21st century education updated
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This document discusses the benefits of teaching languages in K-12 education. It notes that learning languages facilitates learning other skills, helps students understand other cultures, breaks down language barriers, and widens career opportunities. Learning languages is important because it adds diversity, builds on a globalized world, and allows collaboration and connectivity. The document also provides an example history lesson on World War I where students are split into groups representing different countries involved in the war. They research their country's role and present information on cultural aspects, propaganda, and translated letters from citizens during the war to better understand the perspectives of others.
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The document discusses the importance of language acquisition as a pillar of 21st century education. 21st century education emphasizes project-based, hands-on learning that encourages creativity and critical thinking. It also focuses on communication and globalization. Incorporating foreign language learning in classrooms is important as it fosters understanding of other cultures, breaks down language barriers, expands career opportunities, and increases student versatility. An example of how to teach language is provided: having students research different countries' involvement in World War I by reading letters from citizens, writing translations, including videos and interactive games in a presentation.
21st century pillar narrative
The document discusses the importance of language acquisition as a pillar of 21st century education. 21st century education emphasizes project-based, hands-on learning that encourages creativity and critical thinking. It also focuses on communication and globalization. Incorporating foreign language learning in classrooms is important as it fosters understanding of other cultures, breaks down language barriers, expands career opportunities, and increases student versatility. An example of how to teach language is provided: having students research different countries' involvement in World War I by reading letters from citizens, writing translations, and using videos and games in a presentation.
Week 2 ruth - 2014-15
This document discusses literacy and the Ontario language curriculum. It explores how literacy has evolved beyond traditional reading and writing to include digital literacy, media literacy, and global literacy. The curriculum emphasizes oral communication, media studies, reading, and writing across grades 1-8. Expectations include generating and organizing ideas, revising writing, and reflecting on strengths and areas for growth. Teachers are to create an infographic representing key messages of the oral language or media studies strand, including references to curriculum documents and connections to assessment, instruction, applications, and differentiation.
Week 2 ruth - 2014-15
This document discusses literacy and the Ontario language curriculum. It explores how literacy has evolved beyond traditional reading and writing to include digital literacy, media literacy, and global literacy. The curriculum emphasizes oral communication, media studies, reading, and writing across grades 1-8. Expectations include generating and organizing ideas, revising writing, analyzing media, and reflecting on strengths and areas for growth. Teachers are to create an infographic representing key aspects of oral language or media studies standards in the curriculum.
Global education conferencef
Projects that infuse cultural perspectives and technology using the 21st century skills map.
Concrete examples in French, ELL and Spanish
CLTA14 PBL for WL
The document summarizes Don Doehla's presentation on project-based learning for world languages. It discusses the characteristics of 21st century learners and skills. It also outlines the key elements of project-based learning, including having an essential driving question, opportunities for student voice and choice, requiring inquiry and feedback/revision. The document provides examples of possible world language projects at different levels.
Projeto Communicative Approach: a Day in a Supermarket - Parte escrita
This document outlines a lesson plan for teaching 6th grade students English vocabulary and communication skills through roleplaying a shopping trip at a supermarket. The plan involves introducing currency conversion, grocery items, personal care products, and food vocabulary. Students will then simulate shopping in groups at a fictional supermarket set up in the classroom. The goal is for students to practice communicating in English in a real-world context and learn cultural aspects of shopping in America.
Ci350 21st century education (1)
The document discusses the importance of language education in the 21st century. It notes that as linguistic diversity grows globally, schools need to offer more language classes to students. Technology can help support language education by allowing students to interact with peers around the world through tools like social media, videos, and blogs. One specific example mentioned is how a classroom could use Facebook to connect with another class in a different country in order to share and compare aspects of their cultures.
Final Argentine
The document discusses using Wikispaces for computer-supported collaborative learning. It provides examples of how Wikispaces can be used to create collaborative projects between students in the same or different locations. It then describes a sample diversity curriculum centered around exploring murals in Washington D.C. that uses Wikispaces for student collaboration and presentation of final projects. The curriculum aims to develop students' intercultural competence by analyzing how murals convey cultural messages and perspectives.
