This document discusses issues with current education structures and proposes alternative structural approaches. It argues that problems like disengagement stem from structural issues, so solutions must also be structural. Specifically, it suggests rethinking structures like curriculum, timetables, pastoral care models, age-based cohorts, sectors between early childhood through tertiary education, and delivery approaches. As an alternative, it proposes integrating sectors into two groups, focusing on ways of working rather than programs, and developing school-wide programs instead of age-based cohorts. The goal is to design education structures that better suit today's rapidly changing world and students.
NTLT 2013 - Stuart Middleton - Memento Park or 21st Century?NTLT Conference
This document discusses the need for structural changes to the education system in New Zealand. It argues that the issues schools face are due to outdated structures around curriculum, time, pastoral care, student grouping, sectors, and programs. Minor reforms will not create meaningful change. Instead, the solutions require rethinking fundamental structures like moving to two sectors instead of five, allowing dual enrollment and early access to tertiary programs, and redesigning schools around student interests through impact projects. Structural changes could help address issues like student disengagement by taking a holistic view of contributing factors and intervening across academic, social, and family areas. The education system was designed in the 19th century but must change to meet the needs of 21st
Virtual K-12 schools are expanding due to their flexibility, increased productivity and efficiency, and ability to provide individualized education. Virtual schools empower parents through shared teaching responsibilities and more accurate student progress feedback. They also offer flexibility for students and teachers to learn and work at their own pace and schedule. This flexibility increases productivity by emphasizing technology over traditional in-person instruction and allowing universal access regardless of location. Virtual schools further individualize learning by teaching students at their own level and addressing challenges individually.
The document discusses teacher retention issues in the UK and a research project to address these issues. It found that over 10 years, 12% of new teachers left after 1 year and 28% left within 5 years. Reasons for leaving included high workload, lack of support, and stress. The project developed a toolbox with two tools to support teacher collaboration and resilience: 1) a framework for collaborative dialogue to structure conversations around challenges, and 2) lesson study where teachers collaboratively plan and observe lessons. Initial findings found the tools helped frame discussions and promoted collaboration, but challenges included lack of time and potential workload increases.
1) Students today learn differently than in the past as they prefer online resources and visual/social media forms of communication.
2) The economy is also changing as markets integrate globally and consumers can easily compare options online, changing business models.
3) As a result, teachers must shift their role from experts of information to learning coaches who guide students to find relevant information and set personalized learning goals.
Recruitment & Retention on the Education Sector, a Matter og Social DialogueJonas Nørholm Larsen
The document discusses recruitment and retention challenges in the education sector in Europe. It summarizes a project by ETUCE and EFEE examining these issues through surveys and case studies. Key challenges identified include an aging teaching workforce, shortages in certain subject areas and remote schools, and high attrition rates for new and male teachers. Recommendations call on member states to develop strategies to address job insecurity, enhance the attractiveness of the teaching profession through training and support, and strengthen the image and respect for the profession.
The NCSEHE hosted a webinar on Wednesday 10 June 2020, presented by Kylie Austin and Meg Smith from the University of Wollongong (UOW).
Kylie and Meg discussed how UOW’s Widening Participation and Outreach team has shifted its program to a remote delivery mode. The presentation includes feedback from university mentors and students engaging in the program.
1. The document discusses inclusion on the European agenda and how school managers and teachers can deal with inclusion.
2. It outlines five points about inclusion, including that it is compulsory by law, an objective for welfare professions, local and situated, a role model for teachers, and a tool for school management.
3. The document also discusses challenges to inclusion in Europe related to learning, education, socioeconomic issues, and refugees. It emphasizes the importance of inclusion for schools as a common place for children.
The document discusses several hot topics in education that were discussed last year, including STEM education, single gender schools, flipped classrooms, students with gay parents, blended learning, teacher evaluation, student assessment, extended school year, digital textbooks, and online K12 courses. It provides an overview of each topic, outlining both sides of key debates around innovative approaches and controversial issues.
NTLT 2013 - Stuart Middleton - Memento Park or 21st Century?NTLT Conference
This document discusses the need for structural changes to the education system in New Zealand. It argues that the issues schools face are due to outdated structures around curriculum, time, pastoral care, student grouping, sectors, and programs. Minor reforms will not create meaningful change. Instead, the solutions require rethinking fundamental structures like moving to two sectors instead of five, allowing dual enrollment and early access to tertiary programs, and redesigning schools around student interests through impact projects. Structural changes could help address issues like student disengagement by taking a holistic view of contributing factors and intervening across academic, social, and family areas. The education system was designed in the 19th century but must change to meet the needs of 21st
Virtual K-12 schools are expanding due to their flexibility, increased productivity and efficiency, and ability to provide individualized education. Virtual schools empower parents through shared teaching responsibilities and more accurate student progress feedback. They also offer flexibility for students and teachers to learn and work at their own pace and schedule. This flexibility increases productivity by emphasizing technology over traditional in-person instruction and allowing universal access regardless of location. Virtual schools further individualize learning by teaching students at their own level and addressing challenges individually.
The document discusses teacher retention issues in the UK and a research project to address these issues. It found that over 10 years, 12% of new teachers left after 1 year and 28% left within 5 years. Reasons for leaving included high workload, lack of support, and stress. The project developed a toolbox with two tools to support teacher collaboration and resilience: 1) a framework for collaborative dialogue to structure conversations around challenges, and 2) lesson study where teachers collaboratively plan and observe lessons. Initial findings found the tools helped frame discussions and promoted collaboration, but challenges included lack of time and potential workload increases.
