en ferronnerie.
Bastide comprenant 4 chambres de plus de 15 m2 dont la suite parentale de 35m2. 1 grand bureau et une buanderie spacieuse, une cuisine et son cellier attenant de 22 m2, un salon/salle à manger de 50 m2. 3 salles de bain, 4 WC. Un garage de 50 m2, cave de 70 m2. Le Bastidon à 50 m de la Bastide est totalement indépendant. Piscine de 6X12 avec dispositif de chauffage de l'eau.Matériaux nobles, prestations raffinées.
A 4 km de tous les grands accès autoroutiers (Nice, Toulon...). Calme absolu.
Prix : 1 420 000 euros.
Contact : 06 14 09 65 13
Intermédiaires, merci de vous abstenir.
Municipal Election Lesson 6 - Candidates for Electionjeremysandor
This is lesson six of seven about municipal elections that I developed and proposed for Student Vote.
This lesson requires students to investigate the platform and qualities of respective municipal and school board candidates.
Please refer to Municipal Election Lessons Additional Resources for references and supporting information.
2010 Ontario Municipal Election Resource for Student Vote - Englishjeremysandor
This is an English version of the Student Vote Education Resource that I developed for elementary and high school teachers for the 2010 Ontario municipal and school board elections.
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
1. Note to Educators
Anatomy of a Lesson
Each lesson in the 2010 Municipal Resource aims to help students understand a different facet of
the upcoming 2010 Ontario municipal and school board elections while also providing instructional
choice for educators depending on the needs of a particular group of students. The following
features of lessons have been designed to further this aim.
Enduring Understanding – Beneath the title of each lesson, an enduring understanding is stated as
a guiding concept that students will hopefully comprehend long after the details of the lesson have
been forgotten. Lessons have been structured with the aim of helping students to discover this
understanding for themselves rather than having it taught through direct instruction as a fact.
Hook – The hook is a brief introductory activity intended to activate students’ intrinsic motivation
to learn about the topic by presenting a challenge, problem, or provocation that challenges the
knowledge students bring to the classroom. Hook activities have been phrased in manner that
speaks directly to students, rather than instructing the teacher on how to conduct the activity.
Essential Learning – This section is comprised of activities recommended to help students acquire
fundamental knowledge, understandings, and skills related to the topic. The emphasis on factual
knowledge in these activities is intended to equip students with the essential information that will
enable students to make an informed voting decision on Student Vote Day. Essential learning
activities have been phrased in manner that speaks directly to students, rather than instructing the
teacher on how to conduct the activity.
Extended Learning – Extended learning activities are designed to provide educators with
opportunities to differentiate student learning while challenging students to employ analytic and
creative thinking skills to the topic. The activities have been ranked according to increasing
difficulty, and so educators should assess the ability of students before assigning an extended
learning activity. Extended learning activities have been phrased in manner that speaks directly to
students, rather than instructing the teacher on how to conduct the activity.
Key Terms – The list of key terms are intended to highlight election vocabulary that might be new
to some students; consequently, educators might consider previewing or posting these terms in
order to support student learning. Definitions of key terms can be found in the Glossary of this
resource.
Essential Questions – Essential questions have been posed for each lesson as suggestions for
promoting inquiry leading to the heart of a topic and for generating debate, discussion, and
reflection among students. An extended list of questions related to each topic can be found in the
Additional Resources section of this resource.
Teacher Preparation – Each lesson involves some forethought and preparation on the part of the
educator in order to tailor learning for a particular group of students. Teacher preparation notes
are intended to help ensure that teachers have materials, activities, and instructional strategies
prepared for students.
Assessment – Although an assessment tool with descriptors for levels of mastery has not been
included in this resource, criteria for demonstrating understanding have been included in each
lesson to guide educators towards the evidence that should be sought from student activities
2. Instructional Choices
Because each group of students is unique, all teachers are strongly advised to consider the
activities and instructional activities that will best help their students to acquire a multi-facet
understanding of municipal and school board elections in Ontario. In this regard, the following
reminders are offered:
Alternatives to Written Artifacts
Students do not necessarily demonstrate their understanding of elections in written form. Many of
the activities have been worded in a way that leaves students free to express their thoughts
through discussion, debate, oral presentations, dramatic presentations, and images. When seeking
evidence of understanding, educators are strongly encouraged to vary the form of evidence
required in order to allow all students to successfully demonstrate mastery of election knowledge
and skills.
Emphasis on Literacy Skills
… On the other hand, a significant proportion of lessons in this resource and of publicly-available
election information rely on print material. Do not be daunted; rather, please consider using these
lessons as an opportunity to practice literacy skills and learn about elections at the same time.
Links to exhaustive literacy teaching strategies provided by the Ministry of Education are listed at
the end of the Additional Resources section in this resource.
Authentic Tasks
Student Vote strongly encourages students and educators to share products of learning activities
with the public; the publication or distribution of information and commentary on the municipal and
school board elections lends authenticity to student tasks and has the opportunity to generate
greater public interest in local election campaigns. Please consider publishing student work in a
special run of school newsletters, posting work on bulletin boards throughout the school, making
student-made content available online, or encouraging students to submit artifacts of learning to
the local newspaper. Educators are also encouraged to invite feedback, be it from another class of
students, members of a social network, or individuals living in the community, because dialogue
with parties outside the classroom often enhances the authenticity of learning exercises, justifies
learning in the eyes of students, and triggers students’ intrinsic motivation to learn about elections.