This document provides an overview of media literacy education and the CML MediaLit Kit framework. It discusses how literacy needs have changed in the 21st century due to the proliferation of media. The framework presents a theory and pedagogy for teaching critical thinking skills to navigate our media-saturated world. It emphasizes asking questions about media texts to determine their purpose and understand how messages are constructed. The document also outlines how to adapt the questioning process for different ages and abilities.
The document discusses disaster risk reduction and management in the Philippines. It notes that the Philippines is highly vulnerable to natural hazards due to its location in the Pacific Ring of Fire. It defines key terms like hazard, exposure, vulnerability, capacity, and risk. It discusses the impact of Typhoon Haiyan in 2013. The document also outlines Republic Act 10121, which established the national disaster risk reduction and management framework in the Philippines and shifted the approach to be more proactive through preparedness and risk reduction. It diagrams the organizational network established under the law and emphasizes that preparedness is important to lessen disaster impacts.
Community-based disaster risk reduction and management (CBDRRM) involves community participation in disaster preparedness and response. It operates on the principles of empowering local communities and recognizing their valuable resources and role beyond just being victims. Key elements of CBDRRM include emergency plans, early warning systems, monitoring, and survival kits. For a community to be resilient against disasters, it must have organizations in place, trained personnel, emergency plans, early warning systems, and connections to local authorities and organizations. The Philippine Disaster Risk Reduction and Management Act of 2010 (RA 10121) established policies and a governance structure for disaster management led by the National Disaster Risk Reduction and Management Council.
Hello! I've created this PowerPoint presentation as a requisite in Disaster Readiness and Risk Reduction subject during SY 2019–2020.
Concept of Disaster Risk Reduction (DRR) and Disaster Risk Reduction and Management (DRRM)
- Disaster Risk Reduction
- Community-Based Disaster Risk Reduction and Management (CBDRRM) for Preparedness
Should you need a .pptx file, kindly email me at rd.chrxlr@gmail.com.
The document discusses media literacy and media education. It defines media literacy as the ability to access, analyze, evaluate, create, and participate with various forms of media. Media education is the process of teaching and learning about different media formats. The document outlines why media literacy and education are important for developing critical thinking skills, participating in society, and preparing students for a world dominated by media and technology. It provides definitions and perspectives from various organizations on media literacy and education.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
This document provides an overview of disaster risk reduction and climate change adaptation concepts. It defines key terms like hazards, disasters, risk, vulnerability, capacity and exposure. It explains the disaster risk reduction framework including prevention and mitigation, preparedness, response, and rehabilitation and recovery. Examples of structural and non-structural mitigation measures are provided. The roles and responsibilities during preparedness, response, and rehabilitation are also summarized. Overall, the document aims to help readers understand concepts related to disaster risk management based on Philippine law and frameworks.
The document discusses disaster risk reduction and management in the Philippines. It notes that the Philippines is highly vulnerable to natural hazards due to its location in the Pacific Ring of Fire. It defines key terms like hazard, exposure, vulnerability, capacity, and risk. It discusses the impact of Typhoon Haiyan in 2013. The document also outlines Republic Act 10121, which established the national disaster risk reduction and management framework in the Philippines and shifted the approach to be more proactive through preparedness and risk reduction. It diagrams the organizational network established under the law and emphasizes that preparedness is important to lessen disaster impacts.
Community-based disaster risk reduction and management (CBDRRM) involves community participation in disaster preparedness and response. It operates on the principles of empowering local communities and recognizing their valuable resources and role beyond just being victims. Key elements of CBDRRM include emergency plans, early warning systems, monitoring, and survival kits. For a community to be resilient against disasters, it must have organizations in place, trained personnel, emergency plans, early warning systems, and connections to local authorities and organizations. The Philippine Disaster Risk Reduction and Management Act of 2010 (RA 10121) established policies and a governance structure for disaster management led by the National Disaster Risk Reduction and Management Council.
Hello! I've created this PowerPoint presentation as a requisite in Disaster Readiness and Risk Reduction subject during SY 2019–2020.
Concept of Disaster Risk Reduction (DRR) and Disaster Risk Reduction and Management (DRRM)
- Disaster Risk Reduction
- Community-Based Disaster Risk Reduction and Management (CBDRRM) for Preparedness
Should you need a .pptx file, kindly email me at rd.chrxlr@gmail.com.