1) Students today learn differently than in the past as they prefer online resources and visual/social media forms of communication.
2) The economy is also changing as markets integrate globally and consumers can easily compare options online, changing business models.
3) As a result, teachers must shift their role from experts of information to learning coaches who guide students to find relevant information and set personalized learning goals.
Recruitment & Retention on the Education Sector, a Matter og Social DialogueJonas Nørholm Larsen
The document discusses recruitment and retention challenges in the education sector in Europe. It summarizes a project by ETUCE and EFEE examining these issues through surveys and case studies. Key challenges identified include an aging teaching workforce, shortages in certain subject areas and remote schools, and high attrition rates for new and male teachers. Recommendations call on member states to develop strategies to address job insecurity, enhance the attractiveness of the teaching profession through training and support, and strengthen the image and respect for the profession.
The NCSEHE hosted a webinar on Wednesday 10 June 2020, presented by Kylie Austin and Meg Smith from the University of Wollongong (UOW).
Kylie and Meg discussed how UOW’s Widening Participation and Outreach team has shifted its program to a remote delivery mode. The presentation includes feedback from university mentors and students engaging in the program.
1. The document discusses inclusion on the European agenda and how school managers and teachers can deal with inclusion.
2. It outlines five points about inclusion, including that it is compulsory by law, an objective for welfare professions, local and situated, a role model for teachers, and a tool for school management.
3. The document also discusses challenges to inclusion in Europe related to learning, education, socioeconomic issues, and refugees. It emphasizes the importance of inclusion for schools as a common place for children.
The document discusses several hot topics in education that were discussed last year, including STEM education, single gender schools, flipped classrooms, students with gay parents, blended learning, teacher evaluation, student assessment, extended school year, digital textbooks, and online K12 courses. It provides an overview of each topic, outlining both sides of key debates around innovative approaches and controversial issues.
The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document discusses strategies for retaining new teachers. It describes two schools' approaches: School 1 focuses on collaboration through an inclusion compass, engaging teachers, parents, and social workers. School 2 focuses on co-design, using collaborative dialogue where new teachers present cases to experienced teachers for feedback. Both schools found that retention is challenging without support but is aided by organized team cooperation and feedback between new and experienced teachers.
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
The document discusses trends in science curriculum, including:
- A shift to digital delivery of textbooks and online research/videos.
- Open source collaborations allowing students to update sources like Wikipedia.
- Implementation of best practices like differentiation, cooperative learning, and project-based learning.
- A move toward interest-driven and student-centered curriculum.
- Focus on 21st century skills and applying science concepts to the real world.
School Education Post Lockdown By Dr Bijaya Kumar SahooBijaya K Sahoo
The document discusses the impact of lockdowns on schools and short and long term measures schools can take. In the short term, schools will focus on safety protocols, digitizing processes, counseling, and restructuring schedules. This may involve a hybrid model of some in-school and online learning. Long term measures include more online and personalized learning, assessments, and a transition to student-driven education. Teachers will need retraining and to provide customized support. Parents will need training on technology platforms and greater collaboration with schools. The future of schools is moving towards more online and virtual options to continue education.
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
1. The document discusses post-secondary education professionals and their role in student career development. It defines these professionals as "Career Influencers" who informally provide career advice, guidance, and counseling to students.
2. Career Influencers see their role impacting student career development through functions like advising, guiding, counseling, teaching, advocating, and networking. They also impact students by sharing their own life experiences and demonstrating attributes like being approachable, authentic, and empathetic.
3. Professionals conceptualize "career" differently, including as a means of expression, pursuit of meaning, and contribution to society. Their experiences and values shape these conceptions.
4. Furthering professionals
The document discusses the importance of promoting math and science education through various tools and methods. It describes math and science as pillars that prepare students for STEM careers and promote critical thinking. Several tools are mentioned for supporting this pillar, including YouTube, which allows students to access examples and tutorials to better understand course content. An example is provided of an assignment where students would create blogs to document their scientific findings and share with others.
Visioning Integrative Pathways with DePauw University November 29, 2018Bonner Foundation
This document discusses models for developing integrative pathways to connect student learning experiences across curricula and co-curricula. It provides examples of pathways from different universities that integrate academic courses with high-impact practices like research, internships, and capstone projects. The document suggests mapping potential pathways at DePauw University around issues like sustainability, poverty, and community-based research. Attendees participate in activities to brainstorm how courses and experiences could interconnect in an integrated pathway and to map potential curricular and co-curricular connections over four years. The document emphasizes developing pathways to prepare students for civic engagement and post-graduate success.
The COVID-19 pandemic has resulted in over 1.2 billion children globally being out of school. This widespread shift to online learning has highlighted issues of inequitable access to technology and risks of increased learning poverty. While some argue that a hybrid model of education may emerge with benefits of online learning, there are also significant gaps in access between privileged and disadvantaged students. Research has shown that online learning can increase retention of information and take less time, but a structured environment is still important for younger learners and the transition online may have hindered learning goals for some. Moving forward, teachers will need to relearn and adapt pedagogy for a future with greater online and technology-based learning.
The document discusses the impact of COVID-19 on India's education system. It led to the closure of schools and shift to online learning, which created difficulties for both teachers and students due to lack of resources and infrastructure. It impacted assessments, admissions, and the job prospects of recent graduates. While online learning helps improve digital skills, it is not as effective as traditional learning and has created greater disparities. Overall, the pandemic highlighted the need for greater investment in education to support online learning and better prepare for future crises.
