The document provides information about a "Discover Gifted—Secondary" event for grade 8 gifted students. It includes details on the event such as time, location, purpose to promote transition to secondary school programming and enrichment opportunities like the ELOPE program. The document also provides descriptions of what the ELOPE program involves, such as workshop-style enrichment sessions in various subject areas. Students will participate in 3 mini ELOPE sessions from 9 options focusing on topics like critical thinking, engineering challenges, math, art and social sciences.
This document provides information about a "Discover Gifted—Secondary" event for grade 8 gifted students. The event will include mini enrichment workshops on critical thinking, math challenges, art, forensics, interactive interdisciplinary courses, physics demonstrations, debate, and social sciences. It will promote the transition from elementary to secondary school and the ELOPE enrichment program for gifted students at the secondary level.
LF Meeting RE: Secondary Gifted Portfolio September 2013gollanmel
This is the ppt. of the presentation delivered at the first Learning Forward meeting in September 2013. This presentation focuses on the secondary gifted portfolio.
It is definitely possible to continue your studies at NYU or other schools in New York after completing
the CLACS MA program. Many of our alumni have gone on to PhD programs at NYU in departments like History,
Anthropology, Spanish and Portuguese Studies. It is also possible to apply to PhD programs at other top schools in
New York like Columbia while being a CLACS student. The application process would be the same as applying from
anywhere else. Your CLACS training and research would make you a very competitive applicant. I'd recommend
speaking with individual PhD program directors at NYU and other schools about requirements and fit. CLACS
faculty are also happy to provide recommendation letters to support strong students continuing their studies.
The CLACS Virtual Open House provided an overview of the MA program in Latin American and Caribbean Studies at NYU, including opportunities for joint degrees, course offerings across multiple disciplines, funding and fellowship options for research abroad, internship placements, and resources for career development; students pursue individually customized degrees while gaining access to renowned faculty and New York City as a resource.
This document describes Portland State University's Urban Honors College program. The program offers a unique way for students to fulfill general education requirements through an interdisciplinary curriculum focused on the city and sustainability. Courses have an average of 20-25 students and emphasize writing, discussion, research, and problem-solving. Students in the program benefit from personalized support, research opportunities, priority registration, and dedicated housing. Graduates of the program often go on to graduate or professional programs at top universities.
Presented By: Carol Bender, Director, UBRP & BRAVO! Programs, University of Arizona and Donna Brown, Director, Undergraduate Research, University of New Hampshire
This document summarizes a presentation about developing a multimodal approach to preparing Chinese language teachers in Los Angeles. It discusses the rapid growth of Chinese language programs and challenges in teacher preparation. A multimodal approach is proposed that involves collaboration between universities, the Confucius Institute, community organizations, and schools to provide pre-service training, professional development, language programs, and international exchanges to help address teacher shortages.
The document provides information about a "Discover Gifted—Secondary" event for grade 8 gifted students. It includes details on the event such as time, location, purpose to promote transition to secondary school programming and enrichment opportunities like the ELOPE program. The document also provides descriptions of what the ELOPE program involves, such as workshop-style enrichment sessions in various subject areas. Students will participate in 3 mini ELOPE sessions from 9 options focusing on topics like critical thinking, engineering challenges, math, art and social sciences.
This document provides information about a "Discover Gifted—Secondary" event for grade 8 gifted students. The event will include mini enrichment workshops on critical thinking, math challenges, art, forensics, interactive interdisciplinary courses, physics demonstrations, debate, and social sciences. It will promote the transition from elementary to secondary school and the ELOPE enrichment program for gifted students at the secondary level.
LF Meeting RE: Secondary Gifted Portfolio September 2013gollanmel
This is the ppt. of the presentation delivered at the first Learning Forward meeting in September 2013. This presentation focuses on the secondary gifted portfolio.
It is definitely possible to continue your studies at NYU or other schools in New York after completing
the CLACS MA program. Many of our alumni have gone on to PhD programs at NYU in departments like History,
Anthropology, Spanish and Portuguese Studies. It is also possible to apply to PhD programs at other top schools in
New York like Columbia while being a CLACS student. The application process would be the same as applying from
anywhere else. Your CLACS training and research would make you a very competitive applicant. I'd recommend
speaking with individual PhD program directors at NYU and other schools about requirements and fit. CLACS
faculty are also happy to provide recommendation letters to support strong students continuing their studies.
The CLACS Virtual Open House provided an overview of the MA program in Latin American and Caribbean Studies at NYU, including opportunities for joint degrees, course offerings across multiple disciplines, funding and fellowship options for research abroad, internship placements, and resources for career development; students pursue individually customized degrees while gaining access to renowned faculty and New York City as a resource.
This document describes Portland State University's Urban Honors College program. The program offers a unique way for students to fulfill general education requirements through an interdisciplinary curriculum focused on the city and sustainability. Courses have an average of 20-25 students and emphasize writing, discussion, research, and problem-solving. Students in the program benefit from personalized support, research opportunities, priority registration, and dedicated housing. Graduates of the program often go on to graduate or professional programs at top universities.