The document discusses media literacy and media education. It defines media literacy as the ability to access, analyze, evaluate, create, and participate with various forms of media. Media education is the process of teaching and learning about different media formats. The document outlines why media literacy and education are important for developing critical thinking skills, participating in society, and preparing students for a world dominated by media and technology. It provides definitions and perspectives from various organizations on media literacy and education.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
This document provides an overview of disaster risk reduction and climate change adaptation concepts. It defines key terms like hazards, disasters, risk, vulnerability, capacity and exposure. It explains the disaster risk reduction framework including prevention and mitigation, preparedness, response, and rehabilitation and recovery. Examples of structural and non-structural mitigation measures are provided. The roles and responsibilities during preparedness, response, and rehabilitation are also summarized. Overall, the document aims to help readers understand concepts related to disaster risk management based on Philippine law and frameworks.
This document provides information on disaster risk reduction and climate change adaptation for schools in the Philippines. It discusses the natural hazards the country faces, including earthquakes, typhoons, floods, landslides and volcanic eruptions. It emphasizes that the Philippines is one of the most at-risk countries for disasters due to its location in the Pacific Ring of Fire. The document outlines the responsibilities of disaster risk reduction coordinators and provides an overview of the key concepts of hazards, risk, vulnerability and capacity. It stresses the importance of prevention, mitigation, preparedness, response and recovery.
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
This document discusses the evolution of traditional to new media and current issues in Philippine media. It covers the functions of communication and media such as informing citizens, educating audiences, and providing a platform for public discourse. Current issues discussed include media killings and biased media coverage in the Philippines. Learners will analyze political cartoons and create their own to demonstrate their understanding of how media performs its roles in Philippine democracy.
Plan of action for disaster risk reduction and management in agricultureThành Nguyễn
Lao PDR has been increasingly affected by natural hazards. These hazards cause severe damages and losses of lives, livelihoods and infrastructure. Considering the expected impacts of climate change, these hazards are likely to increase in frequency and intensity, which will threaten economic and social development and Lao’s food security. Therefore the government of Lao PDR created a Plan of Action for Disaster Risk Reduction and Management in Agriculture. The plan has to ensure that DRRM will be fully integrated into the planning of sustainable agricultural development and fosters synergies with related policies and strategies at all levels. It also aims to strengthen capacities of institutions and communities for enhanced planning, coordination and implementation of DRRM activities for food and nutrition security and it aims to raise awareness and provide information, including on indigenous knowledge on sustainable environmental management and DRRM and promote education at all levels to strengthen resilience and reduce disaster risks.
This document provides information on key concepts related to understanding disasters and climate change including:
- Definitions of hazard, vulnerability, capacity, exposure, disaster risk, and disaster.
- Examples of different types of hazards and factors that influence vulnerability.
- An overview of how climate change can increase certain hazards like extreme weather events and sea level rise.
- The relationship between climate change, adaptation, and mitigation.
- Various impacts of climate change on sectors like water resources, agriculture, and human health.
This document discusses the history and concepts of interactive media and interaction styles. It begins by defining interactive media and outlining its essential characteristics. It then discusses the debate between the environmental thesis, which argues that technology shapes society, and the anti-deterministic view, which believes human agency is more influential. The document also examines technology acceptance models, differences between digital natives and immigrants, and innovation adoption stages. It provides examples of interactive technologies today and possible future scenarios. Finally, it outlines related careers in the interactive media field.
eCommunication: The 10 Paradigms of Media in the Digital Age by Jose Luis Orihuela. II A20 COST Conference: Towards New Media Paradigms. Content, Producers, Organizations and Audiences (Pamplona, 27-28 de junio de 2003). Published in: Towards New Media Paradigms: Content, Producers, Organisations and Audiences, Ediciones Eunate, Pamplona, 2004, pp. 129-135.
This document discusses multicultural literacy and global literacy. It defines multicultural literacy as having the skills to understand knowledge from diverse perspectives and use it to promote social justice. Global literacy aims to address issues like diversity and sustainability. The document outlines principles of multicultural education and approaches to achieving multicultural literacy in schools. It also discusses the importance of developing global competence in students to live in diverse communities and support global goals. Finally, it notes that multicultural and global literacy are interconnected as teachers should acknowledge different cultures to teach students to respect diversity and view issues from a global perspective.
This document discusses contingency planning for basic education. It defines contingency planning as a management process that analyzes potential events with uncertainty and establishes advance response arrangements. The objectives are to discuss contingency planning steps for basic education and draft school contingency plans. It outlines that contingency plans should be hazard-specific, flexible, updated annually, and include preparedness and response actions. Contingency planning is required by law and policies to prepare organizations to effectively respond to emergencies based on risk assessments and identified capacity gaps. The key processes involved in contingency planning are risk assessment, response capacity mapping, and developing strategies, timeframes and identifying responsible actors.
