This document discusses the development of powerful learning processes at Red Beach School. It provides an overview of the school's journey to develop a vision focused on helping learners deal with knowledge and understandings. It describes how the school developed a powerful learning process aligned with this vision, with a focus on moving students' thinking from knowing to understanding. The document shares aspects of the school's powerful learning process, including using a "hub" to reflect, question, dialogue and imagine, and student self-assessment tools like Solo Taxonomy to support metacognition.
Imagination is the capability to form the psychological image of something which just isn’t identified over the five feelings. It does not take ability in the thoughts to construct emotional displays, things or perhaps events that don’t are present, are not current, and have occurred before. Recollection is truly a symbol of your thoughts. Every person possesses a absolutely clear on creativity capacity. In a few, it could be highly developed, plus other individuals, it may well show itself in the weaker form. It shows in various levels in various individuals.
The document describes eight skills of an innovator: 1) Outreach Engagement, 2) Dispassionate Empathy, 3) Active Exploration, 4) Experimental Imagination, 5) Mental Duality, 6) Qualitative Synthesis, 7) Clarifying Storytelling, and 8) Options Decision Making. Each skill is defined in 1-3 sentences with an emphasis on engaging networks, understanding user motivations, exploring new knowledge, combining ideas creatively, considering multiple levels of a problem simultaneously, synthesizing incomplete information, communicating experiences emotionally and rationally, and making decisions with ambiguity. The skills work together to advance innovation.
Mind mapping is a visual note-taking technique that involves arranging key words, ideas or concepts radially around a central theme. It encourages spontaneous thinking and creativity. Mind maps can be created using pen and paper or digital mind mapping software. They are useful for note-taking, studying, brainstorming and problem-solving by allowing the user to see connections and patterns between ideas. Guidelines for effective mind mapping include starting with a central theme, using images and colors, printing keywords rather than sentences, and constantly revising and adding new ideas to the map.
This document discusses the concept of pedagogy of hope and learning as a relational journey of authentic inquiry. It presents learning as having three components: identity, knowledge, and competence. Learning is depicted as a journey from the personal to the public. The document advocates for the school being a learning community where leadership and learning are interconnected, with a focus on student, teacher, and community learning. Images are included of Australian wildlife and landscapes to represent concepts like critical curiosity, creativity, and resilience. Comments from an Indigenous leader praise an exhibition for bringing culture into the classroom in a way that meets educational standards. The document promotes finding a unifying story that engages young people.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
This document provides activities to help with personal development in several areas: global mindset, emotional intelligence, social responsibility, entrepreneurial outlook, and proactive learning. For each area, it lists individually-focused self-reflection questions and suggests involving others through discussions, feedback, and leadership opportunities within AIESEC. The goal is to choose development activities suitable for each person and track progress over time to continuously improve.
Comprehensive Guide to Taxonomy of Future KnowledgeMd Santo
This document provides a comprehensive guide to taxonomy of future knowledge. It discusses evolving models of knowledge from data-information-knowledge to a nature knowledge continuum informed by consciousness. Key points include: 1) Knowledge is considered an emergent property within nature and the universe, differentiated by infinite levels of consciousness. 2) Human knowledge is part of nature knowledge and is produced through human knowing tools of senses, brain and DNA. 3) A new framework called Human System Biology-based Knowledge Management is presented for understanding knowledge as a psycho-somatic entity with consciousness.
This document provides steps and strategies for creating calming technology. It begins by creating a model of calm that addresses the nature of stress and the body's response. It then recommends using design cards that provide calming interaction patterns and strategies. Finally, it lists heuristics for applying a stress-less user interface, such as revealing control over interruptions and providing positive feedback. The overall goal is to introduce elements and experiences that mitigate stress and facilitate a state of calm.
Imagination is the capability to form the psychological image of something which just isn’t identified over the five feelings. It does not take ability in the thoughts to construct emotional displays, things or perhaps events that don’t are present, are not current, and have occurred before. Recollection is truly a symbol of your thoughts. Every person possesses a absolutely clear on creativity capacity. In a few, it could be highly developed, plus other individuals, it may well show itself in the weaker form. It shows in various levels in various individuals.