Presented By: Carol Bender, Director, UBRP & BRAVO! Programs, University of Arizona and Donna Brown, Director, Undergraduate Research, University of New Hampshire
This document summarizes a presentation about developing a multimodal approach to preparing Chinese language teachers in Los Angeles. It discusses the rapid growth of Chinese language programs and challenges in teacher preparation. A multimodal approach is proposed that involves collaboration between universities, the Confucius Institute, community organizations, and schools to provide pre-service training, professional development, language programs, and international exchanges to help address teacher shortages.
OACAC Webinar. Counselor Roundtable June 3OACACcom
A panel of counselors will discuss programs and strategies to prepare two groups of students at this important time of year. For seniors we will look at tips for preparing them for the transition to university life, often in another country and overseas. For juniors we look at making the most of the summer college search and being ready for the important final year of high school.
Panelists:
Victoria Lidzbarski, Dulwich College Shanghai, China
Cory Miller, Branksome Hall, Canada
FACILITATOR:
Aaron Andersen, University of British Columbia
This document summarizes an upcoming webinar hosted by OACAC on February 3rd about the International Baccalaureate (IB) program. The webinar will have four panelists in the morning session and four in the evening discussing topics like the value of an IB diploma, IB course levels and requirements, sample course offerings and assessments. It also provides information on NCAA grade conversions for IB scores and a study showing IB diploma holders generally perform equal to or better than average secondary students in first year university.
This document summarizes the National History Day program in Ohio. It discusses that National History Day is an annual competition for students in grades 4-12 where they research and develop projects on historical topics and themes. In Ohio, students participate in local and state competitions leading up to the national competition in June. The 2010 theme was "Innovation in History." The document provides examples of project categories and guidelines teachers use to integrate the program into their curriculum, such as required timelines and due dates for students to turn in research and drafts. It also lists some highlighted online resources available to students for their research.
This document provides information and questions for students to consider when researching universities for their undergraduate education. It covers various factors to examine such as location, type of school, quality of life, size, campus activities, academic programs, housing, prestige, athletics, cost, and diversity. It also provides resources for researching study options in various countries and regions including Australia, Canada, the UK, USA, Japan, Europe, Hong Kong, Singapore, and Korea.
This document provides information about the honors college at Texas Tech University. It highlights small class sizes, unique course topics, and engaging courses taught by top professors. It describes honors programs for first-year students, undergraduate research fellowships, and honors learning communities that provide housing. Requirements to graduate with honors include 24 credit hours of honors coursework and maintaining a 3.25 GPA. The honors college offers opportunities for study abroad, law school, medical school, engineering, architecture, and more.
"Science and Technology Students DO Study Abroad: Supporting Successful International Experiences in the STEM Majors."
Presented by Caine Francis, Advisor, International Engineering Programs, & Nick Fleury, Head Advisor, International Degree, Oregon State University
NACADA Region 8 Conference 2012: Portland, Oregon
Bonnie Jones has over 25 years of experience in education, including experience as a teacher, instructional facilitator, and coordinator. She has a Master's degree in Reading and certifications in elementary education, ESL, reading, and administration. Her current role is Network ESL Coordinator at Uplift Education, where she oversees ESL programming, compliance, data analysis, instructional support, and assessment. Previously, she held ESL and bilingual coordinator and instructional roles in Grand Prairie ISD and Arlington ISD.
This document provides information on various summer enrichment opportunities for high school students including attending summer programs at top universities like Stanford, taking online courses through platforms like edX, gaining work experience through internships, jobs, or starting your own business, engaging in service opportunities domestically or abroad, conducting independent research with university professors, and using the summer to prepare college applications. It emphasizes finding the right balance with family, academics, activities and application work over the break.
This document provides information about various aspects of the college application process and options. It discusses the different types of application options such as early decision, early action, and rolling admission. It also summarizes the selectivity and profiles of top public universities and liberal arts colleges. Finally, it emphasizes that students can be successful regardless of where they attend college by highlighting CEOs of Fortune 500 companies who attended diverse undergraduate institutions.
National History Day is an annual educational program that engages middle and high school students in historical research. Students conduct in-depth examination of a topic related to an annual theme. They may work individually or in groups to produce historical papers, exhibits, documentaries, performances, or websites. Projects are evaluated at regional, state, and national competitions. The program aims to promote skills in research, analysis, and presentation while inspiring interest in history. Teachers benefit from curriculum materials and training to implement the program, which meets state standards and motivates learning.
Lessons from the Archives: Three Colleges Partner with Brooklyn Historical So...Robin M. Katz
The document summarizes the Students and Faculty in the Archives (SAFA) program, a partnership between Brooklyn Historical Society and three local colleges. SAFA uses primary sources from the archives to teach first-year undergraduate students document analysis, information literacy, and critical thinking skills. Over three years, SAFA involved over 1,100 students in 63 courses with visits to the archives. Evaluations found SAFA students had stronger observation skills, understood history as complex, and performed better academically than non-SAFA students. A new website, TeachArchives.org, will share exercises and best practices from the SAFA program.
David Kuyat is a seasoned educator and writer seeking a position as a copywriter. He has over 20 years of experience in teaching Latin and writing for publications. His skills include writing, communication, design, instruction, public speaking, and administration. He holds a PhD in Classical Studies and has experience writing articles, presentations, reports, and other materials.
