Citizenship Education for a Sustainable Futureemergeuwf
The citizen science initiative (CSI) is designed to provide service learning experiences to students participating in the STEM elementary education program during their science (SCE4310) and social studies (SSE4113) courses. Both courses highlight teaching social justice issues such as socio-scientific issues, citizen science, and environmental stewardship. Through weekly service learning opportunities, students will observe, learn, practice, and reflect on teaching social justice issues.
This document outlines an orientation leader training that covers several topics related to student development theory. It discusses the purpose of higher education and developing students holistically across biological, cognitive, and psychosocial domains. Formal theories covered include Baxter Magolda's theory of self-authorship and its four phases. Informal theories are also discussed. The training emphasizes using student development theory to better understand students and serve them through orientation.
1. James Beane spent his career developing theories around curriculum integration and democratic teaching practices focused on middle school students. He advocated for involving students in subject matter decisions and collaborative, real-world project planning across different teachers and subjects.
2. Beane's theories encourage engaging students in hands-on, active learning; giving students control over their learning; and ensuring students have meaningful adult interactions and opportunities to contribute. Teachers should be aware of outside influences on students and work to harmonize education with other parts of students' environments.
3. While Beane's ideas received some criticism, others argue the middle school concept offers research-based guidance and critics unfairly blame implementation challenges rather than larger societal issues like poverty and
The New Zealand curriculum outlines what students should know and be able to do by the time they leave school. It builds on previous frameworks and emphasizes supporting all students to lead fulfilling lives. The curriculum vision is for students to become lifelong learners who can relate to others and contribute to society. It identifies values like excellence, diversity and community that students will be encouraged to develop. Key competencies around thinking, language, self-management, relationships and participation are important for learning across subjects. The curriculum provides guidance for schools to design learning programs suited to their local needs and students.
Project based learning increases student engagement and achievementDawn Bartz
Project-based learning (PBL) is a student-centered pedagogy where students work collaboratively to find solutions to real-world problems. In PBL classrooms, students engage in hands-on learning by answering driving questions or solving complex problems. Teachers facilitate the inquiry process and help students develop skills and content knowledge to solve authentic problems. Students develop higher-order thinking skills like problem-solving and critical thinking through this innovative process. Implementation of PBL in schools has been shown to increase student engagement, motivation, and academic achievement.
This document discusses approaches to improving school-wide discipline through social-emotional learning programs. It notes that principals must implement programs to reduce problem behaviors, optimize student achievement, and meet the needs of difficult students. Effective programs incorporate efforts between the classroom, home, school, and district to teach social-emotional skills and promote success. Research shows that social-emotional variables have a profound impact on academic performance, and establishing nurturing learning environments improves student outcomes. Alternatives to suspension and expulsion, such as counseling, community service, and behavior monitoring are recommended to address problem behaviors in a constructive manner.
Four Green Steps Secondary Curriculum BrochureJaye Portigal
The Four Green Steps School Program aims to get students engaged with environmental issues through creative assignments. The curriculum includes projects like writing news reports on environmental topics, conducting research papers, taking action on local issues as young leaders, proposing solutions to large problems, and participating in a science fair. The goal is for students to develop understanding, skills, and a sense of responsibility towards the environment. Assignments are flexible and can be adapted to individual school needs. Participating fosters global community among youth.
1. The document discusses involving students as partners in curriculum design to make higher education more accessible and inclusive. It suggests students should be involved in the design, delivery, and evaluation of learning to foster a sense of community and ownership.
2. Quotes from students and academics advocate for students as partners rather than just consumers. This could help prevent students feeling changes are "done to them" and instead feel they are "done with them". It could lead to greater ownership over their education.
3. Involving students as partners and "change agents" supports viewing them as active collaborators rather than just consumers. This has the potential to help bring about social and educational transformation.
Citizenship Education for a Sustainable Futureemergeuwf
The citizen science initiative (CSI) is designed to provide service learning experiences to students participating in the STEM elementary education program during their science (SCE4310) and social studies (SSE4113) courses. Both courses highlight teaching social justice issues such as socio-scientific issues, citizen science, and environmental stewardship. Through weekly service learning opportunities, students will observe, learn, practice, and reflect on teaching social justice issues.