The document discusses applying Lean principles to tertiary education to meet the needs of learners, teachers, and universities in a more efficient way. It outlines the motivation and objectives of using Lean education, which include supporting diverse student backgrounds while providing incentives for lifelong learning. Key Lean principles that could be applied are continuous improvement, respect for people, and focusing on customer requirements. The document also reviews relevant literature on Lean teaching methods and tools that could be used, such as cognitive surplus, online support, and a wider variety of learning content. It proposes that Lean education could enhance student and stakeholder satisfaction while improving cost efficiency.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
Challenges and reforms needed in school education in covid 19 situationDaisy Dharmaraj
Education reform and changes are needed in India to address challenges posed by COVID-19 and ensure access to quality education for all. Current issues include lack of infrastructure and teachers in many schools, as well as low enrollment rates for marginalized groups. The shift to online learning has exacerbated gaps in access to technology and support for underprivileged students. Effective reforms are needed to strengthen teacher training, develop high-quality and inclusive digital learning content, and implement models like Kerala's KITE program on a national scale to overcome barriers to continuing education during the pandemic.
VVS PD Day 2022 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
This document summarizes K-12 e-learning in Canada. It conducted surveys of education ministries and key stakeholders to analyze online and blended learning programs. The data shows growth in distance and online learning options, though blended learning statistics are less reliable due to varying tracking methods. The document emphasizes that effective online learning requires purposeful instructional planning, consideration of pedagogical strategies, teacher training, and tool selection based on strengths and limitations. It also distinguishes emergency remote teaching during a crisis from regular online learning.
This document provides an introduction and overview of the 2013 CHECET course on Emerging Technologies to improve Teaching and Learning in Higher Education. It defines emerging technologies as those that are evolving, not fully understood, and potentially disruptive. The course will involve both online and face-to-face sessions over 6 weeks, exploring educational challenges and how emerging technologies can address them. Participants will design a case study and assessment will include reflections, participation, and a final case study presentation.
Session V: On Inclusion: some remarks - Pr SloaneOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Veranderingsmanagement
In relatie tot Informatietechnologie
Resultaten van een onderzoek bij het veranderingstraject van
C.T.T.
door Ing. Urwin W. Staphorst
NTLT 2013 - Willie Campbell - Windows to Contextual Learning The Jo Hari ModelNTLT Conference
This document presents "The Jo Hari Model", a graphic model of interpersonal awareness developed by Harrington Ingham and Joseph Luft in 1955. The model illustrates different levels of awareness, with the inner circle representing what one knows they know, the middle circle representing unknown knowns or competencies, and the outer circle representing the unknown unknowns that one is open to learning about.
Math anxiety is a real challenge that affects learners of all levels. It has intrinsic risk factors related to individuals' attitudes and emotions, as well as extrinsic factors related to teaching methods. Strategies to address math anxiety include developing positive attitudes, using collaborative work, emphasizing multiple problem-solving approaches, and making connections between informal and formal mathematical knowledge. While math anxiety is pervasive and deeply felt, it is learned and teachers have opportunities to help learners unlearn anxieties through empathy, awareness of different risk factors, and incorporating diverse teaching strategies.
The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document discusses strategies for retaining new teachers. It describes two schools' approaches: School 1 focuses on collaboration through an inclusion compass, engaging teachers, parents, and social workers. School 2 focuses on co-design, using collaborative dialogue where new teachers present cases to experienced teachers for feedback. Both schools found that retention is challenging without support but is aided by organized team cooperation and feedback between new and experienced teachers.
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
The document discusses trends in science curriculum, including:
- A shift to digital delivery of textbooks and online research/videos.
- Open source collaborations allowing students to update sources like Wikipedia.
- Implementation of best practices like differentiation, cooperative learning, and project-based learning.
- A move toward interest-driven and student-centered curriculum.
- Focus on 21st century skills and applying science concepts to the real world.
School Education Post Lockdown By Dr Bijaya Kumar SahooBijaya K Sahoo
The document discusses the impact of lockdowns on schools and short and long term measures schools can take. In the short term, schools will focus on safety protocols, digitizing processes, counseling, and restructuring schedules. This may involve a hybrid model of some in-school and online learning. Long term measures include more online and personalized learning, assessments, and a transition to student-driven education. Teachers will need retraining and to provide customized support. Parents will need training on technology platforms and greater collaboration with schools. The future of schools is moving towards more online and virtual options to continue education.
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
1. The document discusses post-secondary education professionals and their role in student career development. It defines these professionals as "Career Influencers" who informally provide career advice, guidance, and counseling to students.
2. Career Influencers see their role impacting student career development through functions like advising, guiding, counseling, teaching, advocating, and networking. They also impact students by sharing their own life experiences and demonstrating attributes like being approachable, authentic, and empathetic.
3. Professionals conceptualize "career" differently, including as a means of expression, pursuit of meaning, and contribution to society. Their experiences and values shape these conceptions.
4. Furthering professionals
The document discusses the importance of promoting math and science education through various tools and methods. It describes math and science as pillars that prepare students for STEM careers and promote critical thinking. Several tools are mentioned for supporting this pillar, including YouTube, which allows students to access examples and tutorials to better understand course content. An example is provided of an assignment where students would create blogs to document their scientific findings and share with others.