The document provides information about financial aid options for international students from various countries including the UK, Canada, Australia, and the Philippines. It discusses sources of funding like loans, scholarships, grants, and work opportunities. It also summarizes the different types of financial aid available and processes for applying for aid in the US and at individual colleges, including forms like the FAFSA, CSS Profile, and certificates of finances required for international students. Key terms discussed include expected family contribution, cost of attendance, and the philosophies that guide financial aid distribution.
Buffalo Public Schools Multilingual Advisory Committee mtg.7 27-10elena cala
The document summarizes a meeting of the Buffalo Public Schools Multilingual Education Community regarding programs for English language learners. It provides an overview of ELL demographics and programs in the district, including bilingual education, ESL, assessment practices, and professional development for teachers. It also discusses recommendations from a report to improve ELL programs, such as expanding community outreach, improving newcomer programs, and developing a district ELL advisory committee.
The document outlines an event called "Discover Gifted @ Secondary" for grade 8 gifted students. The event will take place today from 8:30 AM to 12:15 PM at CEC Central. Students will meet and greet secondary ELOPE students and the gifted teacher, and participate in mini enrichment workshops on topics like math, business, and science. The document provides details on the workshop rotation and representatives from local secondary schools. It also provides background information on enrichment opportunities for gifted students at the secondary level, including the ELOPE program, advanced placement courses, accelerated learning, and regional conferences.
This document provides information about a "Discover Gifted—Secondary" event for grade 8 gifted students. The event will include mini enrichment workshops on critical thinking, math challenges, art, forensics, interactive interdisciplinary courses, physics demonstrations, debate, and social sciences. It will promote the transition from elementary to secondary school and the ELOPE enrichment program for gifted students at the secondary level.
This document discusses enrichment programming for gifted secondary students in the Thames Valley District School Board. It provides an overview of the following:
1) The Secondary Gifted Itinerant Team which supports gifted grade 7-12 students.
2) In-school programming options for gifted students including the ELOPE enrichment program, compacted courses, Interdisciplinary Studies courses, and opportunities to take Advanced Placement courses.
3) Outside opportunities for gifted students including regional conferences, university outreach programs, and summer programs to supplement in-school learning.
The document aims to outline the variety of programming available to challenge and engage gifted secondary students within and beyond the regular classroom.
This document provides information about enrichment opportunities available to gifted secondary school students. It discusses programs like ELOPE which offers workshop-style enrichment activities, curriculum compacting which allows students to complete course material faster to free up time for other courses, and Advanced Placement courses for university credit. It also mentions the WISE program at Western University, Interdisciplinary Studies courses, SPARK! conferences on various topics, and outreach opportunities with universities and other partners. The document advises students to plan their secondary school courses carefully to fulfill requirements and prerequisites while taking advantage of enrichment options.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
OACAC Webinar. Counselor Roundtable June 3OACACcom
A panel of counselors will discuss programs and strategies to prepare two groups of students at this important time of year. For seniors we will look at tips for preparing them for the transition to university life, often in another country and overseas. For juniors we look at making the most of the summer college search and being ready for the important final year of high school.
Panelists:
Victoria Lidzbarski, Dulwich College Shanghai, China
Cory Miller, Branksome Hall, Canada
FACILITATOR:
Aaron Andersen, University of British Columbia
This document summarizes an upcoming webinar hosted by OACAC on February 3rd about the International Baccalaureate (IB) program. The webinar will have four panelists in the morning session and four in the evening discussing topics like the value of an IB diploma, IB course levels and requirements, sample course offerings and assessments. It also provides information on NCAA grade conversions for IB scores and a study showing IB diploma holders generally perform equal to or better than average secondary students in first year university.
This document summarizes the National History Day program in Ohio. It discusses that National History Day is an annual competition for students in grades 4-12 where they research and develop projects on historical topics and themes. In Ohio, students participate in local and state competitions leading up to the national competition in June. The 2010 theme was "Innovation in History." The document provides examples of project categories and guidelines teachers use to integrate the program into their curriculum, such as required timelines and due dates for students to turn in research and drafts. It also lists some highlighted online resources available to students for their research.
This document provides information and questions for students to consider when researching universities for their undergraduate education. It covers various factors to examine such as location, type of school, quality of life, size, campus activities, academic programs, housing, prestige, athletics, cost, and diversity. It also provides resources for researching study options in various countries and regions including Australia, Canada, the UK, USA, Japan, Europe, Hong Kong, Singapore, and Korea.
This document provides information about the honors college at Texas Tech University. It highlights small class sizes, unique course topics, and engaging courses taught by top professors. It describes honors programs for first-year students, undergraduate research fellowships, and honors learning communities that provide housing. Requirements to graduate with honors include 24 credit hours of honors coursework and maintaining a 3.25 GPA. The honors college offers opportunities for study abroad, law school, medical school, engineering, architecture, and more.
"Science and Technology Students DO Study Abroad: Supporting Successful International Experiences in the STEM Majors."