Media and Information Literacy (MIL) 4. Types of Media (Part 3): Performance...Arniel Ping
Learners will be able to…
1. apply strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A.Preview of the Questions for Deconstructing Media messages
B.Formative Assessment: Class Discussion
C.Deconstructing Media Messages: TV Commercial
D.Performance Task: Written Output
1. Deconstructing Media Messages: TV Commercial
The document provides an overview of Oplan Kalusugan sa Department of Education (OK sa DepEd), the Department of Education's new framework for learner support services. It describes the organizational structure of the Department of Education and the Bureau of Learner Support Services. It outlines the history of health programs in DepEd and explains that OK sa DepEd aims to converge existing programs to improve learner health and readiness. The presentation provides details on the implementation, services, capacity building and monitoring of OK sa DepEd.
This document discusses the history and uses of educational technology. It describes how educational technology has evolved from early civilizations using tools like hieroglyphics, to the modern era where computers, smart boards, and internet access are widely used in classrooms. The document outlines some advantages of educational technology, like keeping students engaged and providing access to information, but also notes disadvantages such as access to inappropriate content and risk of cyberbullying.
An educational media center is a school facility that houses both traditional and new technologies to support efficient and effective learning. It aims to acquire, maintain, and promote the optimal use of educational media resources to develop students' and teachers' communication, analytical, creative, and collaborative skills. Specifically, an educational media center serves as a resource center, learning laboratory, teaching agency, and coordinator that provides services like orientation, material selection and organization, circulation, reference, bibliographic services, instructional programs, research support, and multimedia services to reflect the school's philosophy and objectives.
Media and Information Literacy (MIL) Types of Media (Part 2)- Mass Media and ...Arniel Ping
Learning Competencies
Learners will be able to…
1. discuss in class how a particular individual or society is portrayed in public using
2. different types of media (MIL11/12TYM-IIId-12n);
3. define mass media and media effects (SSHS);and
4. discuss and evaluate the different theories on media effects (SSHS).
I- How Media Depicts People in Public
II- Mass Media
Definition
Media Effects
Importance of Understanding the Effects of Media
I- Media and Information Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Formative Assessment: Analyzing and Deconstructing Media Messages
D. Performance Task: Analyzing Media Messages
This presentation was prepared for and delivered by Media Matters for Democracy at the national multi-stakeholder conference on Media and Information Literacy for Prevention of Violent Extremism in Islamabad, Pakistan, in September 2019. The conference was organised by the UNESCO Information for All Programme in collaboration with its national committee in Pakistan and the civil society organisation Media Matters for Democracy.
Sheila Jane D. Lasala commits to supporting the Department of Education's efforts to provide continuous learning and training grants to teachers to improve efficiency. She pledges to uphold integrity as a member of the DepEd Caraga Scholars Circle and share what she learns with others. She will implement re-entry plans upon returning from training and mentor colleagues to successfully implement programs in their schools.
This sense of empowerment is much more heightened these days with social media that is capable of making a local news a viral sensation.
Other Definitions:
The gathering and reporting of news by people who are not trained as professional journalists
The act in which a citizen, or group of citizens play an active role in the process of collecting, reporting, analyzing and disseminating news and information with the intention of providing independent, reliable, accurate, wide-ranging and relevant information that is required for democracy and development
The instance when the people, otherwise known as the audience, employ the press tools they have in their possession to inform one another.
defines a citizen watchdog as any citizen who documents an injustice or other wrongdoing and shares that evidence.
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
This document contains a 60-item multiple choice exam on media and information literacy. The exam covers topics such as literacy, different types of media, technological developments across history from the pre-industrial to information ages, and the values and appropriate uses of media and information. It tests understanding of key concepts like media, literacy, technology, and information literacy.
Differentiated Professional Development ~ LiteracyLinda Nitsche
This document discusses 21 strategies for effective professional development for teachers. Some of the strategies mentioned include action research, data analysis, lesson study, peer coaching, study groups, and tuning protocols. The strategies aim to immerse teachers in practice and have them analyze student data and curriculum to improve instruction.
The document outlines an action plan for the Owen J. Roberts School District to implement powerful learning practices focusing on digital age learning, 21st century skills, and internal accountability. Key elements of the plan include developing online content and use of Web 2.0 tools aligned with technology standards, formative assessment, clear curriculum standards, and teaching practices focused on critical thinking, communication, and problem solving. The plan also aims to build teacher capacity through professional development, leadership cohorts, and data-driven refinements to continuously improve student proficiency in 21st century skills.