Visioning Integrative Pathways with DePauw University November 29, 2018Bonner Foundation
This document discusses models for developing integrative pathways to connect student learning experiences across curricula and co-curricula. It provides examples of pathways from different universities that integrate academic courses with high-impact practices like research, internships, and capstone projects. The document suggests mapping potential pathways at DePauw University around issues like sustainability, poverty, and community-based research. Attendees participate in activities to brainstorm how courses and experiences could interconnect in an integrated pathway and to map potential curricular and co-curricular connections over four years. The document emphasizes developing pathways to prepare students for civic engagement and post-graduate success.
The COVID-19 pandemic has resulted in over 1.2 billion children globally being out of school. This widespread shift to online learning has highlighted issues of inequitable access to technology and risks of increased learning poverty. While some argue that a hybrid model of education may emerge with benefits of online learning, there are also significant gaps in access between privileged and disadvantaged students. Research has shown that online learning can increase retention of information and take less time, but a structured environment is still important for younger learners and the transition online may have hindered learning goals for some. Moving forward, teachers will need to relearn and adapt pedagogy for a future with greater online and technology-based learning.
The document discusses the impact of COVID-19 on India's education system. It led to the closure of schools and shift to online learning, which created difficulties for both teachers and students due to lack of resources and infrastructure. It impacted assessments, admissions, and the job prospects of recent graduates. While online learning helps improve digital skills, it is not as effective as traditional learning and has created greater disparities. Overall, the pandemic highlighted the need for greater investment in education to support online learning and better prepare for future crises.
The document discusses applying Lean principles to tertiary education to meet the needs of learners, teachers, and universities in a more efficient way. It outlines the motivation and objectives of using Lean education, which include supporting diverse student backgrounds while providing incentives for lifelong learning. Key Lean principles that could be applied are continuous improvement, respect for people, and focusing on customer requirements. The document also reviews relevant literature on Lean teaching methods and tools that could be used, such as cognitive surplus, online support, and a wider variety of learning content. It proposes that Lean education could enhance student and stakeholder satisfaction while improving cost efficiency.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
Challenges and reforms needed in school education in covid 19 situationDaisy Dharmaraj
Education reform and changes are needed in India to address challenges posed by COVID-19 and ensure access to quality education for all. Current issues include lack of infrastructure and teachers in many schools, as well as low enrollment rates for marginalized groups. The shift to online learning has exacerbated gaps in access to technology and support for underprivileged students. Effective reforms are needed to strengthen teacher training, develop high-quality and inclusive digital learning content, and implement models like Kerala's KITE program on a national scale to overcome barriers to continuing education during the pandemic.
VVS PD Day 2022 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
This document summarizes K-12 e-learning in Canada. It conducted surveys of education ministries and key stakeholders to analyze online and blended learning programs. The data shows growth in distance and online learning options, though blended learning statistics are less reliable due to varying tracking methods. The document emphasizes that effective online learning requires purposeful instructional planning, consideration of pedagogical strategies, teacher training, and tool selection based on strengths and limitations. It also distinguishes emergency remote teaching during a crisis from regular online learning.
This document provides an introduction and overview of the 2013 CHECET course on Emerging Technologies to improve Teaching and Learning in Higher Education. It defines emerging technologies as those that are evolving, not fully understood, and potentially disruptive. The course will involve both online and face-to-face sessions over 6 weeks, exploring educational challenges and how emerging technologies can address them. Participants will design a case study and assessment will include reflections, participation, and a final case study presentation.
Session V: On Inclusion: some remarks - Pr SloaneOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Veranderingsmanagement
In relatie tot Informatietechnologie
Resultaten van een onderzoek bij het veranderingstraject van
C.T.T.
door Ing. Urwin W. Staphorst
NTLT 2013 - Willie Campbell - Windows to Contextual Learning The Jo Hari ModelNTLT Conference
This document presents "The Jo Hari Model", a graphic model of interpersonal awareness developed by Harrington Ingham and Joseph Luft in 1955. The model illustrates different levels of awareness, with the inner circle representing what one knows they know, the middle circle representing unknown knowns or competencies, and the outer circle representing the unknown unknowns that one is open to learning about.
Math anxiety is a real challenge that affects learners of all levels. It has intrinsic risk factors related to individuals' attitudes and emotions, as well as extrinsic factors related to teaching methods. Strategies to address math anxiety include developing positive attitudes, using collaborative work, emphasizing multiple problem-solving approaches, and making connections between informal and formal mathematical knowledge. While math anxiety is pervasive and deeply felt, it is learned and teachers have opportunities to help learners unlearn anxieties through empathy, awareness of different risk factors, and incorporating diverse teaching strategies.
The document discusses alternative approaches to conventional teaching methods. It proposes using a problem-solving project approach where the course content is embedded within solving a real problem. This requires students to think critically and collaborate to find solutions. An example is provided of a student who found this approach more rewarding as it provided a sense of achievement. Key features include using a problem to drive learning, requiring 21st century skills like collaboration and communication. Successful learning is promoted through engagement, active learning, teamwork and student reflection. Developing capability involves tutors not providing answers and helping students develop persistence while monitoring complexity.
Project-based learning (PBL) involves students working in groups on interdisciplinary projects over an extended period of time. PBL improves students' skills, increases completion and retention rates, and is most effective when implemented in the first year. Students respond positively to PBL, enjoying working in groups, receiving feedback, and meeting with mentors. However, early implementations suffered from disorganization which stressed students. Improved preparation, managing expectations, and modeling team behaviors led to better student perceptions in the following year. While more work is needed, PBL appears to provide benefits despite implementation challenges.