Presented by Caine Francis, Advisor, International Engineering Programs, & Nick Fleury, Head Advisor, International Degree, Oregon State University
NACADA Region 8 Conference 2012: Portland, Oregon
Bonnie Jones has over 25 years of experience in education, including experience as a teacher, instructional facilitator, and coordinator. She has a Master's degree in Reading and certifications in elementary education, ESL, reading, and administration. Her current role is Network ESL Coordinator at Uplift Education, where she oversees ESL programming, compliance, data analysis, instructional support, and assessment. Previously, she held ESL and bilingual coordinator and instructional roles in Grand Prairie ISD and Arlington ISD.
This document provides information on various summer enrichment opportunities for high school students including attending summer programs at top universities like Stanford, taking online courses through platforms like edX, gaining work experience through internships, jobs, or starting your own business, engaging in service opportunities domestically or abroad, conducting independent research with university professors, and using the summer to prepare college applications. It emphasizes finding the right balance with family, academics, activities and application work over the break.
This document provides information about various aspects of the college application process and options. It discusses the different types of application options such as early decision, early action, and rolling admission. It also summarizes the selectivity and profiles of top public universities and liberal arts colleges. Finally, it emphasizes that students can be successful regardless of where they attend college by highlighting CEOs of Fortune 500 companies who attended diverse undergraduate institutions.
National History Day is an annual educational program that engages middle and high school students in historical research. Students conduct in-depth examination of a topic related to an annual theme. They may work individually or in groups to produce historical papers, exhibits, documentaries, performances, or websites. Projects are evaluated at regional, state, and national competitions. The program aims to promote skills in research, analysis, and presentation while inspiring interest in history. Teachers benefit from curriculum materials and training to implement the program, which meets state standards and motivates learning.
Lessons from the Archives: Three Colleges Partner with Brooklyn Historical So...Robin M. Katz
The document summarizes the Students and Faculty in the Archives (SAFA) program, a partnership between Brooklyn Historical Society and three local colleges. SAFA uses primary sources from the archives to teach first-year undergraduate students document analysis, information literacy, and critical thinking skills. Over three years, SAFA involved over 1,100 students in 63 courses with visits to the archives. Evaluations found SAFA students had stronger observation skills, understood history as complex, and performed better academically than non-SAFA students. A new website, TeachArchives.org, will share exercises and best practices from the SAFA program.
David Kuyat is a seasoned educator and writer seeking a position as a copywriter. He has over 20 years of experience in teaching Latin and writing for publications. His skills include writing, communication, design, instruction, public speaking, and administration. He holds a PhD in Classical Studies and has experience writing articles, presentations, reports, and other materials.
The document provides information about financial aid options for international students from various countries including the UK, Canada, Australia, and the Philippines. It discusses sources of funding like loans, scholarships, grants, and work opportunities. It also summarizes the different types of financial aid available and processes for applying for aid in the US and at individual colleges, including forms like the FAFSA, CSS Profile, and certificates of finances required for international students. Key terms discussed include expected family contribution, cost of attendance, and the philosophies that guide financial aid distribution.
Buffalo Public Schools Multilingual Advisory Committee mtg.7 27-10elena cala
The document summarizes a meeting of the Buffalo Public Schools Multilingual Education Community regarding programs for English language learners. It provides an overview of ELL demographics and programs in the district, including bilingual education, ESL, assessment practices, and professional development for teachers. It also discusses recommendations from a report to improve ELL programs, such as expanding community outreach, improving newcomer programs, and developing a district ELL advisory committee.
The document outlines an event called "Discover Gifted @ Secondary" for grade 8 gifted students. The event will take place today from 8:30 AM to 12:15 PM at CEC Central. Students will meet and greet secondary ELOPE students and the gifted teacher, and participate in mini enrichment workshops on topics like math, business, and science. The document provides details on the workshop rotation and representatives from local secondary schools. It also provides background information on enrichment opportunities for gifted students at the secondary level, including the ELOPE program, advanced placement courses, accelerated learning, and regional conferences.
This document provides information about a "Discover Gifted—Secondary" event for grade 8 gifted students. The event will include mini enrichment workshops on critical thinking, math challenges, art, forensics, interactive interdisciplinary courses, physics demonstrations, debate, and social sciences. It will promote the transition from elementary to secondary school and the ELOPE enrichment program for gifted students at the secondary level.
This document discusses enrichment programming for gifted secondary students in the Thames Valley District School Board. It provides an overview of the following:
1) The Secondary Gifted Itinerant Team which supports gifted grade 7-12 students.
2) In-school programming options for gifted students including the ELOPE enrichment program, compacted courses, Interdisciplinary Studies courses, and opportunities to take Advanced Placement courses.
3) Outside opportunities for gifted students including regional conferences, university outreach programs, and summer programs to supplement in-school learning.
The document aims to outline the variety of programming available to challenge and engage gifted secondary students within and beyond the regular classroom.
This document provides information about enrichment opportunities available to gifted secondary school students. It discusses programs like ELOPE which offers workshop-style enrichment activities, curriculum compacting which allows students to complete course material faster to free up time for other courses, and Advanced Placement courses for university credit. It also mentions the WISE program at Western University, Interdisciplinary Studies courses, SPARK! conferences on various topics, and outreach opportunities with universities and other partners. The document advises students to plan their secondary school courses carefully to fulfill requirements and prerequisites while taking advantage of enrichment options.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
Can MOOCs offer useful support for students in transition? Experiences from t...Andrew Deacon
The document discusses the UCT MOOCs Project at the University of Cape Town and how MOOCs can support students in transition. It provides an overview of MOOCs and the goals of the UCT project, which included developing 12 MOOCs to support academic transitions, showcase teaching excellence, and make knowledge globally accessible. The document describes how some UCT-created MOOCs directly supported postgraduate research and writing skills, and how existing MOOCs were wrapped with additional support for postgraduate students. It concludes that while MOOCs can help scale education and understand diverse learners, students in transition still require more individual support than MOOCs can provide alone.
