presented by Dr Jason Zagami at the Seventh National Interactive Teaching and Learning Conference at St Stephen's College, Upper Coomera, Australia on the 13th of August 2010
presented by Dr Jason Zagami at the Seventh National Interactive Teaching and Learning Conference at St Stephen's College, Upper Coomera, Australia on the 13th of August 2010
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
7. Knowledge and understanding Describes essential concepts, facts and procedures of the KLA. Ways of working Describes the essential processes that students use to develop and demonstrate their knowledge and understanding. Learning and assessment focus Describes the focus of learning and assessment within the juncture.
This slide elaborates on the process: ‘Sequence learning’. The Essential Learnings and Standards support the active engagement of students in their own learning. If students are to learn effectively, learning experiences and teaching strategies need to be selected and sequenced to support active engagement in learning and intellectual challenge. The sequence of learning should also bring together the Ways of working with Knowledge and understanding , providing opportunities for students to both acquire and transform knowledge. Activity 3c: See Facilitator’s Guide . Information relevant to the activity: Learning experiences and teaching strategies need to have explicit links to the Essential Learnings (that are the focus of the unit of work) so that students have opportunities to develop and demonstrate the processes (described in the Ways of Working ), and the concepts, facts and procedures (described in Knowledge and understanding ). Teachers may choose to use an inquiry model to frame the teaching strategies and learning experiences. Such models support active engagement/student-centred approaches to learning. Inquiry models typically include four broad phases: establishing what is to be investigated finding out – gathering, analysing and evaluating information and evidence deciding what to do with what has been found out reflecting.
This slide acknowledges the beginning of the process: ‘Develop assessment’. To begin planning assessment, teachers need to look back at the learning sequence to ensure that they have adequately catered for the assessments needed to provide evidence of learning by the students. Activity 4: See Facilitator’s Guide. In developing assessments, teachers need to ask themselves: How will I know whether the learning has been achieved? How do I evaluate the learning? Understanding and using the Standards and the assessable elements is crucial to this process, and integral to the alignment of curriculum, assessment and reporting. For teachers, parents and students, the Standards and assessable elements provide a common language for describing the quality of student achievement. The Standards describe how well a student has demonstrated their learning (what they know, understand and can do) through a collection of evidence. The Standards are the same for all key learning areas. They can be referred to as 'achievement standards' because they distinguish between the degrees of quality in student work. They are linked to the Essential Learnings . Quality assessment is evaluated in relation to: credibility intellectual quality authenticity user friendliness. Activity 5: See Facilitator’s Guide.
This slide shows the three parts of the Essential Learnings that should be considered to ‘ Identify curriculum’ . These three parts of the Essential Learnings have distinct and important roles, and together they help teachers plan curriculum. Each part of the Essential Learnings should inform the development of a unit of work. Activity 3a: See Facilitator’s Guide . Important messages from the Essential Learnings underpin curriculum planning. These messages are found in: 1. the Learning and assessment focus statement that provides an overview of the: orientation of the curriculum in the KLA by the end of Years 3, 5, 7 and 9 ways students learn in the KLA – i.e. through investigations, use of tools and technologies importance of using Ways of working (processes) together with Knowledge and understanding (concepts, facts and procedures of the KLA) assessable elements of the KLA. 2. the Ways of working, which describe the set of processes students use to develop and demonstrate their knowledge and understanding , including higher order thinking skills and capabilities. 3. Knowledge and understanding, which describes essential concepts, facts and procedures of the KLA that all students should have opportunities to learn. Knowledge and understanding is organised under headings that relate to the broad conceptual categories that are the focus of the KLA. Conceptual statements are presented in bold text. These describe the essential concepts or big ideas of the KLAs. Maintaining a focus on the conceptual statements when planning a unit helps to ensure that the unit focuses on students building conceptual understandings. Where statements contain the word “including”, schools should ensure that these are a component of their planned curriculum. The examples are not mandatory and have been included to clarify the intent of the statements. When planning, teachers are encouraged to think about efficient ways to integrate the concepts within and across KLAs – i.e. efficient ways to connect the big ideas of the Essential Learnings rather than teaching each of the bullet points individually.
This slide provides an overview of the five components of the QCAR Framework. The QCAR Framework consists of five components. These work together and are interrelated. The Framework is designed to support teachers and schools, and uphold the value of school-based curriculum development. It is intended to be a valuable resource to refine and enhance curriculum programs. Through the Essential Learnings, the Framework provides clarity for teachers about what to teach by clearly stating what is essential for students to know, understand and be able to do at specific junctures across the learning continuum.
This slide positions QCATs within the assessment continuum. Handout 1: See Facilitator’s Guide. Ways of collecting evidence of student learning vary greatly — from short-answer tests to student portfolios. QCATs are performance-based, authentic assessment tasks. Performance-based assessment involves students demonstrating or applying their skills and knowledge through undertaking meaningful tasks. Authentic assessment involves students using relevant and useful knowledge, thinking and practical skills to create a product or response to a meaningful problem. QCATs are both performance-based and authentic assessment tasks because they: are based directly on the curriculum expectations of the targeted Essential Learnings encompass both Ways of working and Knowledge and understanding require students to integrate their knowledge and skills in meaningful learning experiences give students the opportunity to demonstrate the transfer of knowledge and skills into a context other than that in which the knowledge was acquired. The development of QCATs has been supported by positive feedback which included the following responses: teachers liked the fact that the assessments were not tests teachers said the assessment tasks were not ‘scary’ for their students teachers liked the scaffolded approach in assessment tasks teachers felt that they were trusted as professionals teachers valued the opportunity to talk about their students’ learning with colleagues students valued their teachers’ support students enjoyed the meaningful contexts of the tasks.
This slide elaborates on the process: ‘ Identify curriculum’. ‘ Identify curriculum’ means select the focus or intent of the unit of work. This involves selecting the relevant Essential Learnings and the school priorities around which the unit of work will be developed. It also focuses on the context for learning as integral to establishing a unit of work that is relevant to students.
This slide elaborates on the process: ‘ Identify curriculum’. ‘ Identify curriculum’ means select the focus or intent of the unit of work. This involves selecting the relevant Essential Learnings and the school priorities around which the unit of work will be developed. It also focuses on the context for learning as integral to establishing a unit of work that is relevant to students.