The document recommends using the acronym R.E.A.C.T. as a framework for being proactive in blogging. It involves reading other blogs in your field, establishing a plan for your blog's value, audience and attributes, starting to write and design your blog, connecting with others by emailing, commenting and sharing ideas, and dedicating time to the blog for greater returns. The document was written by Carla Blumenthal of MIT for their Social Media Workshop.
13012_20201031_Dr Husaina - Managing Higher Education Post Covid19.pptxdoycan1
The document discusses leading change in higher education management in the post-Covid 19 era. It outlines how Covid-19 has disrupted education but also created opportunities for innovation. Institutions have implemented remote learning strategies using technology. This requires transformational change by educators who are taking new approaches to teaching. Strategies for leading successful change are discussed, including building trust and engaging stakeholders. The document also covers synchronous and asynchronous remote learning methods, student assessments, research guidelines, and institutional initiatives to support remote learning.
Indirapuram public school gzb best schools of india 21 may 2013 (2)engineeringwatch
The document describes Indirapuram Public School's approach to achieving excellence in STEM (science, technology, engineering, and mathematics) fields. The school encourages curiosity, participative learning through clubs, and hands-on experiences. It has achieved success in various competitions and received honors. The school strives to incubate student ideas and has strong faculty and infrastructure. It also emphasizes functional partnerships, problem-solving skills, and instilling values like community service, environmental preservation, and generosity.
This document discusses stakeholders in curriculum implementation including learners, teachers, curriculum managers, parents, and professional organizations. It also covers the roles of technology and instructional media in curriculum delivery. An example lesson plan on natural resources is provided showing traditional versus mastery approaches. The curriculum development process including pilot testing, monitoring, and evaluation is outlined. Areas of focus for curriculum accreditation are also summarized.
The document discusses learner-centric flipped classrooms, MOOCs through SWAYAM, and open educational resources (OER). It describes how flipped classrooms shift instruction to a learner-centered approach using online videos and active learning activities in class. SWAYAM is India's indigenous MOOC platform that provides online courses from IITs, IIMs, and central universities. The document outlines the goals, features, and national coordinators of SWAYAM and discusses challenges with MOOCs like low student engagement and completion rates.
This document outlines an in-service training session for teachers on new teaching strategies and online applications needed in the new normal. It discusses blended learning models including station rotation, remote, flex, flipped classroom, and others. It also covers distance learning modalities and individualized learning. Considerations for teaching in the new normal include instructor presence, student communication, varied teaching methods, and feedback. The document recommends contextualizing lessons and lists online tools for virtual classrooms, collaboration, file sharing, and storage. It includes an activity where teachers simulate using Google Classroom features like assignments, quizzes and Meet for virtual conferences.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Nagle, J., Barbour, M. K., & LaBonte, R. (2021, June). Remote teaching – Emergency or not: Examining pandemic pedagogy in Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
This document discusses a specialized training course on integrating information and communication technologies (ICTs) into secondary education. The course is designed to help teachers learn how to use ICT tools to support student-centered learning approaches. It covers topics like the role of education in the information age, using ICTs for learning, how ICTs can help teachers learn, and examples of ICT projects in education. The overall goal is to promote innovative teaching strategies that prepare students for participation in a knowledge-based society.
Frederic Fovet D'arcy Mc Gee Beacon Fellowship Lecture 2021Frederic Fovet
This document summarizes a lecture about using Universal Design for Learning (UDL) to promote inclusion across university campuses. It identifies the need for more inclusive teaching practices to support diverse students. UDL provides a framework to shift away from a medical model of support towards inclusive course design that benefits all students. The lecture highlights promising applications of UDL, such as for Indigenous, international and first-generation students. While progress has been made, challenges remain in strategically implementing UDL through documentation, specific settings, change management, and developing shared understanding across campuses.
This document discusses the education and training industry. It covers key topics like the different types of education careers, requirements to become a teacher, key segments of the industry like students, institutions and workers, trends like rising online academies and augmented/virtual reality, and challenges like lack of personalized learning and learning loss during the pandemic. It concludes that industrial training is beneficial for students to gain experience and organizations to assess potential employees, and overcome workforce shortages.
From curiosity to systemic implementation: Making UDL buy-in a strategic inst...Frederic Fovet
This document summarizes a presentation on implementing Universal Design for Learning (UDL) in tertiary education. The presentation explores moving UDL implementation beyond just pedagogical considerations to an institutional strategic reality. It identifies the need to engage campus stakeholders in discussions around how to implement UDL and addresses strategic and organizational challenges. The presentation examines how to effectively showcase UDL to colleagues, debunk myths, and gauge the complexity of UDL implementation through an ecological lens that considers the unique context of each institution. It also discusses how the COVID-19 pandemic may have impacted attitudes towards inclusion and UDL.
This document proposes solutions to improve primary education in India. It discusses four solutions: 1) A parallel primary education network run by volunteer youth, 2) Promoting the use of technology in schools, 3) Public-private partnerships to enhance schools, and 4) Enriching learning through hands-on methods. Each solution includes steps for implementation and discusses the potential impacts and challenges. The overall goal is to address issues like high dropout rates and low learning levels in Indian primary education.
Systemic Framework Supports Sustainability: University – Elementary School P...Beth Sockman
This document discusses a university-elementary school partnership project that used a systemic framework to raise academic achievement for children living in poverty in a sustainable way. It describes how the partnership applied systems thinking principles like stakeholder involvement, shared leadership through an advisory board, and identifying shared incentives to gain buy-in from both institutions. The project implemented tutoring, technology nights, and other interventions over multiple years, building trust between the partners and increasing participation each year.