This document provides information about transition programs at Akron Firestone High School. It summarizes the school's demographics, career education programs including Project Lead the Way, DECA, and AOT/Business Finance. It also describes transition programs like Falcon Flight School freshman orientation, credit recovery, and initiatives to support students' transition to postsecondary education and career. Contact information is provided at the end.
The document discusses information and digital literacy research and practice at the London School of Economics (LSE). It provides an overview of information literacy programs, courses, and research projects at LSE including embedding information literacy into undergraduate courses, a digital literacy course for staff and PhD students, and a JISC-funded project to develop open educational resources for information literacy. It also summarizes the speaker's background in information literacy and an Arcadia Fellowship project to develop a new undergraduate information literacy curriculum.
The document summarizes an annual event created by a university's undergraduate research office to connect underrepresented minority and first-generation students with faculty. The event features a keynote speech by a faculty member from an underrepresented background and a social for students to interact with faculty. It aims to introduce students to research opportunities and help them see themselves as emerging scholars. Evaluation found the event doubled student participation and extended the university's faculty and research networks.
This document is a resume for Christine Blakely summarizing her experience and qualifications as a teacher. She has several years of experience as a history teacher, developing creative lesson plans and implementing best practices to optimize student learning and success. Her experience includes teaching a variety of history and social studies courses at the middle school and high school levels. She has a bachelor's degree in history and world religions and over 30 graduate credits in education and humanities.
Akron Firestone High School is an urban public high school located in northeast Ohio with over 1,187 students. The school offers a variety of academic programs including visual and performing arts, International Baccalaureate, Project Lead The Way, DECA, AOT/Business Finance, and Information Technology. The school also has several transition programs to help students prepare for life after high school such as Falcon Flight School orientation, career education programs, credit recovery, and initiatives covering college knowledge, financial
2010 Dean's Conference CUR Dialogue HighlightsCushing Library
This document summarizes a conference focused on providing research opportunities for undergraduate students and faculty. It discusses defining research and sharing experiences conducting undergraduate research. It also outlines various grant opportunities from the National Science Foundation, National Endowment for Humanities, and other organizations to fund educational innovations and undergraduate research projects. Eligibility requirements and examples of funded projects in areas like STEM education, disability studies, and the humanities are provided.
The document summarizes a presentation given by Jane Secker on researching information literacy. It discusses definitions of information and digital literacy, models of information literacy, and examples of how information literacy is taught at the London School of Economics. It also outlines Secker's current and upcoming research projects on information literacy including the DELILA project and her Arcadia Fellowship.
The document outlines Louise Pollard's work as the 2016 National Equity Fellow. Key points include:
- Pollard analyzed policies and practices supporting remote students' access, participation, and success in higher education.
- She identified two main profiles of remote students - campus-based and online - and challenges they face.
- Pollard proposed applying a "remote lens" across the student life cycle to ensure equity practices specifically support remote students. This includes outreach, pathways to university, student support services, pedagogy, and post-completion support.
The NCSEHE held a workshop at the Best Practice in Regional Study Hubs Symposium 2019. Speakers included; Louise Pollard, Dr Lynette Vernon, Professor Andrew Taggart and Professor Sarah O'Shea.
Development of Teacher Educators for a Global Societycrealcsuf
This document discusses promoting the needs of people with disabilities around the world through international collaboration in education. It describes several programs and projects that education programs have implemented, including: 1) online international projects pairing preservice teachers from different countries; 2) short-term study abroad programs for fieldwork and research; and 3) faculty and student exchanges. Benefits included improved technology, research, language, and cultural skills for preservice teachers. Sustaining international partnerships requires strong communication, shared missions, and commitment from administrators.
The Ph.D. program in Learning, Literacies and Technologies at Teachers College, Arizona State University prepares scholars to conduct rigorous interdisciplinary research to address challenges in education. The program focuses on how learning, literacies and technologies can transform pre-K-20 education. Graduates are prepared for faculty and leadership positions working across disciplines to promote innovation. The program provides competitive funding for full-time study over four years, culminating in positions to influence educational policy and practice through research.
Similar to 6th Annual Discover Gifted @ Secondary Transition Event (20)
Enrichment Programming and Opportunities at Lord Dorchester SSgollanmel
This document provides information about enrichment opportunities available to gifted students at LDSS, including:
1) ELOPE workshops during the school day on topics like novel studies, debates, and guest speakers. These are completely voluntary and student-interest driven.
2) Advanced Placement courses that allow students to take university-level courses and exams for potential university credits. Support includes mentors, study materials, and exam fees.
3) The WISE program which allows high-achieving high school students to take university courses for free.