This document outlines an orientation leader training that covers several topics related to student development theory. It discusses the purpose of higher education and developing students holistically across biological, cognitive, and psychosocial domains. Formal theories covered include Baxter Magolda's theory of self-authorship and its four phases. Informal theories are also discussed. The training emphasizes using student development theory to better understand students and serve them through orientation.
1. James Beane spent his career developing theories around curriculum integration and democratic teaching practices focused on middle school students. He advocated for involving students in subject matter decisions and collaborative, real-world project planning across different teachers and subjects.
2. Beane's theories encourage engaging students in hands-on, active learning; giving students control over their learning; and ensuring students have meaningful adult interactions and opportunities to contribute. Teachers should be aware of outside influences on students and work to harmonize education with other parts of students' environments.
3. While Beane's ideas received some criticism, others argue the middle school concept offers research-based guidance and critics unfairly blame implementation challenges rather than larger societal issues like poverty and
The New Zealand curriculum outlines what students should know and be able to do by the time they leave school. It builds on previous frameworks and emphasizes supporting all students to lead fulfilling lives. The curriculum vision is for students to become lifelong learners who can relate to others and contribute to society. It identifies values like excellence, diversity and community that students will be encouraged to develop. Key competencies around thinking, language, self-management, relationships and participation are important for learning across subjects. The curriculum provides guidance for schools to design learning programs suited to their local needs and students.
Project based learning increases student engagement and achievementDawn Bartz
Project-based learning (PBL) is a student-centered pedagogy where students work collaboratively to find solutions to real-world problems. In PBL classrooms, students engage in hands-on learning by answering driving questions or solving complex problems. Teachers facilitate the inquiry process and help students develop skills and content knowledge to solve authentic problems. Students develop higher-order thinking skills like problem-solving and critical thinking through this innovative process. Implementation of PBL in schools has been shown to increase student engagement, motivation, and academic achievement.
This document discusses approaches to improving school-wide discipline through social-emotional learning programs. It notes that principals must implement programs to reduce problem behaviors, optimize student achievement, and meet the needs of difficult students. Effective programs incorporate efforts between the classroom, home, school, and district to teach social-emotional skills and promote success. Research shows that social-emotional variables have a profound impact on academic performance, and establishing nurturing learning environments improves student outcomes. Alternatives to suspension and expulsion, such as counseling, community service, and behavior monitoring are recommended to address problem behaviors in a constructive manner.
Four Green Steps Secondary Curriculum BrochureJaye Portigal
The Four Green Steps School Program aims to get students engaged with environmental issues through creative assignments. The curriculum includes projects like writing news reports on environmental topics, conducting research papers, taking action on local issues as young leaders, proposing solutions to large problems, and participating in a science fair. The goal is for students to develop understanding, skills, and a sense of responsibility towards the environment. Assignments are flexible and can be adapted to individual school needs. Participating fosters global community among youth.
1. The document discusses involving students as partners in curriculum design to make higher education more accessible and inclusive. It suggests students should be involved in the design, delivery, and evaluation of learning to foster a sense of community and ownership.
2. Quotes from students and academics advocate for students as partners rather than just consumers. This could help prevent students feeling changes are "done to them" and instead feel they are "done with them". It could lead to greater ownership over their education.
3. Involving students as partners and "change agents" supports viewing them as active collaborators rather than just consumers. This has the potential to help bring about social and educational transformation.
Supporting Diversity & Culture in Classrooms - Wilmaris Rodriguez VazquezWilmarisRodriguezVaz
In a classroom setting, both teachers and students must be equally involved in the strategies designed to ensure that all are able to learn in a culturally diverse environment.
This document summarizes Victoria Tanaka's participatory inquiry project on implementing a self-determination and career education curriculum for students with disabilities at Happy High School. The project used appreciative inquiry and engaged students, teachers, and administrators. Surveys found students found the workshops helpful and likely to use the materials. A field trip to a disability resource center was also conducted. The project aimed to improve post-graduation outcomes for students with disabilities.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
The document describes how a high school implemented interdisciplinary teams to address low freshman retention rates. Teachers from different subjects were organized into teams and shared a common group of students. The teams worked together to identify and help students who were struggling academically or with attendance/behavior issues. As a result of this approach, the freshman retention rate dropped significantly from 47% to 15% after one year and 9% after summer school. The success is attributed to the interdisciplinary teams, standards-based grading, and allowing students to re-do assignments.