The document discusses innovation in the Malaysian education system. It notes that innovation is important for national policy development and global competitiveness. The traditional Malaysian education system focuses on direct teaching and copying notes, but innovation calls for student-centered learning using modern technology. Some ways to innovate education mentioned include reducing school types, improving learning environments, emphasizing practical application of knowledge, and developing creativity in classrooms. The best practices proposed are internships for students, teachers and students mastering their fields of expertise, and using ICT to advance learning.
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
This document discusses lessons for today and tomorrow in curriculum development in mathematics education. It explores the evaluation of past curriculum reforms, identifying achievements like increased mathematical content but also failures from issues adapting innovations to classroom realities. It examines curriculum research desiderata like problems of linearity, choice, and differentiation in curriculum design that require further study. Finally, it discusses the importance of involving teachers in curriculum development so they understand materials and can help compensate for weaknesses.
Ahmad majdoubeh uo j-blended learning in an arab contextOpenMed Project
Presentation of Blended Learning in an Arab Context: Lessons Learned and Unlearned (by Ahmad Majdoubeh, University of Jordan), Jordan OER Strategy Forum in Amman, Jordan, February 28, 2017
Schools need to reform to better prepare students for the 21st century. Traditional school models are outdated and do not adequately develop skills like critical thinking, creativity, and collaboration. Successful schools of the future will personalize learning, integrate technology, focus on real-world problem solving, and foster learning communities. The role of teachers will be to guide students as they work together on authentic projects.
This slideshow shall be repurposed locally and used for training women on e-Learning.
Women of Wiki, Calicut runs a Women Empowerment Project by Mrs. Roslinda, Retd. Deputy Head Mistress of GVHSS for Girls, Nadakkavu and her team of volunteers at Panakals Education Trust.
Similar to 6 stuart middleton friday 4 oct - 11 am (20)
This document provides resources for an electrical engineering course at level 4-5, including YouTube demonstrations by Brent Phillips, practice quizzes through the learning management system lessons, and a frequently asked questions wiki site in the LMS for student reference.
NTLT 2013 - John Mumford - Math Anxiety: Risk Factors, Strategies, & Opportun...NTLT Conference
Math anxiety is a real challenge that affects learners of all levels. It has intrinsic risk factors related to individuals' attitudes and emotions as well as extrinsic factors related to teaching methods. Strategies to address math anxiety include developing positive attitudes, using collaborative work, emphasizing multiple problem-solving approaches, and making connections between informal and formal mathematical knowledge. While math anxiety is pervasive and deeply felt, it is learned and teachers play an important role in helping students overcome challenges through empathy, awareness of different learning styles, and embracing informal methods of teaching mathematics.
NTLT 2013 - Georgie Gaddum - The agency projectNTLT Conference
This document summarizes a presentation about The Agency Project, a new pilot program at Southern Institute of Technology. The Agency Project aims to recreate an advertising agency by having third-year media arts students work on real briefs from industry clients. The first pilot project involved students creating branding materials for Wintec Alumni Circle, a new organization connecting Wintec alumni. Students gained experience working with real clients and deadlines to produce a logo, magazine, website, and other promotional materials. The project provided benefits for students, staff, and the client.
This document summarizes jobs that will exist, not exist, and be newly created in 20 years' time based on changing technologies and demographics. It notes that while technology will impact certain existing jobs like cashiers, construction workers, and encyclopedia writers; other jobs like politicians, tax collectors, soldiers, and artists may not change. The document also outlines new jobs that may emerge in fields like environmental monitoring, renewable energy, advanced manufacturing, education, healthcare, space, and personalized services. Generational trends are discussed, noting how Generation Alphas entering the workforce in 20 years will face costs of an aging population and increased education opportunities.
NTLT 2013 - Mentoring: from research to realisationNTLT Conference
The document discusses implementing a mentoring program at an institution to enhance teaching quality, build leadership capabilities, and foster collaboration. It presents a 6-step model for engagement including mentor/mentee selection, training, establishing partnerships and communities of practice, and evaluation. Based on the initial program, changes were made such as engaging participants earlier in their careers, emphasizing mentoring as an expected work norm, improving training, and celebrating diversity. Feedback from mentors and mentees was positive, noting improved assessment skills, active learning approaches, confidence, career progression, and integration into the organization.
NTLT 2013 - Brent Kennard, Sheran Merritt and Graeme Read - Going the extra mileNTLT Conference
The document discusses barriers to learning and the importance of relationships in education. It notes that many students face challenges such as lack of money, mental health issues, family problems, and low confidence and motivation. The teaching philosophy is based on manaakitanga, which means showing respect, generosity and care for students. Quotes from students illustrate that many feel hopeless about getting jobs due to lack of qualifications, family unemployment, and past negative experiences with teachers. The document advocates for creating a family-like learning environment and focusing on student-teacher interactions to help students engage with learning and see success in new ways.
NTLT 2013 - Teaching and Learning Conference windupNTLT Conference
This document discusses strategies for communicating pastoral care to Maori and Pasifika youth. It focuses on how to best provide support and guidance to these communities. Effective communication approaches are explored to ensure the needs of Maori and Pasifika youth are understood and addressed.
NTLT 2013 - Kerry Reid-Searl - ‘SUSPENSION IN DISBELIEF’ AN INNOVATIVE APPROA...NTLT Conference
The document discusses an innovative teaching technique called Mask-Ed where educators wear masks to portray educational characters. It allows students to engage through storytelling and build empathy. Research found students highly engaged and better able to reflect. Challenges include ensuring proper facilitation, but benefits are engaging learning and important messages. Puppets can also be used as patients to help explain procedures to children in a fun way and reduce anxiety. Further development of puppet and masking simulations aims to improve learning experiences.