4) Interdisciplinary credit courses (IDC 3O/4O, 4U) that focus on research skills, scholarly productions, and student-directed independent research projects
This document provides information on enrichment programs and opportunities available to gifted students in the TVDSB, including:
1) Extended Learning Opportunities through Progressive Enrichment (ELOPE) workshops held at schools on topics like novel studies, debates, and guest speakers.
2) Advanced Placement (AP) courses that allow students to take university-level courses and exams for potential credits.
3) Western Initiative for Scholarly Excellence (WISE) program that allows high school students to take university courses for free.
4) Interdisciplinary Studies (IDC) courses focused on research, writing, and real-world applications.
5) SPARK! conferences on various topics hosted at local universities
International Baccalaureate (IB) Diploma Programme Pilot Information Evening ...gollanmel
The document outlines the TVDSB's plan to implement an International Baccalaureate Diploma Programme pilot. It discusses the IB programmes for students aged 3-19 and the TVDSB's intention to offer an enriched 9-10 course pathway beginning in 2018 to prepare students for the DP starting in 2020. A timeline is provided detailing the planning, application, and authorization process required by the IB as the TVDSB works towards offering the full DP.
Enrichment Opportunities in the TVDSB: Voaden 2017-18gollanmel
This document summarizes enrichment programs and opportunities available for gifted students, including:
1) A mix of credit and non-credit programs like curriculum compacting, Advanced Placement courses, and enrichment conferences.
2) Interdisciplinary credit courses (IDC 3O, 4O, 4U) that focus on research skills and student-interest topics.
3) Large enrichment conferences called "SPARK!" conferences on various topics that are held at local universities and involve gifted students from different schools.
4) Outreach opportunities conducted onsite or offsite at universities in subjects like history, anthropology, engineering, and entrepreneurship.
This document summarizes various enrichment programs and opportunities available for gifted students, including:
1) Extended learning opportunities through workshops held at the school on topics like novel studies, debates, and guest speakers.
2) Curriculum compacting which allows students to accelerate at a quicker pace and free up time for other courses and exams.
3) Advanced placement courses which allow students to take university-level courses and exams for potential university credit.
4) Interdisciplinary credit courses focusing on research skills and student-interest topics.
5) Large conferences on various topics to connect gifted students across schools.
6) Outreach opportunities through community partners and university faculties on topics like engineering, linguistics
This document summarizes various enrichment programs and opportunities available for gifted students, including:
1) Extended Learning Opportunities (ELOPE) workshops held at the school on topics like novel studies, debates, and guest speakers.
2) Curriculum compacting which allows students to accelerate at a faster pace and free up time for other courses and exams.
3) Advanced Placement (AP) courses which allow students to take university-level courses and exams for potential university credit.
4) The Western Initiative for Scholarly Excellence (WISE) program which allows high school students to take university courses for free.
5) Interdisciplinary credit courses (IDC 3O, 4O, 4U)
This document discusses supporting students through various educational transitions from elementary to secondary school and beyond. It outlines meetings and programs to ease transitions between grades and clusters, such as introducing students to new teachers and peers. Accommodations are reviewed for student needs and individual support is provided. The document also discusses opportunities for students to experience post-secondary learning through courses, conferences, and mentorships to support their transition beyond secondary school.
This document summarizes various enrichment and credit programs available to gifted students, including:
- Extended Learning Opportunities (ELOPE) workshops on topics like novel studies and guest speakers.
- Curriculum compacting, which allows students to complete the curriculum faster to free up time for other courses.
- Advanced Placement (AP) courses to earn university credits.
- WISE program to take university courses for free while in high school.
- Interdisciplinary credit courses (IDC 3O/4O/4U) focusing on research skills.
- Large SPARK! conferences on topics like criminal law and engineering hosted by universities.
- Outreach opportunities through university faculties and community partners in
This document provides information about enrichment programming options available to students including ELOPE workshops, regional SPARK! conferences, and outreach opportunities with local universities. It also discusses the WISE and AP programs which allow students to take university courses or exams for credit while still in high school. Additional options covered are curriculum compacting to free up time for other courses, and IDC courses focused on developing research and scholarly skills.
This document provides information about enrichment programming options available to students including ELOPE workshops, regional SPARK! conferences, and outreach opportunities with community partners like universities. It also discusses the WISE and AP programs which allow students to take university courses or exams for credit while still in high school. Other options mentioned are curriculum compacting to free up time for enrichment, and IDC courses focused on research skills.
Top 10 Most Important Tricks to Integrating AT into the Classroom_M.Gollan-Wi...gollanmel
The workshop ppt. for the 2013 iCONFERENCE for the TVDSB. This session explores the 10 most important tips for integrating assistive technology into the classroom--particularly secondary.
This document discusses using assistive technology and online tools like Visual Thesaurus to engage students in learning vocabulary. It describes how Visual Thesaurus works interactively to help students explore word meanings and connections. The document also discusses how creating class blogs, wikis or websites can support student learning by developing skills like creativity, engagement, writing and metacognition. Specific online tools are provided as examples.
Part C--Organizational, Studying, Brainstorminggollanmel
Organizational, brainstorming, and studying assistive technologies are described. SMART Ideas and OneNote are recommended for organization as they allow visual mind mapping and digital notetaking. Wordle and Stormboard support brainstorming by creating word clouds and collaborative online idea sharing. Headmagnet is a study tool that generates quizzes from student-entered class notes to promote self-testing. These free digital tools provide organizational and creative support for students.