This document provides information on disaster risk reduction and climate change adaptation for schools in the Philippines. It discusses the natural hazards the country faces, including earthquakes, typhoons, floods, landslides and volcanic eruptions. It emphasizes that the Philippines is one of the most at-risk countries for disasters due to its location in the Pacific Ring of Fire. The document outlines the responsibilities of disaster risk reduction coordinators and provides an overview of the key concepts of hazards, risk, vulnerability and capacity. It stresses the importance of prevention, mitigation, preparedness, response and recovery.
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
This document discusses the evolution of traditional to new media and current issues in Philippine media. It covers the functions of communication and media such as informing citizens, educating audiences, and providing a platform for public discourse. Current issues discussed include media killings and biased media coverage in the Philippines. Learners will analyze political cartoons and create their own to demonstrate their understanding of how media performs its roles in Philippine democracy.
Plan of action for disaster risk reduction and management in agricultureThành Nguyễn
Lao PDR has been increasingly affected by natural hazards. These hazards cause severe damages and losses of lives, livelihoods and infrastructure. Considering the expected impacts of climate change, these hazards are likely to increase in frequency and intensity, which will threaten economic and social development and Lao’s food security. Therefore the government of Lao PDR created a Plan of Action for Disaster Risk Reduction and Management in Agriculture. The plan has to ensure that DRRM will be fully integrated into the planning of sustainable agricultural development and fosters synergies with related policies and strategies at all levels. It also aims to strengthen capacities of institutions and communities for enhanced planning, coordination and implementation of DRRM activities for food and nutrition security and it aims to raise awareness and provide information, including on indigenous knowledge on sustainable environmental management and DRRM and promote education at all levels to strengthen resilience and reduce disaster risks.
This document provides information on key concepts related to understanding disasters and climate change including:
- Definitions of hazard, vulnerability, capacity, exposure, disaster risk, and disaster.
- Examples of different types of hazards and factors that influence vulnerability.
- An overview of how climate change can increase certain hazards like extreme weather events and sea level rise.
- The relationship between climate change, adaptation, and mitigation.
- Various impacts of climate change on sectors like water resources, agriculture, and human health.
This document discusses the history and concepts of interactive media and interaction styles. It begins by defining interactive media and outlining its essential characteristics. It then discusses the debate between the environmental thesis, which argues that technology shapes society, and the anti-deterministic view, which believes human agency is more influential. The document also examines technology acceptance models, differences between digital natives and immigrants, and innovation adoption stages. It provides examples of interactive technologies today and possible future scenarios. Finally, it outlines related careers in the interactive media field.
eCommunication: The 10 Paradigms of Media in the Digital Age by Jose Luis Orihuela. II A20 COST Conference: Towards New Media Paradigms. Content, Producers, Organizations and Audiences (Pamplona, 27-28 de junio de 2003). Published in: Towards New Media Paradigms: Content, Producers, Organisations and Audiences, Ediciones Eunate, Pamplona, 2004, pp. 129-135.
This document discusses multicultural literacy and global literacy. It defines multicultural literacy as having the skills to understand knowledge from diverse perspectives and use it to promote social justice. Global literacy aims to address issues like diversity and sustainability. The document outlines principles of multicultural education and approaches to achieving multicultural literacy in schools. It also discusses the importance of developing global competence in students to live in diverse communities and support global goals. Finally, it notes that multicultural and global literacy are interconnected as teachers should acknowledge different cultures to teach students to respect diversity and view issues from a global perspective.
This document discusses contingency planning for basic education. It defines contingency planning as a management process that analyzes potential events with uncertainty and establishes advance response arrangements. The objectives are to discuss contingency planning steps for basic education and draft school contingency plans. It outlines that contingency plans should be hazard-specific, flexible, updated annually, and include preparedness and response actions. Contingency planning is required by law and policies to prepare organizations to effectively respond to emergencies based on risk assessments and identified capacity gaps. The key processes involved in contingency planning are risk assessment, response capacity mapping, and developing strategies, timeframes and identifying responsible actors.
Media and Information Literacy (MIL) 4. Types of Media (Part 3): Performance...Arniel Ping
Learners will be able to…
1. apply strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A.Preview of the Questions for Deconstructing Media messages
B.Formative Assessment: Class Discussion
C.Deconstructing Media Messages: TV Commercial
D.Performance Task: Written Output
1. Deconstructing Media Messages: TV Commercial
The document provides an overview of Oplan Kalusugan sa Department of Education (OK sa DepEd), the Department of Education's new framework for learner support services. It describes the organizational structure of the Department of Education and the Bureau of Learner Support Services. It outlines the history of health programs in DepEd and explains that OK sa DepEd aims to converge existing programs to improve learner health and readiness. The presentation provides details on the implementation, services, capacity building and monitoring of OK sa DepEd.