Final Argentine
1. The document discusses using Wikispaces and computer-supported collaborative learning (CSCL) to teach about diversity and intercultural competence through exploring murals in Washington D.C.
2. A sample course is outlined that takes students through examining immigration history, analyzing mural art, and going on a field trip to explore D.C. murals firsthand.
3. Students then create final projects - an essay analyzing a mural or comparing murals, and creating their own mural representing American culture with a presentation to explain it. The goal is to help students understand diversity and how culture is expressed through public art.
Bec competency
The document outlines the 2002 Basic Education Curriculum for secondary English in the Philippines. It aims to develop students' citizenship and communication skills in English, the emerging international lingua franca. The curriculum adopts a communicative-interactive approach and encourages reflection to develop autonomous learners aware of global trends. It is grounded in theories of language and acquisition and constructivist pedagogy. Additional considerations include computer literacy, global citizenship, content-based instruction to develop higher-order thinking. The curriculum integrates language teaching through themes and contexts to make learning purposeful and motivating for students.
Intercultural english teacher for the global village 2
This document discusses the importance of developing intercultural communicative competence in language teaching. It proposes integrating linguistic competence with cultural dimensions to form intercultural speakers able to interact in real situations. An intercultural English teacher should guide learners through cultural experiences, organize cultural input, and use various teaching strategies to develop students' cultural knowledge, skills, and attitudes.
Intercultural english teacher for the global village 2
This document discusses the importance of developing intercultural communicative competence in language teaching. It proposes integrating linguistic competence with cultural dimensions to form intercultural speakers able to interact in real situations. An intercultural English teacher should guide learners through cultural experiences, organize cultural input, and use various teaching strategies to develop students' cultural knowledge, skills, and attitudes.
Reducing Distance in Language Learning (using technologies)
The document discusses how integrating emerging technologies and the internet can support foreign language instruction in many areas. Readily available tools like social networking, video, and website development can be used to reduce distance in language learning. Students can study and immerse themselves in other languages and cultures online. Instructors can provide complex, stimulating experiences beyond textbooks by having students interact and communicate and demonstrate language growth through videos and websites. An educational framework is needed to support including these tools to encourage interpersonal interactions and communications in language instruction.
Lo h etwinning project tic portugal'15(maria-silva)_final
Comunicação de Maria Piedade Silva no TIC@Portugal'2015
Apresentação do projeto eTwinning "Languages of the Heart"
Lo h etwinning project tic portugal'15(maria-silva)_slideshare
Comunicação de Maria Piedade Silva no TIC@Portugal'2015
Apresentação do projeto eTwinning "Languages of the Heart"
Genocide lesson plan revised
This document outlines a lesson plan for teaching 11th grade U.S. History students about the genocide in Rwanda. The lesson plan aims to help students understand the political, economic, and social issues that led to the genocide, and explain the relationships between concepts like imperialism, nationalism, and genocide. Students will learn about the causes, timeline of events, and effects of the Rwandan genocide. They will work in groups to create a timeline poster and complete other assignments demonstrating their understanding. The teacher will use various methods like lecture, discussion, and review questions to engage students and check their comprehension during and after the lesson.
Planeacion didactica_ingles_primero.docx
The document contains 9 lesson plans for an English first grade course focused on community service. The lessons aim to have students analyze elements of intercultural understanding, use strategies to learn a second language, and exchange information about community topics. Students will listen to dialogues about community services, understand ideas, and exchange information about community projects. The lessons suggest activities, language structures, materials and assessments. Activities include discussions, reading dialogues, research, and creating an organization. The assessments evaluate language skills and topic understanding.
