Slides from an online presentation given to teachers in the Enhancing Education Through Technology group under the auspices of Erie 1 BOCES. April, 2009.
This document discusses strategies for engaging students using technology in the classroom. It recommends using technology to grab students' attention, introduce and scaffold new skills, and accelerate learning objectives. However, it emphasizes that technology is a tool, not a toy, and that pedagogical principles are more important than any particular tech tool. It provides examples of using tools like video, audio, 3D modeling, and games to enhance students' learning experiences.
The document provides information about the Flat Classroom Project for elementary school students in grades 3-5. It discusses past Flat Classroom projects that connected hundreds of students from several countries. The current project, "A Week in the Life..." 2012-2, will connect over 500 students from multiple classrooms to learn about similarities and differences in topics like school, food, clothing, and environment. Students will work in teams to research and share multimedia about their weekly lives. The project will run from September to December and involve online collaboration tools like Edmodo, Wikispaces, and Google Docs.
Computing Education as a Foundation for 21st Century LiteracyMark Guzdial
Keynote from SIGCSE 2019. Teaching programming as a way to express ideas, communicate with others, and understand our world is one of the oldest goals for computing education. The inventor of the term ``computer science'' saw it as the third leg of STEM literacy. In this talk, I lay out the history of the idea of universal computational literacy, some of what it will take to get there, and how our field will be different when we do.
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
This document contains multiple sections on topics related to technology and its impact on society, including how the internet allows information to be easily shared but also persist indefinitely, issues around online privacy and bullying, and ways for parents to support their children's safe and responsible internet use. The document advocates for empowering youth and promoting kindness both online and off.
This document discusses arithmetic and geometric sequences through examples. An arithmetic sequence has a constant difference between consecutive terms, like a car speeding up by 10 km per minute. A geometric sequence involves multiplying the previous term by a common ratio, like compound interest of 20% annually. The author encountered difficulty finding real-world examples of geometric sequences but was able to use chess moves as an example. Individual work was required to complete the project, which taught the author that arithmetic and geometric sequences are present in daily life.
Slides from an online presentation given to teachers in the Enhancing Education Through Technology group under the auspices of Erie 1 BOCES. April, 2009.
This document discusses strategies for engaging students using technology in the classroom. It recommends using technology to grab students' attention, introduce and scaffold new skills, and accelerate learning objectives. However, it emphasizes that technology is a tool, not a toy, and that pedagogical principles are more important than any particular tech tool. It provides examples of using tools like video, audio, 3D modeling, and games to enhance students' learning experiences.
The document provides information about the Flat Classroom Project for elementary school students in grades 3-5. It discusses past Flat Classroom projects that connected hundreds of students from several countries. The current project, "A Week in the Life..." 2012-2, will connect over 500 students from multiple classrooms to learn about similarities and differences in topics like school, food, clothing, and environment. Students will work in teams to research and share multimedia about their weekly lives. The project will run from September to December and involve online collaboration tools like Edmodo, Wikispaces, and Google Docs.
Computing Education as a Foundation for 21st Century LiteracyMark Guzdial
Keynote from SIGCSE 2019. Teaching programming as a way to express ideas, communicate with others, and understand our world is one of the oldest goals for computing education. The inventor of the term ``computer science'' saw it as the third leg of STEM literacy. In this talk, I lay out the history of the idea of universal computational literacy, some of what it will take to get there, and how our field will be different when we do.
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
This document contains multiple sections on topics related to technology and its impact on society, including how the internet allows information to be easily shared but also persist indefinitely, issues around online privacy and bullying, and ways for parents to support their children's safe and responsible internet use. The document advocates for empowering youth and promoting kindness both online and off.
This document discusses arithmetic and geometric sequences through examples. An arithmetic sequence has a constant difference between consecutive terms, like a car speeding up by 10 km per minute. A geometric sequence involves multiplying the previous term by a common ratio, like compound interest of 20% annually. The author encountered difficulty finding real-world examples of geometric sequences but was able to use chess moves as an example. Individual work was required to complete the project, which taught the author that arithmetic and geometric sequences are present in daily life.