This document discusses the history and uses of educational technology. It describes how educational technology has evolved from early civilizations using tools like hieroglyphics, to the modern era where computers, smart boards, and internet access are widely used in classrooms. The document outlines some advantages of educational technology, like keeping students engaged and providing access to information, but also notes disadvantages such as access to inappropriate content and risk of cyberbullying.
An educational media center is a school facility that houses both traditional and new technologies to support efficient and effective learning. It aims to acquire, maintain, and promote the optimal use of educational media resources to develop students' and teachers' communication, analytical, creative, and collaborative skills. Specifically, an educational media center serves as a resource center, learning laboratory, teaching agency, and coordinator that provides services like orientation, material selection and organization, circulation, reference, bibliographic services, instructional programs, research support, and multimedia services to reflect the school's philosophy and objectives.
Media and Information Literacy (MIL) Types of Media (Part 2)- Mass Media and ...Arniel Ping
Learning Competencies
Learners will be able to…
1. discuss in class how a particular individual or society is portrayed in public using
2. different types of media (MIL11/12TYM-IIId-12n);
3. define mass media and media effects (SSHS);and
4. discuss and evaluate the different theories on media effects (SSHS).
I- How Media Depicts People in Public
II- Mass Media
Definition
Media Effects
Importance of Understanding the Effects of Media
I- Media and Information Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Formative Assessment: Analyzing and Deconstructing Media Messages
D. Performance Task: Analyzing Media Messages
This presentation was prepared for and delivered by Media Matters for Democracy at the national multi-stakeholder conference on Media and Information Literacy for Prevention of Violent Extremism in Islamabad, Pakistan, in September 2019. The conference was organised by the UNESCO Information for All Programme in collaboration with its national committee in Pakistan and the civil society organisation Media Matters for Democracy.
Sheila Jane D. Lasala commits to supporting the Department of Education's efforts to provide continuous learning and training grants to teachers to improve efficiency. She pledges to uphold integrity as a member of the DepEd Caraga Scholars Circle and share what she learns with others. She will implement re-entry plans upon returning from training and mentor colleagues to successfully implement programs in their schools.
This sense of empowerment is much more heightened these days with social media that is capable of making a local news a viral sensation.
Other Definitions:
The gathering and reporting of news by people who are not trained as professional journalists
The act in which a citizen, or group of citizens play an active role in the process of collecting, reporting, analyzing and disseminating news and information with the intention of providing independent, reliable, accurate, wide-ranging and relevant information that is required for democracy and development
The instance when the people, otherwise known as the audience, employ the press tools they have in their possession to inform one another.
defines a citizen watchdog as any citizen who documents an injustice or other wrongdoing and shares that evidence.
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
This document contains a 60-item multiple choice exam on media and information literacy. The exam covers topics such as literacy, different types of media, technological developments across history from the pre-industrial to information ages, and the values and appropriate uses of media and information. It tests understanding of key concepts like media, literacy, technology, and information literacy.
Differentiated Professional Development ~ LiteracyLinda Nitsche
This document discusses 21 strategies for effective professional development for teachers. Some of the strategies mentioned include action research, data analysis, lesson study, peer coaching, study groups, and tuning protocols. The strategies aim to immerse teachers in practice and have them analyze student data and curriculum to improve instruction.
The document outlines an action plan for the Owen J. Roberts School District to implement powerful learning practices focusing on digital age learning, 21st century skills, and internal accountability. Key elements of the plan include developing online content and use of Web 2.0 tools aligned with technology standards, formative assessment, clear curriculum standards, and teaching practices focused on critical thinking, communication, and problem solving. The plan also aims to build teacher capacity through professional development, leadership cohorts, and data-driven refinements to continuously improve student proficiency in 21st century skills.
Literacy Skills quizzes help teachers monitor their students’ development in 24 specific, higher order, reading, and critical-thinking skills from state standardized tests. This assessment provides diagnostic information within the context of reading real literature
This document outlines the key skills and milestones students should achieve in Stage Three reading, including summarizing texts, participating in discussions, expanding vocabulary, spelling by meaning, and differentiated writing. It notes signs that may indicate a reading disability, such as lack of fluency or comprehension. Assessments are used to identify deficits, and research-based interventions like Repeated Readings are recommended to address them.
The document outlines literacy development milestones from birth to age 10, organized by age range and developmental stage. It describes key literacy skills and behaviors at each stage, along with goals and recommended adult roles to support development. Adults are encouraged to engage children in interactive reading experiences, ask questions, relate books to their lives, and build a love of language through daily reading and varied print exposure.