ERASMUS + project "Life and Job Skills for Successful Europeans"
This document outlines the objectives and activities of a project to promote life and job skills for students in European countries. The project aims to (1) promote dialogue and understanding between EU countries, (2) educate students with job skills, and (3) empower students with modern technology skills. Activities include workshops on teaching methods, exchanging programs between countries, publishing outcomes, and preparing CVs. Students will create info graphics on skills, comics on common jobs, and video interviews of professionals. The results will be compiled into a manual and digital posters to share what was learned with other students.
Social studies
The document discusses various ways that technology can be integrated into the social studies curriculum to make learning more engaging for students and promote higher rates of information retention. It provides examples of software tools like Cover It Live, Skype, and filmmaking that can be used. It also discusses interactive software like webquests and games that can supplement textbook learning. Productivity tools like Google Earth and timelines can allow students to demonstrate and share their knowledge in new ways. Overall, the document advocates for incorporating a variety of technology tools and active learning methods into social studies lessons.
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Projeto Communicative Approach: a Day in a Supermarket - Parte escrita
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Intercultural english teacher for the global village 2
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Reducing Distance in Language Learning (using technologies)
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More from Brittany Stephens
Assure method for unit plan
The class is made up of twenty high school freshmen, including three students with ADHD. The lesson objectives are for students to learn the basic biography of William Shakespeare by observing a poster in the front of the classroom all week and watching a storytelling YouTube video created by the teacher. The teacher will engage students by asking what they know about Shakespeare, showing the poster and video, having a class discussion, and giving an extra credit quiz with teams to evaluate learning.
Friday
The class is made up of twenty high school freshmen, including three with ADHD. The teacher wants the students to relax after learning about Shakespeare by having groups submit sonnets using a QR code. Students will learn how to use the QR code, Photoshop, and Glogster. They will present their sonnets and give each other feedback, while the teacher will evaluate learning through the Glogster and essays.
Assure method for unit plan
The class is made up of twenty high school freshmen, including three students with ADHD. The lesson objectives are for students to learn the basic biography of William Shakespeare by observing a poster in the front of the classroom all week and watching a storytelling YouTube video created by the teacher. The teacher will engage students by asking what they know about Shakespeare, showing the poster and video, having a class discussion, and giving an extra credit quiz with teams to evaluate learning.
Tuesday
The teacher will analyze the class which consists of 20 freshman students, 3 with ADHD. The class is 20% African American and 80% white. Students will be divided into groups of 4 to complete a web quest on sonnets as part of their final presentation later in the week. They will watch a YouTube video on Shakespearean sonnets and read Sonnet 18. The teacher will show the class a Voki they created to introduce the project before having students complete the web quest online and view the YouTube video. Students will take charge of their sonnets' topics and keeping their groups on task during the web quest. The teacher will evaluate through class discussion on interpreting Sonnet 18 and having small group conversations while observing.
Assure method for unit plan
The class will learn about William Shakespeare through observing a poster with basic biographical facts and watching a storytelling YouTube video created by the teacher. Students will be divided into teams to answer questions about Shakespeare for extra credit points. The class consists of 20 high school freshmen, including 3 with ADHD.
Ci350 webquest
This document provides instructions for an assignment to write an essay about William Shakespeare. It includes links to websites about Shakespeare's life for research, guides on how to write an essay and what to include, and resources on MLA formatting and citations. Students are to take notes from the research links, use the essay writing guides, and cite sources in their paper using the formatting links. The task is to help students learn how to write an essay by having them gather information, include key components, and properly cite sources and format the paper in MLA style.
Ci350 webquest
This document provides instructions for an assignment to write an essay about William Shakespeare. It includes links to websites about Shakespeare's life for research material. It also includes links to guides on how to write an essay, including what elements to include and how to format it in MLA style. Students are to take notes from the research links, and then use the essay writing guides to create a properly formatted essay drawing on the notes. The evaluation will be based on following the steps and directions to write a proper essay.