The document describes eight skills of an innovator: 1) Outreach Engagement, 2) Dispassionate Empathy, 3) Active Exploration, 4) Experimental Imagination, 5) Mental Duality, 6) Qualitative Synthesis, 7) Clarifying Storytelling, and 8) Options Decision Making. Each skill is defined in 1-3 sentences with an emphasis on engaging networks, understanding user motivations, exploring new knowledge, combining ideas creatively, considering multiple levels of a problem simultaneously, synthesizing incomplete information, communicating experiences emotionally and rationally, and making decisions with ambiguity. The skills work together to advance innovation.
Mind mapping is a visual note-taking technique that involves arranging key words, ideas or concepts radially around a central theme. It encourages spontaneous thinking and creativity. Mind maps can be created using pen and paper or digital mind mapping software. They are useful for note-taking, studying, brainstorming and problem-solving by allowing the user to see connections and patterns between ideas. Guidelines for effective mind mapping include starting with a central theme, using images and colors, printing keywords rather than sentences, and constantly revising and adding new ideas to the map.
This document discusses the concept of pedagogy of hope and learning as a relational journey of authentic inquiry. It presents learning as having three components: identity, knowledge, and competence. Learning is depicted as a journey from the personal to the public. The document advocates for the school being a learning community where leadership and learning are interconnected, with a focus on student, teacher, and community learning. Images are included of Australian wildlife and landscapes to represent concepts like critical curiosity, creativity, and resilience. Comments from an Indigenous leader praise an exhibition for bringing culture into the classroom in a way that meets educational standards. The document promotes finding a unifying story that engages young people.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
This document provides activities to help with personal development in several areas: global mindset, emotional intelligence, social responsibility, entrepreneurial outlook, and proactive learning. For each area, it lists individually-focused self-reflection questions and suggests involving others through discussions, feedback, and leadership opportunities within AIESEC. The goal is to choose development activities suitable for each person and track progress over time to continuously improve.
Comprehensive Guide to Taxonomy of Future KnowledgeMd Santo
This document provides a comprehensive guide to taxonomy of future knowledge. It discusses evolving models of knowledge from data-information-knowledge to a nature knowledge continuum informed by consciousness. Key points include: 1) Knowledge is considered an emergent property within nature and the universe, differentiated by infinite levels of consciousness. 2) Human knowledge is part of nature knowledge and is produced through human knowing tools of senses, brain and DNA. 3) A new framework called Human System Biology-based Knowledge Management is presented for understanding knowledge as a psycho-somatic entity with consciousness.
This document provides steps and strategies for creating calming technology. It begins by creating a model of calm that addresses the nature of stress and the body's response. It then recommends using design cards that provide calming interaction patterns and strategies. Finally, it lists heuristics for applying a stress-less user interface, such as revealing control over interruptions and providing positive feedback. The overall goal is to introduce elements and experiences that mitigate stress and facilitate a state of calm.
The document discusses planning and design thinking approaches to solving business problems. It emphasizes defining the underlying issue rather than just symptoms. True insights come from understanding audiences and their mindsets. Effective ideas inspire behavior by being spreadable, wearable, identifiable, memorable and modular. The ideas stem from profound human truths uncovered through qualitative research. An idea should stimulate brand momentum by fulfilling the insight.
7 habits ppt @ bec doms bagalkot mba hrBabasab Patil
The 7 Habits of Highly Effective People presents strategies to improve productivity and success. It discusses 7 habits that move individuals from dependence to independence to interdependence. The first 3 habits focus on private victory and self-reliance. The next 3 habits promote public victory through effective relationships. The final habit emphasizes continuous self-improvement and renewal.
The document summarizes a step-book that has been reformatted into a legal-sized document that can be easily viewed online. The bottom of the first page shown is the cover page of the new document format. Additionally, hard copies of the step-book are available for a fee on the specified website.
This document discusses three types of thinking: future thinking, past thinking, and present thinking. Future thinking involves imagining possibilities, past thinking involves recalling experiences to learn from them, and present thinking involves developing strategies for managing the present. While humans can conceive of all three types of thinking, individuals differ in how much they utilize each, which is referred to as their "mindtime thinking style." The document then provides more details about each type of thinking, including how they relate to perception, motivation, behavior, and potential resistances to environments that don't align with that style of thinking.
