This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
Here are the results that the teachers of Goochland did to help me with my senior project. This is the Keynote Version. There is a PowerPoint version on my account too.
This is our group presentation for my internet applications course. I had some trouble downloading it from Google docs. It would not download the Table of Contents page, saying it was corrupted. I was able to recreate the page, but I couldn't get the pictures of each student.
From button pushing to problem solving: modern geospatial technology in the c...nacis_slides
NACIS 2016 Presentation
Lyzi Diamond, Mapbox
The world of mapping technology moves fast. Even cartographers in industry have trouble keeping up with the newest trends in geospatial software, libraries, and programming languages. This presents a nontrivial problem for instructors in higher education: students want to be prepared for jobs after college, which means they want to learn the latest and greatest tools. How are teachers supposed to keep up? In this talk, I will present some ideas on how instructors can help students stay on the bleeding edge of geospatial technology without putting in hundreds of extra hours. The talk will factor in perspectives from industry while focusing on the real challenges of working in an academic environment, using real world examples from a university that is overhauling its geospatial technology program this year.
Here are the results that the teachers of Goochland did to help me with my senior project. This is the Keynote Version. There is a PowerPoint version on my account too.
This is our group presentation for my internet applications course. I had some trouble downloading it from Google docs. It would not download the Table of Contents page, saying it was corrupted. I was able to recreate the page, but I couldn't get the pictures of each student.
From button pushing to problem solving: modern geospatial technology in the c...nacis_slides
NACIS 2016 Presentation
Lyzi Diamond, Mapbox
The world of mapping technology moves fast. Even cartographers in industry have trouble keeping up with the newest trends in geospatial software, libraries, and programming languages. This presents a nontrivial problem for instructors in higher education: students want to be prepared for jobs after college, which means they want to learn the latest and greatest tools. How are teachers supposed to keep up? In this talk, I will present some ideas on how instructors can help students stay on the bleeding edge of geospatial technology without putting in hundreds of extra hours. The talk will factor in perspectives from industry while focusing on the real challenges of working in an academic environment, using real world examples from a university that is overhauling its geospatial technology program this year.
Have you ever thought how the tools you use in your job as a UX Designer apply to your life? That they could be used to design a different kind of experience?
These thoughts crossed my mind and this is the second iteration of the idea as presented on Saturday June 7th 2014 at the UX Camp Europe in Berlin.
What Does The Classroom of the Future Look Like?Douglas Kiang
Educators worldwide are looking at diverse models for the future classroom, ranging from the most innovative college and university spaces, to models of industry and dot-com startups. Perhaps more important than what the future learning space looks like, however, is what students are being asked to do to demonstrate their learning. In this talk, catch a glimpse of what a future classroom might look like, in both its curriculum and its physical space.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
7 reasons why your school should teach robotics and game design
1. 7 reasons why your school should teach
robotics and game design
One teacher describes the big impact robotics, coding, and
STEM has had on her students
I love every aspect of programming—the frustration, the creativity,
everything. I taught myself and now I’m lucky enough to teach students
how to code, build robots, and design mobile apps. I’m there to guide
them, but the students, like me, are really learning these skills through
their own hard work.
I think everyone should learn how to program and of course I’m no
exception. My transformation from librarian-turned-tech facilitator to
coding teacher started with a back room full of old busted computers.
My school didn’t know what to do with them so I decided to fix them up
and make them useful. Then I started thinking, “What else can I do?” I
read something about Arduino and soon I was tinkering with parts,
building, and programming anything I could get my hands on. It
became a hobby.
When I moved to Plaquemine High School, near Baton Rouge, our
principal had just written a big grant for the Dow Corp. to create a STEM
program featuring elective classes in robotics and game design for
2. 9-12th graders. When we got it, he asked me to design the curriculum,
attend trainings, and teach the courses. It was a dream come true. Now
I get to help students develop the creativity, logic, critical thinking, and
career skills they need for the future. Here are seven reasons why every
school should consider doing the same.
1. You can probably afford it.
I used to think that robotics was prohibitively expensive for schools, but
I recently spoke at the LACUE conference in New Orleans and was
invited by some STEM teachers to attend a workshop on SeaPerch,
which is an underwater robotics program, and the parts are dirt cheap.
There’s no programming, but you do get to learn how to solder.
Robotics can be done on the cheap if you’re willing to get creative. And
game design is almost free. All you have to have are laptops for every
student. That’s the only expense.
2. Anyone can program, and everyone should
Everyone needs to learn how to program a computer; it’s just a good
skill to learn. It teaches you to adopt an engineering mindset, a
step-by-step way of making things work. It’s also a lot of fun. With my
high schoolers I’m using a modified version of C++ called EasyC for
robotics and Scratch for game design. When I say anyone can program,
I mean it. An elementary teacher recently asked me if she should
consider introducing programming to her second grade class. “Would
the kids understand it?” she wondered. “Heck yes,” I told her, and of
course her students would understand! With some of the coding
3. programs out there you don’t even need to know how read as long as
you can recognize shapes and put things in order.
3. Teach students to think like a computer
The students using Scratch are learning solid programming skills. They
understand the thought process. The biggest thing I have to teach them
is to think like a computer in that very logic-driven way. I tell them all
the time, “You’re your own best teacher.” At first they don’t like to hear
that. They think it means they have to go off and learn something
without a guide. Of course I’m there to help them but it’s a hard subject
to teach and especially to put into natural language what you’re trying
to accomplish. If you want this sprite to move so many spaces, you have
to distill or translate that into Scratch or EasyC and then go from there.
That’s what I mean when I tell them to think like a computer.
4. And teach students how to channel frustration productively
One of the best skills students in my classes learn is how to use
frustration and embrace it. If you’re learning a musical instrument or
something new, frustration can make you give up if you don’t get it right
away. But in this class you just have to use your frustration wisely. Use
that frustration to try harder, to debug smarter. I let them walk away for
a few minutes if they have to and come back and try again. Part of that
just comes with maturity, but I think my students are now on the fast
track.
5. Get girls invested
I don’t have many girls in my classes, but the ones I do have I’m seeing
them really open up. They’re thinking in ways that unfortunately girls
often aren’t encouraged to think. It’s a bizarre phenomenon but it never
occurs to some of them that they can program a computer or build a
robot. They may think it’s a masculine thing. It’s the same with video
4. games. This isn’t something girls tend to continue investing themselves
in past age six because there aren’t many video games that appeal to
girls in a general way. So I’m trying to get a real computer science
experience for my girls.
6. Students are thinking long-term about STEM
In my game design class we’re making Android apps through MIT’s App
Inventor. Basically, we’re using an emulator and making mobile apps. I’
m always showing my students news clips about the video game
industry and they’re so amazed by the thought of being able to sell an
app on the Google Play store and keep the money. Many of my kids play
a lot of video games and now they see inside this world and they
absolutely love it.
7. Students will let their creativity run wild
This is only my first year of this class but already I’ve been impressed by
what the students have produced. Mostly they’re things I never would
have thought of! Recently we learned about the broadcast function in
Scratch, which is basically a bunch of “if, then” statements (e.g. when
the left mouse button is clicked, it triggers a response of some type). I
figured that this was an excellent format for dialog, or more specifically,
jokes. I gave them an assignment to write a program that where two
sprites told a knock-knock joke, and encouraged them to write their
own material. They came up with some doozies but their projects were
so creative. It’s amazing the way students can infuse their own
creativity and make a project their own.