This document summarizes Victoria Tanaka's participatory action research study exploring the implementation of a self-determination curriculum for students with disabilities at Happy High School. The study used an appreciative inquiry process involving four phases: initiating conversations to identify challenges, engaged inquiry, collaborative actions such as a field trip, and next steps. Fifteen students participated in 8-10 intervention sessions focusing on self-determination skills. Results will be shared with administrators and recommendations made to improve transition planning and post-graduation outcomes for students with disabilities.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Cynthia Wayland has created a professional portfolio for an educational leadership position. The portfolio includes her credentials of a Bachelor's degree, Master's degree, teaching certifications, and pursuit of a principal certification. It outlines her qualifications including leadership as a math coach developing curriculum and analyzing data, over 20 years of teaching experience, and professional development and affiliations. Her educational philosophy values transformational leadership that builds respect and promotes student success. The portfolio provides glowing references from colleagues and students praising her teaching abilities and potential for leadership. Her educational mission is to empower faculty and provide quality instruction preparing students for life beyond high school.
Abby Leonard outlines a leadership platform focused on quality leadership, teaching, infrastructure, continuous learning, and community. She emphasizes the importance of fulfilling work, strong moral values, high expectations, open communication, data-driven decision making, and promoting a culture of learning. Her goals are to make a positive difference, establish trust, provide appropriate motivation, and bring about positive change through constructive use of data and action research.
Original Contribution - Angelica Burns - American College of Education - IC50...Angelica Burns
This document discusses the importance and benefits of collaboration in various contexts. It defines collaboration as involving commitment from teachers, administrators, systems and communities. Collaboration is important between citizens to plan for the future, within school districts in different areas, between colleagues to share ideas, between staff and students to support students, and between students to teach social skills. It is also critical between parents/guardians and schools to ensure students' needs are met. The document emphasizes that collaboration builds trust which is necessary for people to work together successfully.
Vanderbilt Center for Teaching - Celebration of Teaching 2010Derek Bruff
This document provides information about resources and events from Vanderbilt University's Center for Teaching. It highlights positive feedback from participants in teaching certificate programs and workshops. It also profiles award winning teachers and lists graduate teaching fellows and affiliates. Overall, it promotes the Center for Teaching's work in developing excellence in education through various programs and services.
CHALLENGES AND STRATEGIES IN ENGAGING STUDENTS (July 2)Mann Rentoy
This document discusses strategies for enhancing student engagement in the new normal of online learning. It begins by defining student engagement as having behavioral, cognitive, and affective dimensions that operate interdependently. Research finds that online learning can negatively impact student performance. The document emphasizes that student engagement requires more than just enjoyment and should involve intellectually challenging learning, making connections, and self-regulation. It stresses the importance of the teacher-student relationship and allowing student choice, while providing timely feedback. A variety of pedagogical approaches, including expository, interactive, and independent practice are recommended when teaching online.
This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
In an effort to provide challenging learning opportunities and to foster the development of 21st Century Skills, one class of fifth-grade gifted students were given a singular directive and complete autonomy to achieve self-determined goals.
The document discusses inclusion and inclusive education. It aims to eliminate barriers to education for all students, regardless of disabilities or other factors. It promotes fairness and excellence in learning through non-discrimination and participation of all students. The challenges of inclusion include its difficulty, but also its opportunity to create a more just system. The objectives are to understand inclusion, study its advantages and disadvantages, and determine how to further develop an inclusive education system. It also discusses components of inclusion, barriers to inclusion, and learning activities to promote inclusion.
Michael Wilder has been an educator for many years, teaching subjects ranging from high school English to university journalism courses. He believes teaching should be student-centered, engaging, active, and personal. His philosophy is influenced by learning theory and emphasizes eliciting prior knowledge, interaction, practice, and feedback. He aims to teach 21st century skills like collaboration, creativity, critical thinking and problem solving to prepare students for a changing society. In his own teaching of interactive media design courses, he provides a scaffolded framework that allows students to explore relevant knowledge and select adaptive, active learning paths.