The document provides information on various assistive technologies for high school students including Kurzweil 3000 and WordQ for reading and writing support, Dragon Naturally Speaking for dictation, and resources from the Alternative Education Resources for Ontario (AERO) library for audiobooks and textbooks. Details are given on the features and effectiveness of each tool as well as links for further information.
(1) Portable scanners, scanning pens, smartphones, and tablets allow students quick access to electronic documents and provide flexibility. They are useful for students with physical disabilities or learning disabilities.
(2) Files can be converted to text for use with Kurzweil 3000 software, which reads documents aloud. The KESI Virtual Printer or OCR software can convert scanned images or other files into text files compatible with Kurzweil 3000.
(3) These scanning and conversion tools can benefit students with physical, communication, or learning disabilities by providing accessible electronic texts and notes. They allow independence and flexibility, but schools must consider the costs of devices and software.
Secondary tips and tricks for using AT for studyinggollanmel
This document provides tips and tricks for using assistive technology (AT) for studying. It lists several AT tools including QR codes, SMART Ideas, OneNote, and Kurzweil along with activities for each. It also provides contact information for the author to answer any questions about using AT for studying.
This document provides tips and tricks for using assistive technology (AT) for studying. It lists several AT tools including QR codes, SMART Ideas, OneNote, and Kurzweil along with activities for each. It also provides contact information for the author to answer any questions.
Top 10 New(er) Tricks to Integrating Assistive Technology M.Gollan-Wills-2012gollanmel
This ppt. was delivered at the iConference2012 for the Thames Valley District School Board. The following includes the top 10 new(er) tricks for integrating AT into your classes to best support your exceptional students.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. PART I: What Does Secondary Enrichment Look Like? (9:00)
Transition: Elementary to Secondary
In-School Programming: “The Big Four”
Outside Opportunities: Outreach, Regional SPARK! Conferences
PART II: Guest Speakers (9:25)
Phil Raven (IDCI): “The wonderful world of secondary Gifted: How
we learn and the importance of taking chances”
PART III: ELOPE Session Rotation (10:15)
Meet and Greet; Rotation of Mini-ELOPE Sessions
3.
4.
5. “Discover Gifted @ Secondary” Event
Who: Grade 8 students who are designated Gifted + GATE Reach
Ahead students
What: Meet and greet secondary ELOPE students and Gifted
Teacher; participate in mini enrichment workshops (rotation)
Where: Thames Room—CEC Central
When: TODAY! Friday, April 13th, 2018 8:30 AM- 12:15 PM
Why: To promote transition from elementary to secondary panel;
provide a secondary contact for each student for the Fall; promote
ELOPE program to sustain enrichment programming at secondary
level in order to meet the needs of all Gifted students
6.
7.
8. “Extended Learning Opportunities Through Progressive
Enrichment”
Enrichment withdrawal program (GATE); adopts principles of “pull-out” or
cluster sessions from elementary with a different format
Integrated into 26 schools in some capacity (GATE model)
Completely voluntary; workshop-style; ~one period (75 min) per workshop;
schools range from 2x/week to 2x/semester
Student-interest driven
Include range of activities from novel studies, debates, and philosophical discussions,
to guest speakers, pottery, forensic problem-solving, and critical thinking
Professional networking and planning: 7th Annual Gifted Teacher Symposium
September 2018
Can lead to larger outreach opportunities or extended sessions; opportunity to
include other schools
9. For all Gifted, bright, talented, high-ability students (GATE)
Accommodation:
student compacts curriculum in a shorter period of time than the regular classroom;
demonstrates mastery and is poised to take this on;
saves space in timetable for other courses or other enrichment opportunities (WISE, AP,
SATs) (compacting = acceleration + enrichment)
Setting: either in-class or an alternative setting
New since 2013!: Digital Curriculum Course Bank* through blended learning online
format for accessibility
Logistics: classroom teacher continues to mark/record work; student completes
necessary course work to meet curricular expectations and assessment criteria
Courses* are developed in full and come compacted with enrichment opportunities
within on a request basis (for timeframe requested)
2D English, 2OE Civics, 2OE Careers, 1D Math, 1D Geography; IDC 4U (thesis);
2D History for 2018-19; also working on 1D English (often onsite), 2D Math
Similar process to onsite compacting; prior planning involved
10. University level credit and/or advanced placement granted by exam; honoured by
most* universities if level 4 or 5 achieved
Various phases of support/delivery:
Phase 1: Independent focus with master/mentor teacher or community member
Phase 2: Tutorial format with master teacher(s) by discipline(s)
Phase 3: Full AP credit* course; must be audited by AP Central through College Board
Logistics:
36 courses to choose from; prerequisites
Cost: test fee $94 USD (2017-18); study guide ~$25 (students cover costs)
Some schools have pre-AP (3UE) and will be moving to AP credits (4UA)
11. Interdisciplinary studies (for credit at secondary); FYI select schools do offer
designated enriched classes
Three strands:
Theory and Foundation (reading, concepts, perspectives, organization)
Process and Methods of research (research, planning, and presentation of
information)
Implementation, Evaluation, Impacts, and Consequences (critiquing, evaluating,
analysing, communicating, writing, real-world applications)
Student-interest focus for summative (ISP)
Develop and consolidate the skills required for knowledge of different
subjects/disciplines:
How to conduct proper research
How to properly write about research conducted/formulate effective research
questions
How to communicate findings and defend position
Scholarly Productions 3O/4O course
Honours Thesis 4U course; course housed in D2L b-learning
12.