Talkin bout a Revoluition: New Literacies, New PracticesDrJoolz
1. The document discusses the evolution of the concept of literacy from traditional definitions focused on functional skills to broader definitions encompassing critical thinking and social practices in different contexts.
2. New definitions of literacy consider it as social practice embedded in cultural and community contexts using various modalities beyond just printed text.
3. Emerging technologies and digital media have created new forms of literacy practices described as new literacies that are more collaborative, participatory, and distributed across networks.
Discover the easiest way ever to teach literacy skills! Through literacy centers, small group games, supporting books, songs, and art projects-- learn how to easily increase early literacy development at school and at home by creating print-rich environments.
Digital Story Literacy Development 6706LSchloesser
Story Content:
1. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, and morphology. Guidelines for supporting bilingualism, second language teaching, and language skills in early childhood are provided.
Presentation by Sheila Corrall to the Network of Government Library and Information Specialists (NGLIS) Conference in London on 3 June 2009. Explains the concept of Information Literacy and discusses the development of information literacy strategies in the Higher Education sector, drawing on research and practice at the University of Sheffield. Examines the situation in the Government sector, providing examples of initiatives taken by library and information professionals. Concludes with practical steps towards developing an information literacy strategy.
There are 796 million adults and 67.4 million children worldwide who lack minimum literacy skills. Singapore implemented compulsory education in 2003, requiring all children born after 1996 to attend national primary school. Poor literacy is linked to poorer social development, lower life expectancy, and greater political oppression. International Literacy Day on September 8th aims to highlight literacy's importance. One suggestion to promote literacy is by showing school children how education is important.
This document summarizes literacy development from kindergarten through first grade (Stage One). It covers key areas including spelling development, phonological awareness/phonics, reading accuracy, oral and written language development, and writing. The main goals during this stage are to develop phonemic awareness, letter-sound knowledge, decoding skills, sight word recognition, and the ability to write simple sentences. Instruction focuses on teaching sounds, letter patterns, high-frequency words, and connecting speech to print.
This document outlines the stages of literacy development from ages 3 to 5. It discusses the phases and aspects of the Letters and Sounds program used to develop phonological awareness, vocabulary, and early reading and writing skills at each stage. Phase 1 focuses on rhyme, alliteration, voice sounds, and oral blending/segmenting for 3-year-olds in nursery. Phase 2 introduces letter learning for 4-year-olds in EYFS. Phase 3 and 4 build on this with decoding CVCs, high-frequency words, and sentences for 5-year-olds in Year 1. A variety of games and activities are used at each level to practice skills like letter recognition, spelling, reading, and writing.
The document provides an overview of a unit on visual literacy for students in Year 6. The unit aims to develop students' understanding of key concepts like representation, point of view, and symbolism in visual texts. Students will analyze films, picture books, and other multimedia examples to learn about techniques like framing, shot size, and symbolism. They will also explore how an author's representation and point of view can influence the audience's response. The unit assessments include a creative representation task and a structured analysis of a text.
The document describes the stages of reading development from emergent to advanced readers. Emergent readers between ages 5-7 are developing basic print concepts and word recognition strategies. Transitional readers between ages 5-7 can read in phrases with less reliance on pictures. Fluent readers between ages 6-9 can read more complex texts for a variety of purposes. Advanced readers over age 9 have mastered reading and can comprehend texts on concrete and inferential levels.
This document analyzes literacy environments for emergent and beginning literacy learners. It discusses assessing students' needs, selecting appropriate texts, and designing lessons. An emergent literacy lesson for a pre-K student focused on summer and included oral discussion, writing, and cloze activities. A beginning literacy lesson for a 2nd grader interested in dinosaurs included matching, writing, and book discussion. The author realized the importance of understanding students as individuals and incorporating a variety of text types, including more informational texts.
This document discusses strategies for teaching literacy to emergent and beginning readers. It provides examples of lesson plans that use different texts matched to each learner's level. For the emergent reader, a lesson is described that uses a wordless picture book, Hop on Pop, and Brown Bear Brown Bear. Assessments used include observation, fluency checks, and interest inventories. For the beginning reader, a lesson on becoming a writer through invented spelling is outlined. Assessments include the Multidimensional Fluency Scale and analysis of invented spelling. The document emphasizes the importance of differentiating instruction based on learner needs.
This document outlines the key components of Stage Three reading, including mastery of reading strategies, expanding vocabulary, spelling by meaning, and differentiated writing. It discusses accomplishments students should achieve at this stage as well as ways students with reading disabilities may fail. The document also lists informal and formal assessments used to identify reading deficits and recommends research-based interventions.