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
Supporting Diversity & Culture in Classrooms - Wilmaris Rodriguez VazquezWilmarisRodriguezVaz
In a classroom setting, both teachers and students must be equally involved in the strategies designed to ensure that all are able to learn in a culturally diverse environment.
This document summarizes Victoria Tanaka's participatory inquiry project on implementing a self-determination and career education curriculum for students with disabilities at Happy High School. The project used appreciative inquiry and engaged students, teachers, and administrators. Surveys found students found the workshops helpful and likely to use the materials. A field trip to a disability resource center was also conducted. The project aimed to improve post-graduation outcomes for students with disabilities.
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
The document describes how a high school implemented interdisciplinary teams to address low freshman retention rates. Teachers from different subjects were organized into teams and shared a common group of students. The teams worked together to identify and help students who were struggling academically or with attendance/behavior issues. As a result of this approach, the freshman retention rate dropped significantly from 47% to 15% after one year and 9% after summer school. The success is attributed to the interdisciplinary teams, standards-based grading, and allowing students to re-do assignments.
This document summarizes Victoria Tanaka's participatory action research study exploring the implementation of a self-determination curriculum for students with disabilities at Happy High School. The study used an appreciative inquiry process involving four phases: initiating conversations to identify challenges, engaged inquiry, collaborative actions such as a field trip, and next steps. Fifteen students participated in 8-10 intervention sessions focusing on self-determination skills. Results will be shared with administrators and recommendations made to improve transition planning and post-graduation outcomes for students with disabilities.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Cynthia Wayland has created a professional portfolio for an educational leadership position. The portfolio includes her credentials of a Bachelor's degree, Master's degree, teaching certifications, and pursuit of a principal certification. It outlines her qualifications including leadership as a math coach developing curriculum and analyzing data, over 20 years of teaching experience, and professional development and affiliations. Her educational philosophy values transformational leadership that builds respect and promotes student success. The portfolio provides glowing references from colleagues and students praising her teaching abilities and potential for leadership. Her educational mission is to empower faculty and provide quality instruction preparing students for life beyond high school.
Abby Leonard outlines a leadership platform focused on quality leadership, teaching, infrastructure, continuous learning, and community. She emphasizes the importance of fulfilling work, strong moral values, high expectations, open communication, data-driven decision making, and promoting a culture of learning. Her goals are to make a positive difference, establish trust, provide appropriate motivation, and bring about positive change through constructive use of data and action research.
Original Contribution - Angelica Burns - American College of Education - IC50...Angelica Burns
This document discusses the importance and benefits of collaboration in various contexts. It defines collaboration as involving commitment from teachers, administrators, systems and communities. Collaboration is important between citizens to plan for the future, within school districts in different areas, between colleagues to share ideas, between staff and students to support students, and between students to teach social skills. It is also critical between parents/guardians and schools to ensure students' needs are met. The document emphasizes that collaboration builds trust which is necessary for people to work together successfully.
Vanderbilt Center for Teaching - Celebration of Teaching 2010Derek Bruff
This document provides information about resources and events from Vanderbilt University's Center for Teaching. It highlights positive feedback from participants in teaching certificate programs and workshops. It also profiles award winning teachers and lists graduate teaching fellows and affiliates. Overall, it promotes the Center for Teaching's work in developing excellence in education through various programs and services.
CHALLENGES AND STRATEGIES IN ENGAGING STUDENTS (July 2)Mann Rentoy
This document discusses strategies for enhancing student engagement in the new normal of online learning. It begins by defining student engagement as having behavioral, cognitive, and affective dimensions that operate interdependently. Research finds that online learning can negatively impact student performance. The document emphasizes that student engagement requires more than just enjoyment and should involve intellectually challenging learning, making connections, and self-regulation. It stresses the importance of the teacher-student relationship and allowing student choice, while providing timely feedback. A variety of pedagogical approaches, including expository, interactive, and independent practice are recommended when teaching online.
This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
In an effort to provide challenging learning opportunities and to foster the development of 21st Century Skills, one class of fifth-grade gifted students were given a singular directive and complete autonomy to achieve self-determined goals.