Personality types and styles of leadership Tatiana Indina Fulbright lecture ...Tatiana Indina
Presented by Tatiana Indina as a part of Fulbright mission at Hawaii Pacific University, Kapi‘olani Community College; Hawaii, University of Hawaii West Oahu, The Hogan Entrepreneurs,
Chaminade University, Hawaii 2011
This document summarizes a tutorial on visual object recognition. It discusses several key topics:
1. Detection via classification using sliding windows and global appearance features like histograms or gradients.
2. Local invariant features for detection and description, as well as using them for specific object recognition.
3. Visual words and "bags of words" representations for image categorization by clustering local features.
4. Current challenges in visual object recognition like handling scale, clutter, context and learning with minimal supervision.
Capital Forum on Spiritual Formation & Discipleship of Childrenjoshuakellar
This document discusses the goals of spiritual formation and discipleship of children. It notes that historically, the spiritual formation of children was the responsibility of parents, but churches increasingly took over this role in the last 200 years. It examines different approaches churches have taken, such as using curriculum, activities, and competitions. However, it questions whether these adequately gauge spiritual formation. The document emphasizes that most people who choose to follow Jesus do so before age 14, and discusses the importance of spiritual formation for children. It argues that the home is the most authentic spiritual community and that parents have the greatest influence on children's spiritual development as the "spiritual thermostat" is set by parents.
This document provides guidance on introducing spirituality in the workplace. It discusses personality types and how to manage them assertively but without aggression or opportunism through detachment, noble intention, and balanced leadership. Key points include focusing on quality over quantity, distributing authority fairly, and leading by example through dignified behavior and living according to spiritual values.
This document discusses 21st century education and developing global minds. It covers five key topics:
1. Five minds for the future including the ethical, respectful, creating, synthesizing, and disciplined mind.
2. Impact of trends like globalization and technology on education and the need for curriculum, methods, and learning spaces to change.
3. Examples of 21st century educational models from Hong Kong that focus on strong basic education in areas like math, science, technology and arts to develop globally competitive citizens.
4. Ways to develop global minds like through integrating global values and arts in the curriculum, and educational collaboration.
5. The need for transformative innovations in curriculum design
Foster the intuitive zone, access wisdom on purpose, be powerfully inspired, and allow an inner knowing for you and your client. Decisions don’t need to be made but become known as natural next steps.
The greatest advances in man’s understanding of the universe are made by intuitive leaps at the frontiers of knowledge, not by intellectual walks along well traveled paths - Andrew Weil, M.D.
Bio: Rossella Derickson, principal of www.Corporate-Wisdom.com, has translated her business and organizational experience into Wisdom in the Workplace, consulting, training and coaching modules that support healthy group and company dynamics.
Gifts of Technology in a Gifted Learning EnvironmentTracie Hightower
The investment placed towards the integration of technology is oftened questioned. This brief presentation outlines the potential for gifted learning environments to benefit from its adoption.
The document discusses concepts related to mental practice and planning for self-improvement, including imagining new skills and ways of being, mentally rehearsing and reviewing experiences, and using techniques like memorization, study, and daily practice to strengthen neural networks and replace old patterns with new, imagined ideals.
The document discusses visual thinking and its benefits. Visual thinking is described as an organic thought process that is non-linear, free-flowing, unstructured, creative, and explores random associations between concepts, ideas, and experiences in a personal and unique way. It is highlighted that humans need to envision information to reason, build understanding, solve problems, spark creativity, and promote discussion. Visuals are said to be more universal than words. The benefits of visual thinking include helping to make sense of massive amounts of information by understanding complex concepts, highlighting important facts, increasing visual appeal, enabling quick comprehension, and making it easier to see connections by scanning multiple perspectives. It is also noted that 83% of human learning occurs visually, and
The document discusses challenges with the traditional view of psychological architecture for behavior, which depicts perception, cognition, and action as distinct sequential processes. It notes that this view was designed to explain human problem-solving and assumes a disembodied mind. The document questions where the "central executive" of cognition is located in the brain, as neural correlates of decision-making are found in many regions. It suggests this traditional view may not adequately explain neural data and that brains could be considered control systems rather than strictly input/output devices.
The document provides a horoscope for different zodiac signs for the month of November 2012. It discusses romantic relationships, friendships, and school/studies for signs including Aries, Taurus, Gemini, Libra, Scorpio and Sagittarius. The horoscope offers advice related to maintaining or improving relationships, focusing on schoolwork, and achieving good exam results through preparation.