This document provides resources for an electrical engineering course at level 4-5, including YouTube demonstrations by Brent Phillips, practice quizzes through the learning management system lessons, and a frequently asked questions wiki site in the LMS for student reference.
The document discusses collaboration in jazz music through a series of quotes and images of jazz bands. It explores how collaboration and playing together allows jazz music to thrive. Several quotes note that it takes the combination of many instruments and musicians working together to create strong, unified music that can last. Developing future audiences and performers is also discussed as an important role of orchestras in the 21st century.
Project-based learning (PBL) involves students working in groups on interdisciplinary real-world projects over an extended period of time. PBL aims to improve students' skills and increase completion and retention rates. Students provide feedback that working in groups, receiving feedback, and meeting with mentors are beneficial aspects of PBL. However, students also report issues with disorganization, unclear expectations, and working with the same groups for too long. In response, educators implemented changes like improved preparation, managing expectations better, and modeling effective team behaviors. While PBL requires more work, its benefits may be worth the costs if it helps students develop skills in a way that enhances learning and academic performance.
NTLT 2013 - John Hitchcock - Collaboration: Friend or Foe?NTLT Conference
This document summarizes a workshop for the National Tertiary Learning and Teaching Conference in 2013 that discussed collaboration between CPIT, NMIT, EIT, and WelTec in providing the Diploma of Tertiary Learning and Teaching. The workshop aimed to explain how the institutions collaborate on the program and how attendees could improve collaboration in their own contexts. Participants were asked to discuss experiences with successful and unsuccessful collaborations. The document then outlines the Collaboration Matrix model and explains that clear vision, action steps, and effective collaboration help the partnership between the institutions work well for this program.
NTLT 2013 - Jed Ray Montayre - Motivation: A Powerful Key to Student Learning...NTLT Conference
This document discusses motivation among nursing students and the future nursing workforce in New Zealand. It finds that the top motivators for students to study nursing are a strong personal connection to nursing through life experiences, a fascination with how the human body works, and the ability to easily find jobs. Maintaining student motivation will require experiential learning to support inherent passions and reviewing policies to boost nursing career opportunities. Understanding motivation is important to ensure a quality nursing workforce given future predictions of nursing shortages.
NTLT 2013 - Jay Sagmyr - Are we having fun yet?NTLT Conference
A study examined student engagement in project-based assessments. It found that some students wanted more artistic control or tutors to control other students. Students perceived the assessment as industrially relevant and developing problem-solving skills, but the planning phase was too long and objectives needed more clarity. Most students actively engaged with their learning and felt better equipped to develop their own shows.
NTLT 2013 - Sally-Bodkin Allen - Using Facebook to enhance student engagementNTLT Conference
Using Facebook to enhance student engagement at a university music department. A closed Facebook group was set up for students and staff which 84% of students joined. The group helped students settle into university life and built a sense of community. It allowed for cross-year communication and sharing of musical examples and inspirational content. Engagement increased as Facebook made it easier to stay informed and connect with students than through email alone.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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 review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
8. MANUKAU INSTITUTE OF TECHNOLOGY
Salman Khan
“Between the old way of teaching and the
new, there’s a crack in the system, and kids
around the globe are falling through it every
day. The world is changing at an ever faster
rate, yet systemic change, when it happens,
move glacially and often in the wrong
direction; every day – every class period – the
gap grows wider between the way kids are
being taught and what they actually need to
learn.”
10. MANUKAU INSTITUTE OF TECHNOLOGY
Bill Gates
“We used to worry about kids dropping out
of school and say that we have to do
something about it – it’s hurting them!
Now we worry about kids dropping out of
school and say that we have to do something
about it because it’s hurting us!”
12. MANUKAU INSTITUTE OF TECHNOLOGY
The old scratched record….
• Disengagement from / Dropping out of high school
• NEETs as a feature of our community
• Low achievement for too many students
• Failure of students to gain basis skills
• Failure rates in postsecondary programmes
• Youth unemployment / Youth Employability
• Difficult students resisting out best efforts
13. MANUKAU INSTITUTE OF TECHNOLOGY
A basic premise:
The essential issues that we face are
structural.
Therefore the solutions are
structural.
15. MANUKAU INSTITUTE OF TECHNOLOGY
What do I mean by “structures?”
1. Curriculum
2. Time
3. Pastoral care
4. Age Related Cohorts
5. Sectors (ECE, Middle, Secondary,
PSET)
6. Programmes
7. Delivery
16. MANUKAU INSTITUTE OF TECHNOLOGY
What do I mean - the solutions are
structural?
• We are working hard to change an old
model into something new or to
contain new ways of working into a
broken frame
• There is no evidence that this will
succeed
• All our ideas for progress are trapped
by this approach
19. MANUKAU INSTITUTE OF TECHNOLOGY
Time
1. Length of courses?
2. Time tables?
3. The teaching day?
4. The availability of assistance?
5. Linear progression….
a) Year based cohorts?
b) End-on qualification levels?
6. Face-to-face teaching : Self-directed learning
7. Seat time as the key requirement?
20. MANUKAU INSTITUTE OF TECHNOLOGY
What no classes on Wednesday?
Albany Senior High School Impact Project Approach
•On Wednesday there are no formal classes
•Students undertake an impact project
•They follow their interests, aptitudes and fascinations
•It’s real learning in a real world.