The document discusses inclusion and inclusive education. It aims to eliminate barriers to education for all students, regardless of disabilities or other factors. It promotes fairness and excellence in learning through non-discrimination and participation of all students. The challenges of inclusion include its difficulty, but also its opportunity to create a more just system. The objectives are to understand inclusion, study its advantages and disadvantages, and determine how to further develop an inclusive education system. It also discusses components of inclusion, barriers to inclusion, and learning activities to promote inclusion.
Michael Wilder has been an educator for many years, teaching subjects ranging from high school English to university journalism courses. He believes teaching should be student-centered, engaging, active, and personal. His philosophy is influenced by learning theory and emphasizes eliciting prior knowledge, interaction, practice, and feedback. He aims to teach 21st century skills like collaboration, creativity, critical thinking and problem solving to prepare students for a changing society. In his own teaching of interactive media design courses, he provides a scaffolded framework that allows students to explore relevant knowledge and select adaptive, active learning paths.
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
This document summarizes a presentation on critical thinking given to the University of Louisville's Division of Student Affairs. The presentation introduced the university's Ideas to Action initiative, defined critical thinking, explored how it relates to student affairs work, and suggested ways to promote critical thinking among students.
This document summarizes a seminar on harnessing student voice in schools. It discusses the context and rationale for student voice, findings from research projects, and ways to support and sustain student voice efforts. The research found that meaningful student consultation can positively impact students, teachers, and schools by improving teaching and learning, building respect between students and teachers, and developing student capacity for reflection. However, successfully implementing student voice depends on supportive school culture and structures. Future research is needed on classroom practices, systemic school approaches, external support networks, and examples of innovative practice.
This document summarizes a seminar on harnessing student voice in schools. It discusses the context and rationale for student voice, findings from research projects, and ways to support and sustain student voice efforts. The research found that meaningful student consultation can positively impact students, teachers, and schools by improving teaching and learning, building respect between students and teachers, and developing student capacity for reflection. However, successfully implementing student voice depends on school culture and individual teacher practices. Future research is needed on classroom practices, systemic school approaches, external support networks, and examples of innovative practice.
Educational philosophy and strategies for teaching bsw studentsjaguar1204
The document discusses strategies for teaching BSW students. It begins by outlining the differences between pedagogy and andragogy, noting that andragogy focuses on adult learners and is learner-centered. The document then discusses the author's personal mission and educational philosophy, which centers around creating significant learning experiences. General teaching strategies discussed include using Fink's taxonomy of significant learning and incorporating inquiry-guided learning. Specific strategies provided for social welfare policy, practice, and statistics courses, with debate highlighted as a strategy for social policy courses. The overarching goal is to develop critical thinkers through experiential and reflective learning.
Educational philosophy and strategies for teaching bsw studentsjaguar1204
The document discusses strategies for teaching BSW students. It begins by outlining the differences between pedagogy and andragogy, noting that andragogy focuses on adult learners and is learner-centered. The document then discusses the author's personal mission and educational philosophy, which centers around creating significant learning experiences. General teaching strategies discussed include using Fink's taxonomy of significant learning and incorporating inquiry-guided learning. Specific strategies provided for social welfare policy, practice, and statistics courses with a focus on using debates to teach social policy in a way that develops skills and critical thinking.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This document summarizes a presentation about improving outcomes for first-generation and low-income college students. It discusses how feelings of marginality can negatively impact these students' transition and success in college. The theory of mattering, which includes feeling important, depended on, and appreciated, can help address marginality. The presentation describes two programs at Brandeis University that take a mattering approach: a pre-orientation program that introduces students to resources and connects them to a support community, and a peer mentoring program that provides one-on-one guidance. Evaluations found these programs helped students feel they mattered on campus and improved retention and graduation rates.
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008Rob Macpherson
1) The document discusses experiential education and outlines several methods like internships, field trips, and service learning.
2) It emphasizes the importance of reflection and assessing student learning through ongoing evaluation. Reflection should occur before, during, and after experiences.
3) Integrating experiential education university-wide faces challenges like coordinating placements and balancing academic and personal learning. Having a dedicated office to support experiential programs can help address these challenges.
This document proposes methods for creating supportive learning environments that encourage creativity in the classroom. It discusses establishing teacher-student relationships, communication, and peer learning activities. It recommends developing clear lesson plans focused on higher-order thinking, utilizing e-learning platforms for ongoing activities, and implementing formative assessment and self-regulated learning to empower students. While large class sizes and a focus on exams can hinder these efforts, the presenter responds that even small changes can promote creativity if modeled effectively for students.