This document discusses emotional intelligence and its key aspects. It defines emotional intelligence as the ability to recognize our own feelings and those of others, motivate ourselves, and manage emotions well. It outlines Daniel Goleman's five main components of emotional intelligence - self awareness, self regulation, motivation, empathy, and relationship management. It also discusses neuroscientist Joseph LeDoux's research on how emotions are processed in the brain. The document provides various activities, models and frameworks to help develop emotional intelligence skills.
1) The document discusses knowledge management at Amity Business School. It covers topics like the need for knowledge management, different types of knowledge, and how knowledge management systems can help organizations.
2) Key points include defining knowledge and differentiating it from data and information. Tacit and explicit knowledge are discussed as well as procedural versus declarative knowledge.
3) Knowledge management systems aim to capture both tacit and explicit knowledge and make it accessible to help organizations address increasing complexity, market volatility, and the need for faster responsiveness.
The document provides instructions for attendees at a CTL retreat, including checking in at the tweet booth, sitting at tables, getting food, and writing a simple summary on a whiteboard. It then outlines 6 principles for effective presentations, focusing on making the content simple, unexpected, concrete, credible, emotionally engaging, and told through stories. The document concludes by discussing scholarly evidence that supports the principles.
The document discusses factors that facilitate learning, including ensuring a conducive learning environment and available instructional materials. It also discusses different tests of learning, such as increased speed, precision, and logical reasoning. Additionally, it examines different learning styles, including mastery, self-expressive, understanding, and interpersonal styles. It provides examples of different learners that exemplify each style.
This document discusses the learning process and provides information on:
- The stages of learning according to Fitts and Posner's model (cognitive, associative, autonomous stages)
- Types of guidance (visual, verbal, physical) that should be provided depending on the learner's stage
- How guidance changes as the learner progresses through the stages, with more emphasis on tactics and finer details in the autonomous stage.
The document summarizes key events from the foundation year of Stonefields School in 2011. It describes how the school opened on February 3rd with parents, staff, and foundation learners meeting for the first time. Throughout the year, there were various events like a ribbon cutting ceremony, receiving welcome gifts, meeting the school mascots, a school opening ceremony with the Governor General, and a time capsule burial. The year ended with celebrating 100 enrolled students and looking back on an inspiring first year of learning at the new school.
The document discusses planning and design thinking approaches to solving business problems. It emphasizes defining the underlying issue rather than just symptoms. True insights come from understanding audiences and their mindsets. Effective ideas inspire behavior by being spreadable, wearable, identifiable, memorable and modular. The ideas stem from profound human truths uncovered through qualitative research. An idea should stimulate brand momentum by fulfilling the insight.
7 habits ppt @ bec doms bagalkot mba hrBabasab Patil
The 7 Habits of Highly Effective People presents strategies to improve productivity and success. It discusses 7 habits that move individuals from dependence to independence to interdependence. The first 3 habits focus on private victory and self-reliance. The next 3 habits promote public victory through effective relationships. The final habit emphasizes continuous self-improvement and renewal.
The document summarizes a step-book that has been reformatted into a legal-sized document that can be easily viewed online. The bottom of the first page shown is the cover page of the new document format. Additionally, hard copies of the step-book are available for a fee on the specified website.
This document discusses three types of thinking: future thinking, past thinking, and present thinking. Future thinking involves imagining possibilities, past thinking involves recalling experiences to learn from them, and present thinking involves developing strategies for managing the present. While humans can conceive of all three types of thinking, individuals differ in how much they utilize each, which is referred to as their "mindtime thinking style." The document then provides more details about each type of thinking, including how they relate to perception, motivation, behavior, and potential resistances to environments that don't align with that style of thinking.
Personality types and styles of leadership Tatiana Indina Fulbright lecture ...Tatiana Indina
Presented by Tatiana Indina as a part of Fulbright mission at Hawaii Pacific University, Kapi‘olani Community College; Hawaii, University of Hawaii West Oahu, The Hogan Entrepreneurs,
Chaminade University, Hawaii 2011
This document summarizes a tutorial on visual object recognition. It discusses several key topics:
1. Detection via classification using sliding windows and global appearance features like histograms or gradients.
2. Local invariant features for detection and description, as well as using them for specific object recognition.
3. Visual words and "bags of words" representations for image categorization by clustering local features.
4. Current challenges in visual object recognition like handling scale, clutter, context and learning with minimal supervision.