A teacher's day begins with waking up and preparing for work on their iPod. At school, the teacher uses a SMARTboard to lead workshops for students based on three pedagogical principles: engaging student preconceptions, building knowledge networks, and promoting metacognition. The teacher engages students in activities like "Watch It, Do It, Teach It" and reflects on their own teaching. After school, the teacher continues learning through online conferences, reading, and maintaining class blogs.
1) The document describes a day in the life of a teacher who teaches using technology. It outlines the teacher's daily routine from waking up and taking the bus to school, to teaching three classes throughout the day using a SMARTboard and engaging students.
2) The teacher discusses three principles of teaching - engaging students' preconceptions, building conceptual frameworks, and promoting metacognition. In each class, the teacher employs techniques like "Watch It, Do It, Teach It" to reveal students' thinking and build understanding.
3) At the end of the day, the teacher reflects on teaching experiences and reads about educational topics online before ending the day with dinner and bedtime.
A job interview slide deck. Part of the requirements of the application was to give a 10 minute presentation answering the question on the first slide.
Slides from a workshop I gave on November 28, 2008, for k-12 teachers on how to rejig their lessons to take advantage of social media and the affordances offered by free tools available on the internet. The focus was more on pedagogical approaches rather than a suite of tools alone.
Slides from a presentation in support of a workshop for math teachers at the SUM (Saskatchewan Understands Math) Conference in Saskatoon, SK; May 2011.
The document discusses critical thinking and its importance in the 21st century. It describes critical thinking as clear, reasoned judgment and the ability to thoughtfully evaluate information. The document also provides examples of how technology can be used to develop critical thinking skills in students, such as through robotics, digital imaging, podcasting, and webquests. It emphasizes that critical thinking is a key skill for navigating the modern, digital world.
This document discusses principles of learning and teaching. It begins with a pedagogical framework that focuses on engaging student preconceptions, building new conceptual frameworks, and using metacognitive strategies. It then discusses the importance of contextualizing learning through storytelling and engaging in practices that shape what is learned. The document emphasizes that understanding requires both factual knowledge and conceptual frameworks.
This document provides an overview of various topics related to mathematics education including Seymour Papert's vision for integrating Logo programming into math curriculum, the 1989 and 2000 NCTM standards, microworld environments, and classroom activities involving puzzles, measuring the earth, and fraction darts. It discusses Papert's view that the 1989 standards could have been improved with Logo integration and presents examples of student misunderstanding in solving word problems and representing remainders.
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Slides from a presentation in support of a workshop for teachers in the Portage la Prairie SD, Beautiful Plains SD, and Pine Creek SD. Hosted at Portage Collegiate Institute in Portage la Prairie Manitoba; 18 June 2010.
Tinker Education is a STEM curriculum-based program designed by Emcast, South Korean Education Technology Company.
At our Nairobi (Kenya) learning centre kids explore computer science skills through programming & physical computing activities to maximize student's critical thinking and 21st century skills.
Visit www.tinkeredu.net to learn more.
Bonner Fall Directors 2016 - Idea Lab - Envisioning FutureBonner Foundation
The document describes an agenda for an idea lab on envisioning the future of community engagement at colleges and universities. Part 1 discusses ingredients of an ideal engaged campus, including policies, structures, curriculum, funding, and partnerships. Participants discuss which ingredients already exist, are being developed, or need to be invented. Part 2 asks participants to imagine what the engaged campus might look like in 2040, including its mission statement, curriculum organization, and community partnerships. Several provocations and exercises are presented to spark ideas about reimagining higher education.
Integrating Creativity into Core Content Jasper 2014Lisa Rubenstein
This document outlines an agenda for a workshop on integrating creativity into core content. The day includes sessions on storytelling, creating intellectual need through mysterious problems, brainstorming and freedom using techniques like analogical thinking and SCAMPER, and creative problem solving. Visual thinking strategies like storyboarding are discussed as ways to help students make sense of and illustrate concepts. The importance of understanding challenges is also covered to ensure ideas generated will be relevant.