The document discusses the benefits of Classroom Learning Labs (CLLs) for teacher professional development and collaboration. CLLs involve teachers observing each other's classrooms, providing feedback, and engaging in reflective conversations to improve instructional practices. Three key points:
1) CLLs encourage peer-to-peer learning and choice-driven professional development, unlike traditional top-down models.
2) Research shows collaboration improves teaching and boosts student achievement through complex problem-solving and sharing of expertise.
3) Teacher reflections indicate CLLs push them to higher levels of instruction and encourage risk-taking and reflection on teaching practices.
11 principles of effective character educationMann Rentoy
The 11-principle document outlines best practices for effective character education programs. It discusses 11 principles for character education, with each principle consisting of 3 sub-principles. The principles covered include having core ethical values, taking a comprehensive approach, creating a caring community, providing opportunities for moral action, offering a meaningful curriculum, and developing self-motivation. For each principle, it provides brief explanations, examples from character education schools, and insights from experts in the field.
1. The document discusses 21st century skills training and outlines several key points about effective teaching and learning.
2. It emphasizes the importance of understanding students' varying needs and abilities, and teaching both small groups and individuals.
3. Setting clear learning goals and criteria helps students understand what is expected of them and allows for self-assessment.
The document provides an overview of key findings from student engagement surveys conducted as part of the Learning Frontiers initiative in Australia. Some key findings include:
- Around 15% of students report often feeling bored at school and not liking school.
- 38% say they don't often think about lessons once they are over or care about school anymore.
- Engagement appears to decrease with age, as older students are less likely to be engaged.
- A factor analysis showed students generally fall into two groups - those with positive or negative experiences and feelings toward school.
The document discusses the need to reinvent teaching to help students develop new skills required for work and citizenship in today's world. It argues that incremental change is not enough and that a new approach is needed to create a system for continuously improving instruction. This requires developing new professional knowledge, school structures, and ways of working together in communities of practice to focus on improving teaching.
The document discusses the need to reinvent teaching to help students develop new skills required for work and citizenship in today's world. It argues that incremental change is not enough and that a new approach is needed to create a system for continuously improving instruction. This requires developing communities of practice where teachers collaborate to analyze problems, develop lessons together, and provide feedback to one another through observation. School leaders must model behaviors like seeking feedback and focus on improving teaching through asking thoughtful questions rather than just providing answers.
(2) UbD 2 0 Template for 2012 Magnet Summer Institutecamachch
The professional development outline is for a Magnet Schools summer institute targeting K-5 instructional staff. Participants will learn to plan and teach using the principles of UbD, culturally responsive pedagogy, and the Teaching As Leadership framework. They will understand how the school environment impacts student learning and that effective teaching requires intentional planning. Participants will know how the brain develops and learns, and will gain skills in relationship building, environment design, communication, checking for understanding, goal setting and backwards planning using the UbD framework.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Similar to A Pedagogy of Autonomy and Care: a manifesto for equity in education and engaged citizenship (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A Pedagogy of Autonomy and Care: a manifesto for equity in education and engaged citizenship
1. A Pedagogy of Autonomy and Care:
a manifesto for equity in
education and engaged citizenship
Bruce Umbaugh
Professor and Chair, Philosophy
Director, Global Citizenship Program
Webster University
Association of General and Liberal Studies
Pittsburgh, Pennsylvania
September 21, 2018
4. “Students don’t do optional.”
Kay McClenney
Director, Center for Community College Student Engagement
EQUITY
5.
6. We face a dilemma:
We make promises to students about learning/growth.
If we don’t force things on students, we fail on equity.
If we force things on students, they resent it.
How do we avoid inequity and resentment at one time?