Capital Forum on Spiritual Formation & Discipleship of Childrenjoshuakellar
This document discusses the goals of spiritual formation and discipleship of children. It notes that historically, the spiritual formation of children was the responsibility of parents, but churches increasingly took over this role in the last 200 years. It examines different approaches churches have taken, such as using curriculum, activities, and competitions. However, it questions whether these adequately gauge spiritual formation. The document emphasizes that most people who choose to follow Jesus do so before age 14, and discusses the importance of spiritual formation for children. It argues that the home is the most authentic spiritual community and that parents have the greatest influence on children's spiritual development as the "spiritual thermostat" is set by parents.
This document provides guidance on introducing spirituality in the workplace. It discusses personality types and how to manage them assertively but without aggression or opportunism through detachment, noble intention, and balanced leadership. Key points include focusing on quality over quantity, distributing authority fairly, and leading by example through dignified behavior and living according to spiritual values.
This document discusses 21st century education and developing global minds. It covers five key topics:
1. Five minds for the future including the ethical, respectful, creating, synthesizing, and disciplined mind.
2. Impact of trends like globalization and technology on education and the need for curriculum, methods, and learning spaces to change.
3. Examples of 21st century educational models from Hong Kong that focus on strong basic education in areas like math, science, technology and arts to develop globally competitive citizens.
4. Ways to develop global minds like through integrating global values and arts in the curriculum, and educational collaboration.
5. The need for transformative innovations in curriculum design
Foster the intuitive zone, access wisdom on purpose, be powerfully inspired, and allow an inner knowing for you and your client. Decisions don’t need to be made but become known as natural next steps.
The greatest advances in man’s understanding of the universe are made by intuitive leaps at the frontiers of knowledge, not by intellectual walks along well traveled paths - Andrew Weil, M.D.
Bio: Rossella Derickson, principal of www.Corporate-Wisdom.com, has translated her business and organizational experience into Wisdom in the Workplace, consulting, training and coaching modules that support healthy group and company dynamics.
Gifts of Technology in a Gifted Learning EnvironmentTracie Hightower
The investment placed towards the integration of technology is oftened questioned. This brief presentation outlines the potential for gifted learning environments to benefit from its adoption.
The document discusses concepts related to mental practice and planning for self-improvement, including imagining new skills and ways of being, mentally rehearsing and reviewing experiences, and using techniques like memorization, study, and daily practice to strengthen neural networks and replace old patterns with new, imagined ideals.
The document discusses visual thinking and its benefits. Visual thinking is described as an organic thought process that is non-linear, free-flowing, unstructured, creative, and explores random associations between concepts, ideas, and experiences in a personal and unique way. It is highlighted that humans need to envision information to reason, build understanding, solve problems, spark creativity, and promote discussion. Visuals are said to be more universal than words. The benefits of visual thinking include helping to make sense of massive amounts of information by understanding complex concepts, highlighting important facts, increasing visual appeal, enabling quick comprehension, and making it easier to see connections by scanning multiple perspectives. It is also noted that 83% of human learning occurs visually, and
The document discusses challenges with the traditional view of psychological architecture for behavior, which depicts perception, cognition, and action as distinct sequential processes. It notes that this view was designed to explain human problem-solving and assumes a disembodied mind. The document questions where the "central executive" of cognition is located in the brain, as neural correlates of decision-making are found in many regions. It suggests this traditional view may not adequately explain neural data and that brains could be considered control systems rather than strictly input/output devices.
The document provides a horoscope for different zodiac signs for the month of November 2012. It discusses romantic relationships, friendships, and school/studies for signs including Aries, Taurus, Gemini, Libra, Scorpio and Sagittarius. The horoscope offers advice related to maintaining or improving relationships, focusing on schoolwork, and achieving good exam results through preparation.
This document discusses emotional intelligence and its key aspects. It defines emotional intelligence as the ability to recognize our own feelings and those of others, motivate ourselves, and manage emotions well. It outlines Daniel Goleman's five main components of emotional intelligence - self awareness, self regulation, motivation, empathy, and relationship management. It also discusses neuroscientist Joseph LeDoux's research on how emotions are processed in the brain. The document provides various activities, models and frameworks to help develop emotional intelligence skills.
1) The document discusses knowledge management at Amity Business School. It covers topics like the need for knowledge management, different types of knowledge, and how knowledge management systems can help organizations.