The document discusses different approaches to student-centered learning including problem-based, project-based, and case-based learning. It provides examples of each approach and notes some potential advantages and disadvantages. Problem-based learning involves an authentic "driving question" for students to explore, while project-based learning focuses on hands-on projects like building an egg drop device. Case-based learning is commonly used in fields like medicine and law where students analyze real-world cases. The role of the teacher is to prepare materials, provide scaffolding and manage frustration while allowing for teachable moments. While these approaches can increase student engagement, they also bring challenges like increased noise levels and less direct teacher control.
This document discusses support for gifted children in classrooms. It suggests that the quality of thinking is critical for gifted students and outlines several strategies to support them both in and out of the classroom. These include using computers, independent study, having students teach others, and extracurricular activities. The document also discusses identifying gifted students and building lessons around their interests and passions. It proposes blended learning models and innovative opportunities like 3D printing to engage gifted students.
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
A teacher's day begins with waking up and preparing for work on their iPod. At school, the teacher uses a SMARTboard to lead workshops for students based on three pedagogical principles: engaging student preconceptions, building knowledge networks, and promoting metacognition. The teacher engages students in activities like "Watch It, Do It, Teach It" and reflects on their own teaching. After school, the teacher continues learning through online conferences, reading, and maintaining class blogs.
1) The document describes a day in the life of a teacher who teaches using technology. It outlines the teacher's daily routine from waking up and taking the bus to school, to teaching three classes throughout the day using a SMARTboard and engaging students.
2) The teacher discusses three principles of teaching - engaging students' preconceptions, building conceptual frameworks, and promoting metacognition. In each class, the teacher employs techniques like "Watch It, Do It, Teach It" to reveal students' thinking and build understanding.
3) At the end of the day, the teacher reflects on teaching experiences and reads about educational topics online before ending the day with dinner and bedtime.
A job interview slide deck. Part of the requirements of the application was to give a 10 minute presentation answering the question on the first slide.
Slides from a workshop I gave on November 28, 2008, for k-12 teachers on how to rejig their lessons to take advantage of social media and the affordances offered by free tools available on the internet. The focus was more on pedagogical approaches rather than a suite of tools alone.
Slides from a presentation in support of a workshop for math teachers at the SUM (Saskatchewan Understands Math) Conference in Saskatoon, SK; May 2011.
The document discusses critical thinking and its importance in the 21st century. It describes critical thinking as clear, reasoned judgment and the ability to thoughtfully evaluate information. The document also provides examples of how technology can be used to develop critical thinking skills in students, such as through robotics, digital imaging, podcasting, and webquests. It emphasizes that critical thinking is a key skill for navigating the modern, digital world.
This document discusses principles of learning and teaching. It begins with a pedagogical framework that focuses on engaging student preconceptions, building new conceptual frameworks, and using metacognitive strategies. It then discusses the importance of contextualizing learning through storytelling and engaging in practices that shape what is learned. The document emphasizes that understanding requires both factual knowledge and conceptual frameworks.
This document provides an overview of various topics related to mathematics education including Seymour Papert's vision for integrating Logo programming into math curriculum, the 1989 and 2000 NCTM standards, microworld environments, and classroom activities involving puzzles, measuring the earth, and fraction darts. It discusses Papert's view that the 1989 standards could have been improved with Logo integration and presents examples of student misunderstanding in solving word problems and representing remainders.
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Slides from a presentation in support of a workshop for teachers in the Portage la Prairie SD, Beautiful Plains SD, and Pine Creek SD. Hosted at Portage Collegiate Institute in Portage la Prairie Manitoba; 18 June 2010.
Tinker Education is a STEM curriculum-based program designed by Emcast, South Korean Education Technology Company.
At our Nairobi (Kenya) learning centre kids explore computer science skills through programming & physical computing activities to maximize student's critical thinking and 21st century skills.
Visit www.tinkeredu.net to learn more.