9. High Impact Practices
• GPA
• Students’ reports of how much they learned
• General skills (writing, speaking, analyzing problems)
• Deep Learning (pursuit of learning beyond memorization to seek
underlying meanings & relationships)
• Practical competence (working with others, solving complex/real-world
problems)
• Effects greater for underserved students
• Effects cumulative
Also:
• Personal and Social Development (developing ethics, understanding
different backgrounds, understanding self, contributing to community,
voting)
• Social, emotional, mental well being and flourishing
See George D. Kuh, High-Impact Educational Practices: What they are, who has access to them, and why
they matter, 2008, Jayne Brownell and Lynn E. Swaner, Five High-Impact Practices: Research on learning
outcomes, completion, and quality, 2010, and Ashley Finley, “Examining the Effects of Engagement:
High-Impact Practices and Student Flourishing,” Webster University Global Citizenship Program
Collaboratory, 2014
10. High Impact Practices
Ashley Finley and Tia McNair, Assessing Underserved
Students’ Engagement in High-Impact Practices, 2013
11. High Impact Practices:
Why do they work?
Demand interaction with faculty
Help students think about novel challenges
Engage students in using and applying what they
know
Deepen learning and develop perspective
George Kuh, High-Impact Educational Practices:
What They Are, Who Has Access to Them,
and Why They Matter, 2008
12. High Impact Practices:
Why do they work?
Because of caring?
Teacher cares for the student,
Acts in behalf of the student,
And the student recognizes that the teacher cares
for the student.
See Nel Noddings Caring: a relational approach to ethics and moral education,
second edition, updated, 2013, Starting at Home: Caring and Social Policy,
2002, Linda Thompson, “Layers of Understanding,” Family Relations, 1995.
13. How do we avoid inequity and
resentment? Relations of care & respect.
Gallup, Great Jobs, Great Lives, 2015
14. UNDERGRADUATE EXPERIENCE
MAJOR
Gen Ed
CO-
CURRICULUM
Show respect and care/Bidirectional
Relationship
Check to see if students learned the material
before moving on
Provide timely feedback
Know about students; let them know
about you
Engage in high-quality non-classroom
interactions that influence students’ growth,
values, career aspirations, and
interest in ideas
What counts as timely feedback? See Charles Blaich,
“Research Findings for Deepening Learning,” AAC&U
General Education Institute, 2009.
15. UNDERGRADUATE EXPERIENCE
MAJOR
Gen Ed
CO-
CURRICULUM
When increasing challenge
Share enthusiasm
Have a genuine interest in teaching and
in helping students grow in more than
just academic areas
Ensure that students work hard to prepare
for class
What was a time you worked harder in a class than
you thought you could? See Michael Reder, “New
Research on Student Experiences With High-Impact
Practices,” AAC&U Annual Meeting, 2014.
16. UNDERGRADUATE EXPERIENCE
MAJOR
Gen Ed
CO-
CURRICULUM
Meaningful assignments/transparency
Help students understand the why & how
of assignments, classes, curricula
Design clear explanations of
assignment/course/program goals and
communicate them to students
Let students know how success looks
Winkelmes, Bernacki, Butler, Zochowski, Golanics, and
Harris, “A Teaching Intervention that Increases Underserved
Students’ Success,” Peer Review, 2016. Winkelmes,
Copeland, Jorgensen, Sloat, Smedley, Pizor, Johnson, and
Jalene, “Benefits (Some Unexpected) of Transparently
Designed Assignments.” National Teaching & Learning
Forum, 2015.
Transparency in Learning and Teaching Project (TILT).
17. UNDERGRADUATE EXPERIENCE
MAJOR
Gen Ed
CO-
CURRICULUM
Student choice (framed by instructor goals)
Flexible curricula
A say in readings/course design
Choice within assignments
Avoid “punitive” syllabi & other communicatio
et cetera
Ruth Kaplan and Kimberly Neill, “Teaching Required
Courses: Pedagogy Under Duress,” Pedagogy, 2018.
19. UNDERGRADUATE EXPERIENCE
MAJOR
Gen Ed
CO-
CURRICULUM
Increase student
automony and motivation
Show respect and care
Instructor passion
Bidirectional relationship
Meaningful assignments
Transparency
Student choice
Increase student automony and
motivation; Require more high-impact
practices
How do we avoid inequity and
resentment at one time?
20. UNDERGRADUATE EXPERIENCE
MAJOR
Gen Ed
CO-
CURRICULUM
Being transparent, Showing care,
Giving choice
Student Autonomy
Increased intrinsic motivation and
engagement
Equity without resentment:
Demonstrate value
Teach exhibiting care and respect
Increase autonomy & engagement