22. MANUKAU INSTITUTE OF TECHNOLOGY
Pastoral care
How well equipped are teachers to deliver pastoral
care?
Have the requirements of students in this regard
increased and/or changed over time?
How effective is the class grouping / form teacher
approach?
What role do school assemblies play?
Do modern students really buy-in to all the symbolic
stuff of schooling?
How effective in this regard is our relationship with
the community?
23. MANUKAU INSTITUTE OF TECHNOLOGY
Grouping of
students
• Age-related cohorts
• Sectors
23
24. MANUKAU INSTITUTE OF TECHNOLOGY
Age Related Cohorts
• Years separated by Xmas holidays
• Grouping by number of birthdays
• Year-end roll over
• Equating qual. levels with year
levels
• school leaving age etc
25. MANUKAU INSTITUTE OF TECHNOLOGY
Sectors
25
Finally
• Accidental development of sectors
• Based on expansion
• Unrelated to development / learning
• Destroy seamlessness
• Move some too quickly, others too
slowly
• Is it time to reconsider sectors and
have a planned approach?
• Create those difficult transistions
26. MANUKAU INSTITUTE OF TECHNOLOGY
Early Childhood
Education
Primary
Intermediate
Secondary
Is this how students learn? Tertiary
Is it in the best interests of students?
Current Sectors
26
Different /Separate:
• Qualifications
• Unions
• Curriculum
• Sites
• Organisation
27. MANUKAU INSTITUTE OF TECHNOLOGY
Tricky
Transitions
4-5 Major
Transitions
Perhaps 17
Minor
Transitions
30. MANUKAU INSTITUTE OF TECHNOLOGY
MIT Tertiary High School
30
Finally
Challenging the structures:
•Dual enrolment
•Early access to tertiary programmes
•Simultaneous integration of sectors
•Working across levels
•Multiple qualifications
•Teachers from different sectors
31. MANUKAU INSTITUTE OF TECHNOLOGY
And the results?
School 1 86 89 66
School 2 * 8 77 65
School 3 91 92 80
School 4 99 97 94
School 5 ** 98 99 93
School 6 75 80 74
School 7 * 81 96 79
School 8 91 98 85
School 9 95 98 88
School 10 91 93 84
School 11 * 92 88 76
School 12 85 96 100
32. MANUKAU INSTITUTE OF TECHNOLOGY
And the results?
School 1 86 89 66
School 2 * 8 77 65
School 3 91 92 80
School 4 99 97 94
School 5 ** 98 99 93
School 6 75 80 74
School 7 * 81 96 79
School 8 91 98 85
School 9 95 98 88
School 10 91 93 84
School 11 * 92 88 76
School 12 85 96 100
35. MANUKAU INSTITUTE OF TECHNOLOGY
An Issue approached
as a structure :
Disengagement
35
36. MANUKAU INSTITUTE OF TECHNOLOGY
A NEW WAY OF LOOKING AT:
Disengagement / Dropping Out
• Process not an event
• Pastoral care needs to follow students
• Home relationships critical
• Disengagement is made more likely
by school structures, sector
organisation, and a focus on age
cohorts.
37. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement
Process
Indentifiers
Stages
Interventions
38. MANUKAU INSTITUTE OF TECHNOLOGY
The key signs of disengagement
• Attendance
• Academic (on track)
• Literacy / Numeracy
• Learning Difficulties
• School relationships
• Bullying / Harrassment
• Interest / Motivation
• Family
• Social Group / Interaction
• Support from Teachers 38
39. MANUKAU INSTITUTE OF TECHNOLOGY
• Attendance
• Academic (on track)
• Literacy / Numeracy
• Learning Difficulties
• School relationships
• Bullying / Harrassment
• Interest / Motivation
• Family
• Social Group / Interaction
• Support from Teachers
40. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement
Process
High Intervention
•Direct discussion
•Mitigation put in place
Medium Intervention
•Discussion
•Plan for improvement
Low / No Intervention
Points of Praise
41. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement
Process
Conventional view of
Disengagement
Even movement from
being engaged to being
disengaged
42. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement
Process
Development of signs
Not across the board or
even.
Spikes represent areas
For intervention focus
43. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement Process
Example A
High Intervention
•Attendance
•Academic
•Interest / Motivation
•Teacher support
Medium Intervention
•School
•Family
Points of Praise
•Literacy / Numeracy
•Sound Social Group
•No issues of bullying
•No learning difficulties
44. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement Process
Example B
High Intervention
•Academic
Medium Intervention
•Attendance
•Interest / Motivation
Points of Praise
•Many – the rest of
the factors
46. MANUKAU INSTITUTE OF TECHNOLOGY
Delivery
Back to Khan…..
The world is changing rapidly has changed
rapidly.
– Khan Academy
– MOOCs
– Social Media
– Use of time
Schooling was designed in the 19th
Century, delivered by
those born in the 20th
Century to students who are born
in the 21st
Century.
Whose structures are we reflecting in the way we work?
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
New opportunities
Not clearing the decks entirely – but working differently within new relationships
Transitions, whether they be abrupt or modulated require response not only with regard to preparing students for the exit from school but also for the introduction, induction and socialisation into postsecondary programmes. This requires greater focus in the senior secondary school on the demands of the particular pathways that students are choosing to move down rather than the conventional emphasis on the academic disciplines of the curriculum. It also requires postsecondary providers to be explicit about requirements in terms of academic preparation, to reach out to incoming students and for there to be integration of careers advice if successful transitions are to be effected.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.