13.
14. Western’s Initiative for Scholarly Excellence
Who can apply:
high school students in Grades 11-12 (must have min 22 credits achieved);
completed 1.0+ 4U or 4M credits; overall 80% in Grades 10+; or no 4U/4M
courses but 85% average in Grades 10+;
meet Western’s requirements for English proficiency;
registered sufficient courses to fulfill admission to university
What: pursue a university level credit at the university campus or
distance studies while in high school (FREE tuition!)
Please note that students must be nominated by a guidance
counsellor or principal, which is part of the application process;
preference given to Grade 11 and 12 students
15. Opportunities for enrichment outside the regular class in more niched areas of
interest; network with Gifted Teachers to develop and make students aware of
opportunities
Some offered by different faculties at Universities (e.g. Western University: Ivey,
Anthropology, BMI, Music, Brescia, Huron, King’s etc.) and community partners
(e.g. Mikutech, Professional Engineers of Ontario)
Conducted onsite or off campus at various institutions
Framework varies: lectures, activities, talks, workshops, visits, experiments/
research, among others
Promote opportunities during the year (school and summer) outside of TVDSB:
Entrepreneurship with Ivey, Linguistic s with Western, Anthropology with Western, King’s Liberal Arts,
Mikutech Gamer Outreach, BMI Outreach, Brescia Mini-Lectures, Forensics Unit, Active History with
Huron; King’s Model United Nations
Waterloo Unlimited (grades 10-12), Queen’s ESU (formerly E=MC2)
Shad Valley, House of Commons Page Program (Jr. and Sr.), Encounters With Canada
Among many others…
16. Opportunities for extension/enrichment outside the regular class on a larger scale;
can be extensions of ELOPE sessions
Specialized Programming Activating Rich Kinds of Experiences and Discoveries
Students have the opportunity to network with like-minded peers across the board
Conferences are offered in TWO seasons (Fall, Spring); at any given time there could
be multiple conferences occurring at the same time
Can involve community partners or guest speakers to run workshops
Framework varies: one full day each; a cluster of conferences once a semester;
multiple workshops or single-focus
Economics, Business, Mathematics at King’s; REAL Criminal Law; Fractured Societies with Brescia; The
Study of Food with Brescia; CPSX labs; forensic crime scenes with OPP and London Police Ident Officers;
“ology” days at Brescia ; Engineering challenges; Innovation Days; Representation of Crime in Literature
and Sociology at King’s ; Physics and Art of Sound, among others
17. 0 Th October 5: Active History Outreach @ Huron
0 M October 30: Halloween SPARK! @ CEC Central
0 Th November 23: Anthropology SPARK! @ Western SS
0 W November 29: Food/Sustainability SPARK! @
Brescia
0 F December 1: Internet of Things (Engineering)
SPARK! @ Montcalm
0 Th December 7: Unpacking Power, Privilege, and Ideas
of Leadership SPARK! @ King’s
18. January: Linguistic Olympics @ SS Western
W February 21: French Studies Outreach @ Brescia
W February 28: 5th Gamer Outreach w/ Mikutech @
Clarke Road
April 21 (Sat): Brain Bee @ Western
Th April 12: Research and Writing Master Class @
King’s
F April 13: Discover Gifted @ Secondary
Tues April 24: Women, Leadership & Politics
Outreach @ Brescia
May 3: King’s Model United Nation (KMUN)
May 4: Entrepreneurship SPARK! @ Ivey
22. “The wonderful world of secondary Gifted:
How we learn and the importance of taking chances”
23.
24.
25. Each student will experience 3 mini-ELOPEs
30 min each + 5 min walking time
10:15-10:45 ELOPE 1 (30 min)
10:50-11:20 ELOPE 2 (30 min)
11:25-11:55 ELOPE 3 (30 min)
You will meet and greet a representative from
your secondary school or one who represents
the region
26. Secondary School Session Name/Title
1 Central (1,2,3) CT1—“Battle of the Brains”
2 Lucas (1,2,3) CT2—“Critical Thinking Challenges”
3 Beal (1,2) Art—“Bath Bombs”
4 EESS (1,2,3) Sci/SS1—“Artificial Intelligence”
5 Medway (1,3) Hum—“Philosophy”
6 Oakridge (1,2,3) Math—“Challenges”
7 Parkside (1,2,3) Bus/Econ—“Investing, Trading”
8 SDCI, Laurier (1,3) MGW Sci/SS2—“Forensics, Identification, Biometrics”
9 Banting (1,3) LibArts1—“Musical Chairs Writing”/Switch, Write, Go
10 Saunders (1,2,3) Tech/Engin—“Edible Engineering”
11 WCI/HPSS/CASS (1,2) LibArts2—“Black Out Poetry”