Twitter
The document discusses following several educators on Twitter who tweet about education. The educators include Shannon Smith, a school principal; Jerry Blumengarten, an educator and consultant focused on technology in schools; Tom Altepeter, a former principal and assistant principal; Chris Wejr, an elementary school teacher; and Harold from the CI 350 class, who tweets about new classroom techniques and technology. The document analyzes their tweets and perspectives on improving education through different approaches like incorporating student voices, using technology, and maintaining a positive attitude.
Edmondo
Edmodo is a website like Facebook that is used by educators and students to communicate effectively. Teachers create a page and students make free accounts to use all year. This allows teachers to post assignments, class material, homework reminders, and answer student questions. Students can also communicate with each other to collaborate on group projects or get help from peers with assignments. Edmodo is accessible via computer or a free mobile app, and provides a digital way for teachers and students to stay connected outside of the classroom.
Ci 350
Brittany Stephens is a teacher who will be teaching a 1st grade class to memorize the months of the year. The class has 17 students total, with 7 having ADHD. Most students are white or African American. Through using interactive games and videos on the smart board and online, the teacher aims to have all students recite and memorize the months of the year with 100% accuracy by the end of the week. Assessment will include questioning students during and after class.
Ci350 webquest
This document provides instructions for an assignment to write an essay about William Shakespeare. It includes links to websites about Shakespeare's life for research, guides on how to write an essay and what to include, and resources on MLA formatting and citations. Students are asked to take notes from the research links, use the essay writing guides, and reference the formatting links to create a properly structured essay in MLA format. The task is evaluated based on following the steps and directions to write a well-formatted essay incorporating the provided resources.
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Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
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Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
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Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
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Mental Health: Maintaining balance and not feeling pressured by user demands.
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Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
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2. Understanding how this integration enhances test automation within the UiPath platform
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Test Automation with generative AI and Open AI.
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21st century education updated
- 1. Languages
- 2. 21st Century Learning is project-based Flexible and creative Brings the students into the equation Addresses communication and critical thinking Addresses the 6 pillars.
- 3. Defined as the process used by humans to acquire the ability to understand language and to produce and use words and speech to communicate
- 4. Facilitates greater learning of other skills Helps kids to understand other countries and cultures Breaks down the language barrier Widens career opportunities Adds versatility
- 5. Important because… Adds Diversity Builds on a Globalized World Allows Collaboration- Connectivity Practical
- 6. Learn through application Languages learned through projects and are student driven Material is focused on real applicable tasks Provides connections and broadens knowledge and skill set
- 7. • History—High School • Activity: World War I • The students are learning about the beginnings of World War One. Some of the students don't quite understand some of the cultural aspects that played a part in the lead up to the start of the war. To help them understand you have the students split into groups and are assigned a country. Each group is to give a presentation explaining their countries involvement in the war. The students should include in their presentation they should analyze and explaining some of the war propaganda used. They will also use letters written about the war by their countries citizens during the war. Try to read it in the letters original language and write their own translation, to be used in their presentation.
- 8. Watching videos on YouTube about the culture and place you are studying. This allows the students to see how people interact and how they speak to one another.
- 9. Play interactive games on the smart board. This allows the students to compete against one another and by active in the classroom. They also can imagine that they are actually in that country.
- 10. Blanco, H. (n.d.). 21st Century PowerPoint. Muonline. Retrieved April 20, 2014, from https://marshall- bb.blackboard.com/webapps/portal/fra meset.jsp?tab_group=courses&url=%2F webapps%2Fblackboard%2Fexecute%2 FdisplayLearningUnit%3Fcourse_id%3D _46905_1%26content_id%3D_933744_ 1%26framesetWrapped%3Dtrue actfl.org. (n.d.). Standards For Foreign Language Learning. actfl.org. Retrieved April 20, 2014, from http://www.actfl.org/sites/default/files /pdfs What is 21st Century Education. (n.d.). What is 21st Century Education. Retrieved April 29, 2014, from http://www.21stcenturyschools.com/W hat_is_21st_Century_Education.htm