2) Key points include defining knowledge and differentiating it from data and information. Tacit and explicit knowledge are discussed as well as procedural versus declarative knowledge.
3) Knowledge management systems aim to capture both tacit and explicit knowledge and make it accessible to help organizations address increasing complexity, market volatility, and the need for faster responsiveness.
The document provides instructions for attendees at a CTL retreat, including checking in at the tweet booth, sitting at tables, getting food, and writing a simple summary on a whiteboard. It then outlines 6 principles for effective presentations, focusing on making the content simple, unexpected, concrete, credible, emotionally engaging, and told through stories. The document concludes by discussing scholarly evidence that supports the principles.
The document discusses factors that facilitate learning, including ensuring a conducive learning environment and available instructional materials. It also discusses different tests of learning, such as increased speed, precision, and logical reasoning. Additionally, it examines different learning styles, including mastery, self-expressive, understanding, and interpersonal styles. It provides examples of different learners that exemplify each style.
This document discusses the learning process and provides information on:
- The stages of learning according to Fitts and Posner's model (cognitive, associative, autonomous stages)
- Types of guidance (visual, verbal, physical) that should be provided depending on the learner's stage
- How guidance changes as the learner progresses through the stages, with more emphasis on tactics and finer details in the autonomous stage.
The document summarizes key events from the foundation year of Stonefields School in 2011. It describes how the school opened on February 3rd with parents, staff, and foundation learners meeting for the first time. Throughout the year, there were various events like a ribbon cutting ceremony, receiving welcome gifts, meeting the school mascots, a school opening ceremony with the Governor General, and a time capsule burial. The year ended with celebrating 100 enrolled students and looking back on an inspiring first year of learning at the new school.
The document discusses thinking as both a set of skills and a competency. It focuses on dispositions like curiosity and being open-minded as important for thinking. Five broad groups of thinking dispositions are outlined, including curiosity and willingness to take time to think. Creative thinking is also discussed, along with opportunities, skills like fluency and flexibility, strategies like brainstorming, and issues with how creativity is approached in schools.
These are 10 bonus challenges in addition to those that you'll find in "Creative Workshop: 80 Challenges to Sharpen Your Design Skills," which is out now from HOW Books.
They were released at South by Southwest Interactive at my author's talk.
This document discusses various learning theories that are important for educators to understand, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and theories, explains the importance of learning theories for educators, and discusses different types of student learning and the cone of learning model. The six main learning theories covered are behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning.
The document discusses the teaching and learning process. It defines key terms, outlines seven principles of effective teaching and learning, and describes the four aspects and educational spiral model. It also compares the education process to the nursing process, noting they both involve assessment, planning, implementation, and evaluation to achieve behavioral outcomes and monitor quality.
This document provides 100 energizer games that can be used in workshops, meetings, and community settings. The games are intended to help groups get to know each other, increase energy levels, encourage team building, and make people think about specific issues. Some key games described include "Howdy Howdy" where participants greet each other around a circle, "Names and Adjectives" where people say their name with an adjective starting with the same letter, and "The Sun Shines On..." where a person in the middle calls out attributes and those with the attribute change places. The document encourages facilitators to consider safety, participation, and purpose when selecting energizers.
This document outlines an agenda for a workshop on thinking skills for 21st century learners. The workshop will explore the concepts of thinking and characteristics of effective thinkers. It will discuss how to develop thinking skills using thinking tools, cooperative learning structures, and rich learning tasks. The workshop will also provide context on how 21st century learning differs from and is similar to 20th century learning and discuss implications for developing thinking in educational contexts.
Emotional intelligence involves recognizing one's own emotions and the emotions of others, and using this awareness to guide thinking and behavior. It includes five key capacities: knowing one's emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationships. Memory allows humans to store, retain, and recall past experiences, and involves three phases - receiving information, retaining it, and recalling it to apply to activities. Creativity is the ability to generate new ideas or solutions and make new connections between existing ideas or concepts, usually leading to original outcomes.
This book provides a visual brain training program to maximize mental abilities. It contains puzzles, exercises and strategies to boost memory, reasoning skills, creativity, and other cognitive functions. The book uses visual elements like images, color, and design that are friendly to how the brain learns best. Working through the activities can help unlock untapped brainpower and improve focus, learning, and life enjoyment.