This document summarizes the key milestones and best practices for developing reading, spelling, oral language, and writing skills at stage 4 (grades 8-adult). For reading, students should be able to interpret texts with multiple meanings and employ appropriate reading strategies. Best practices include direct instruction in decoding/fluency and activating prior knowledge. For spelling, students should understand spelling patterns and use resources to spell unfamiliar words. Spelling instruction should focus on high-frequency words. For oral language, students can use appropriate language for different audiences and express critical thinking. Debates promote persuasive speaking. For writing, students differentiate writing styles and complete research to support ideas. Authentic writing tasks apply new skills.
This document discusses several key features of academic writing in English. It notes that academic writing is linear with one central point, uses objective rather than personal language, employs precise vocabulary and hedging to qualify claims, and makes relationships between ideas explicit through signaling words and phrases. Examples are provided of language used for hedging, including modal verbs, adverbs, nouns, and that clauses. Overall, the document outlines conventions for writing formally, precisely, and objectively in an academic context.
Mit digital media and learning participatory performance culture jenkins whi...Friedel Jonker
This document discusses the rise of participatory culture among today's youth and the importance of media literacy education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting content creation and sharing, and providing mentorship. Over half of American teens can now be considered media creators, producing blogs, artworks, videos, and remixes. While some learn skills informally online, the document argues that a systematic media education is still needed to address the "participation gap," help youth understand how media shapes perceptions, and socialize them in ethical online practices. Schools should teach "new media literacies" to foster cultural competencies and social skills for full participation in today's digital world.
This document outlines a platform for developing media wisdom among educators. It proposes a bottom-up teacher training program to teach media literacy skills. The program would provide inspiration and guidance through examples of good practice, as well as tools for using media in the classroom. Educators would learn about media wisdom through three approaches - handling media consciously, using it critically, and doing it actively. Specific initiatives are described, including collaborations between education agencies and media organizations to open archives and support multimedia projects in schools. The goal is for educators to implement media in all courses and develop media wisdom skills together with their students.
This presentation was given at the Media & Learning conference on 16/11/2012. It was given to launch the rebuild platform for media wisdom of CANON Cultural Unit (Flemish Ministry of Education and Training).
This document summarizes a presentation on 21st century learning and media advocacy. It discusses why advocacy is important, as well as some common problems with advocacy like ignorance, fatigue, lack of empathy, and information overload. It then provides examples of 21st century skills like collaboration, sharing, integrity, openness and interdependence. It also discusses principles of media education according to David Gauntlett and skills for participatory culture outlined by Henry Jenkins. Finally, it discusses using real clients and authentic audiences for advocacy work and potential distribution methods.
This chapter discusses media and cyber or digital literacies. It defines media literacy as the ability to access, analyze, evaluate, and communicate messages across various media forms. Digital literacy is defined as having the technical, cognitive, and social skills needed to perform tasks and solve problems in digital environments. Both literacies require critical thinking skills to understand the messages and meaning behind different media. The chapter also discusses challenges to teaching these literacies and debates how to define and measure literacy.
This chapter discusses media and cyber or digital literacies. It defines media literacy as the ability to access, analyze, evaluate, and communicate messages across various media forms. Digital literacy is defined as having the technical, cognitive, and social skills needed to perform tasks and solve problems in digital environments. Both literacies require critical thinking skills to understand the messages and meaning behind different media. The chapter also discusses challenges to teaching these literacies and debates how to define and measure literacy.
This document discusses emerging information and communication technologies (ICT) for education. It begins by looking at trends in social media usage from 2008 to 2009. It then examines the 21st century skills that are required, such as information literacy, communication skills, and problem solving. Emerging technologies like social media tools can help develop these skills by allowing students to create their own content, share collaboratively, and take responsibility for their learning. Examples of social media tools provided include blogs, wikis, Flickr, and YouTube. The document advocates using these technologies through a pedagogy of interaction, engagement, and collaborative learning. Challenges to implementing ICT in education include teacher training and developing innovative assessment methods. Overall, the key message
1) The document discusses the need for a new paradigm of social media literacy in education. It notes the rise of social networks, the internet, and mobile devices requiring new skills.
2) It proposes social media literacy involves accessing, analyzing, evaluating, and creating social media messages. This reflects a new form of cultural capital.
3) The document outlines a conceptual framework for social media literacy involving cognitive, practical, and affective competencies and discusses how education can better integrate these skills.
The document discusses the development of media literacy policy and frameworks in Europe from the 1960s to present. It outlines 3 phases: 1) a critical/resistance phase in the 60s/70s, 2) an educational communication phase focused on media education in the 80s/90s, and 3) a digital paradigm phase focused on network society, creativity, and policy from 2000 onward. Key documents and studies that helped shape European media literacy are also summarized.