Bonner Fall Directors 2016 - Idea Lab - Envisioning FutureBonner Foundation
The document describes an agenda for an idea lab on envisioning the future of community engagement at colleges and universities. Part 1 discusses ingredients of an ideal engaged campus, including policies, structures, curriculum, funding, and partnerships. Participants discuss which ingredients already exist, are being developed, or need to be invented. Part 2 asks participants to imagine what the engaged campus might look like in 2040, including its mission statement, curriculum organization, and community partnerships. Several provocations and exercises are presented to spark ideas about reimagining higher education.
Integrating Creativity into Core Content Jasper 2014Lisa Rubenstein
This document outlines an agenda for a workshop on integrating creativity into core content. The day includes sessions on storytelling, creating intellectual need through mysterious problems, brainstorming and freedom using techniques like analogical thinking and SCAMPER, and creative problem solving. Visual thinking strategies like storyboarding are discussed as ways to help students make sense of and illustrate concepts. The importance of understanding challenges is also covered to ensure ideas generated will be relevant.
The document discusses different approaches to student-centered learning including problem-based, project-based, and case-based learning. It provides examples of each approach and notes some potential advantages and disadvantages. Problem-based learning involves an authentic "driving question" for students to explore, while project-based learning focuses on hands-on projects like building an egg drop device. Case-based learning is commonly used in fields like medicine and law where students analyze real-world cases. The role of the teacher is to prepare materials, provide scaffolding and manage frustration while allowing for teachable moments. While these approaches can increase student engagement, they also bring challenges like increased noise levels and less direct teacher control.
This document discusses support for gifted children in classrooms. It suggests that the quality of thinking is critical for gifted students and outlines several strategies to support them both in and out of the classroom. These include using computers, independent study, having students teach others, and extracurricular activities. The document also discusses identifying gifted students and building lessons around their interests and passions. It proposes blended learning models and innovative opportunities like 3D printing to engage gifted students.
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
The document is a presentation about digital citizenship given by Darren Kuropatwa at the Building Learning Communities Conference in Boston, MA in July 2017. It discusses the importance of digital citizenship and responding to adversity with persistent kindness. It provides examples of digital citizenship issues and scenarios for discussion. It encourages participants to think about their own digital footprint and how to be good digital citizens.
Presented at the Riding the Wave Conference in Gimli, Manitoba. May 2017.
In two words, you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than facts, you recall relationships & deeper connections between characters. Some of the powerful ways we leverage digital for deeper learning includes challenging sources of information (fake news), exploring bias (developing empathy through multiple perspectives), and creating powerful feedback loops that foster deeper learning.
Powerful narratives, in a word or two, bring to mind a wealth of ideas & relationships; more than just facts. How can we find stories that make our teaching sticky and help kids find, and more importantly tell, stories that make learning stick? This workshop will equip teachers with the skills & knowledge to foster deeper learning across the curriculum by intentionally leveraging digital tools to foster deeper learning.
Tales of Learning and the Gifts of Footprints v4.2Darren Kuropatwa
This document appears to be a presentation about digital learning and storytelling. It discusses shifting from compliance to care, private to public learning, and consumer to participatory models. It addresses what digital storytellers look like and principles of learning including starting where students are, learning being done by and for students, students talking about learning, having learning targets, and feedback. It encourages generosity, sharing tales of learning, and giving the gifts of footprints.
Presented at the Richmond District Conference, Feb 2017.
A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning. Held at the BYTE Conference 2017 in Portage la Prairie, Manitoba.
A group of educators from the BYTE Conference 2017 (Build Your Teaching Experience) share their ideas about learning as a series of visual metaphors they found on their phones.
The document discusses storytelling and how it can be used as a tool for learning. It suggests that storytelling allows students to think in metaphors and learn through stories. It provides examples of how digital tools like QR codes and apps can be used to incorporate storytelling into the classroom. It also outlines some rules of thumb for using storytelling, such as personalizing tasks to students' experiences, collaborating on group projects, and getting feedback from both inside and outside the classroom.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains a collection of images, quotes, and short passages on topics related to online communities, sharing, and empowerment through technology. The snippets discuss how the internet allows information to be easily shared, encourages learning, and can help empower victims of bullying. The overarching theme is about the positive impact community and connection through online platforms can provide.
Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
Slides in support of a professional learning day for administrators in Hanover School Division focused on answering the question: What is Inquiry Learning?
Slides to facilitate a conversation with school leaders & administrators around emerging issues related to Digital Citizenship. Both to raise awareness of the multifaceted nature of the subject and identify action items for schools moving forward.
The material here is taken from Mike Ribble's "Nine Elements of Digital Citizenship".
http://digitalcitizenship.net
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.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
A Day In The Life v4.01
1. A Day In The Life
of a teacher teaching with technology
(from principle to practice x 3)
Darren Kuropatwa
MECY Sr Years ICT Consultant
Brandon University, December 1, 2009
2. My Prejudices
Why don’t students do
better in mathematics?
John Allen Paulos
3. Why should we care about mathematics?
job skills, needs of science
and technology
4. Why should we care about mathematics?
job skills, needs of science
and technology
curiosity
beauty
essential understanding to
play
be a responsible citizen
and transcendence
5. Why should we care about mathematics?
curiosity
beauty
essential understanding to
play
be a responsible citizen
and transcendence
6. Why don’t students do better in mathematics?
5 misconceptions about math
(1) mathematics = computation
7. Why don’t students do better in mathematics?
5 misconceptions about math
(1) mathematics = computation
pattern recognition
37. Studentsʼ Errors and Misconceptions
(Principle 1)
Based on Previous Learning
Students come to the classroom with conceptions of numbers grounded in their
whole-number learning that lead them astray in the world of rational numbers;
e.g. multiplying always makes numbers bigger.
x =
TEACHERS MUST ENGAGE STUDENTSʼ PRECONCEPTIONS
38. The Knowledge Network:
(Principle 2)
New Concepts and New Applications
UNDERSTANDING REQUIRES FACTUAL
KNOWLEDGE AND CONCEPTUAL FRAMEWORKS
39. (Principle 3)
Metacognition
A METACOGNITIVE APPROACH
ENABLES STUDENT SELF-MONITORING
82. Credits John Allen Paulos
http://en.wikipedia.org/wiki/File:John_Allen_Paulos.JPG
220 the thinker
http://www.flickr.com/photos/jeope/249159137/ http://www.flickr.com/photos/mattwright/526492646/
How Students Learn reflection
http://books.nap.edu/catalog.php?record_id=10126 http://flickr.com/photos/barnett/206994953/
Pewter Letters Numbers thoughtful
http://flickr.com/photos/lwr/sets/72157594512642436/ http://flickr.com/photos/ronlayters/440835731/
This body is networked Transparency
http://flickr.com/photos/funksoup/403990660/ http://flickr.com/photos/lightmash/2393645062/
The Thinker Sharing
http://flickr.com/photos/renny1967/1509761982/ http://flickr.com/photos/furiousgeorge81/177926979/
DNA Girl Talk
http://www.flickr.com/photos/ghutchis/124782978/ http://flickr.com/photos/e06158/2272739708/
Question mark Big Screen Reflection
http://www.flickr.com/photos/marcobellucci/3534516458/ http://www.flickr.com/photos/benward/181425257/
Mira reading the Griffiths Quantum Text start of the mobile content era
http://flickr.com/photos/ailric/390832774/ http://www.flickr.com/photos/lynetter/329280898
workstation all other images (cc) dkuropatwa
http://www.flickr.com/photos/striatic/241843728/ http://www.flickr.com/photos/dkuropatwa/tags/adayinthelife/
My Class Blogs 2008-2009
AP Calculus AB (2008-2009) Applied Math 20S (Fall 2008)
http://apcalc2008.blogspot.com http://am20sf08.blogspot.com
Applied Math 40S (Winter 2009) Pre-Cal 20S (Fall 2008)
http://am40sw09.blogspot.com http://pc20sf08.blogspot.com
Pre-Cal 40S (Winter 2009) Pre-Cal 30S (Fall 2008)
http://pc40sw09.blogspot.com http://pc30sf08.blogspot.com
83. thanks
Darren Kuropatwa
http://adifference.blogspot.com