1. The document discusses various types of literacies including information literacy, information and communication literacy, media literacy, and defines information and media literacy.
2. It explains that information literacy focuses on skills like problem solving, evaluation, and communication skills and enables people to recognize their information needs and locate and evaluate resources.
3. Media literacy is defined as the ability to access, analyze, evaluate, and create media messages and provides a framework for understanding the role of media in society.
4. The importance of information and media literacy is discussed as it allows people to effectively access, organize, analyze, evaluate, and create messages in different forms and engage in digital society.
The document discusses information literacy and related concepts. It defines information literacy as the skills needed to find, understand, evaluate, and use information. These include understanding how libraries are organized, using research tools and techniques. The document also discusses related terms like information competence, which integrates additional skills. It notes the emphasis on 21st century skills and how school libraries can help develop these skills in students to prepare them for lifelong learning.
5 Key Questions That Can Change the World.pdfNaomi Hansen
This document provides an overview of a classroom activities guide for teaching media literacy. It introduces the Center for Media Literacy's framework of "Five Key Questions" for analyzing media messages. The guide contains 25 lesson plans organized around the Five Key Questions and targeting different subject areas. It is intended to help teachers implement media literacy skills in K-12 classrooms by breaking concepts into practical questions students can ask about any media message.
Educational technology and digital learningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of older media like the phenakistoscope that have become obsolete. Educational technology incorporates various media and tools used in classroom and library settings. Web 2.0 technologies like blogs and podcasts are also discussed as they relate to digital learning and participation.
1. The document discusses strategies for sustaining 1-to-1 laptop programs in schools, including addressing challenges, leveraging research findings, and ensuring technology enhances pedagogy.
2. Key research findings show that 1-to-1 programs can increase student engagement and motivation, improve writing and problem-solving skills, and lead to better academic outcomes when implemented successfully.
3. Sustaining innovative technology use requires addressing issues like professional development, infrastructure needs, and changing teacher mindsets and practices to fully realize the potential of technology to transform learning.
Educational Technology and Digital LearningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of now obsolete media provided. Educational technology is defined as the application of technology in education. Computing and internet history are briefly outlined, and examples of media and technology applications in schools are given. The implications of web 2.0 technologies like blogs and their role in education are also discussed. The document considers what digital learning is and debates whether a dedicated "Digital Learning Day" is needed.
Curriculum pathway to curriculum innovationJune Wall
This document discusses digital literacy and its importance in curriculum innovation. It defines digital literacy as the ability to understand, use, and create information in multiple formats from a variety of online sources. The document argues that digital literacy is less about specific tools and more about developing ways of thinking, seeing, crafting narratives, and applying skills across disciplines. It suggests integrating technology and pedagogy to build teachers' and students' knowledge, skills, and abilities through collaboration and open sharing of new ideas. The goal is for digital literacy to become a norm across curriculums through professional development and informal learning.
Sandy plains es technology integration presentation reviseddlblackwood
This document discusses the importance of 21st century skills for students. It outlines key 21st century skills like critical thinking, communication, collaboration, and using technology effectively. The goal is for all students, staff, parents and the community to work on developing these skills. Teachers will take on more of a coaching role while students direct their own learning. Professional development for teachers will help infuse 21st century skills into the curriculum using resources like lessons, videos, and professional learning communities.
The document provides information about a series of workshops from September 2011 to April 2012 on incorporating 21st century skills into foreign language classrooms. The workshops were a collaboration between the University of Arkansas at Little Rock's Department of International and Second Language Studies and the Arkansas Department of Higher Education. The workshops covered topics like the Partnership for 21st Century Skills framework, the foreign language skills map, and teaching methods to develop skills like critical thinking, problem solving, and cultural awareness.
Media literacy is the ability to access, analyze, evaluate, and create media. It involves understanding how media messages are constructed, the techniques used, the intentions of the creator, and the impact on the audience. There are several key aspects of media literacy, including being able to think critically about media, understand different perspectives, and create media responsibly. Teachers can integrate media literacy into any subject area by having students evaluate different media sources, compare representations of topics in various media, and create their own media projects. Media literacy skills are assessed based on students' comprehension of key concepts, depth of analysis, and ability to apply technical skills.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
21st Century Literacy
1. A Framework for Learning and
Teaching in A Media Age
Part I: Theory
Literacy For the 21 Century st
An Overview & Orientation Guide
To Media Literacy Education
Critical Thinking / Creative Communication
Core Concepts • Key Questions • Inquiry Process
Definitions • Skills • Empowerment