Mind Mapping
Author, Coach and Workplace Learning Professional and Buzan Licensed InStructor, Raju Mandhyan explains how mind maps can help you improve your learning, teaching and speaking!
Mind Mapping is a fun and simple technique that can help you generate large number of
ideas, sort them by effectiveness and applicability. It can also analyse options
more efficiently, structure presentations, memorize more and store large volumes
of data, ideas, opinions and thoughts on single sheets of paper.
The document provides information on creative thinking techniques. It discusses 4 techniques: 1) Clever Copying which involves finding solutions to similar problems in other fields, 2) Defying Assumptions which challenges assumptions that may be limiting solutions, 3) Using the Context which looks for solutions already present in the situation, and 4) Changing Parameters which plays with changing elements like reducing, combining, or changing aspects in place or time. Examples are given for each technique to illustrate how it can be applied to solve challenges.
Need to spark some killer innovation into your product line? Thinking about holding a brainstorming session? Brainstorming sessions are for wusses and wusses don’t get the corner office. Instead, you’ll learn some more productive techniques that can help you to release your inner-Hulk and become that guy that everyone wants on their next-generation product.
Note that there are a lot of build slides and formatting that slideshare has rendered poorly. Feel free to download the deck for best results or connect with me and I'll send you a copy.
The document discusses various types of intelligence and thinking abilities. It covers:
- Multiple intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential intelligences.
- Different types of tests that measure abilities like IQ tests, aptitude tests, and Sternberg's triarchic theory of intelligence.
- Literacy abilities such as functional, informational/reference, cultural, and media literacy.
- The five operations of the human mind in processing information: cognition, memory, judgment, convergent production, and divergent production.
- Different thinking processes like emotional, logical
This document discusses the art and science of teaching. It addresses four key aspects of teaching: setting the climate for thinking, teaching the skills of thinking, structuring interaction with thinking, and thinking about thinking. For each aspect, it provides research-based strategies and techniques effective teachers use. It emphasizes that both the science of research-backed methods and the art of knowing how to apply them are important for high-quality instruction. The goal is to help all students achieve at high levels by engaging their minds.
The document discusses various theories of learning including behaviorism, cognitivism, humanism, constructivism, socio-constructivism, connectivism, and communities of practice. It provides definitions and explanations of key concepts from theories such as Pavlov's work in behaviorism and Piaget's constructivist view of learning as progressive internalization. Examples are given of how knowledge is now doubling every few years and the shelf life of information is decreasing, pointing to trends such as lifelong learning and the importance of knowing where to access information over specific details.
The document discusses Howard Gardner's theory of multiple intelligences and presents an overview of an intelligence types test that measures 8 types of intelligence: bodily-kinesthetic, logical-mathematical, linguistic, visual-spatial, musical, interpersonal, intrapersonal, and naturalistic. It then summarizes validation research on the test which found good internal reliability and differences in scores between men and women.
Ellen West - Making a space for creativity in university business classes: vo...Inger Kristine Pitts
This document summarizes Ellen West's presentation on making space for creativity in business school classes. It discusses how she incorporates creative assignments and activities in her organizational change and creativity/innovation courses at Portland State University. Examples include having students interpret organizational transitions through art, music, films and poetry. Student feedback indicates they respond positively to these creative opportunities and are willing to take more risks. West reflects on lessons learned from these experiences and plans to further measure the impact and develop creativity-focused courses.
Foster the intuitive zone, access wisdom on purpose, be powerfully inspired, and allow an inner knowing for you and your client. Decisions don’t need to be made but become known as natural next steps.
Bio: Rossella Derickson, principal of www.Corporate-Wisdom.com, has translated her business and organizational experience into Wisdom in the Workplace, consulting, training and coaching modules that support healthy group and company dynamics.
This document discusses the concept of radiant thinking and mind mapping. It begins by explaining that radiant thinking refers to thought processes that connect to a central point, like branches radiating from a tree. Mind mapping is introduced as a visual thinking technique where ideas branch out from a central theme in an nonlinear fashion. The document provides examples of mind maps and their benefits over linear note taking, such as improved memory, concentration, and association between ideas. It encourages developing one's own visual thinking style and discusses how technology like mind mapping software can support this approach.
This document discusses various learning theories:
- It introduces major learning theories and aims to discuss how people learn.
- It defines learning as "a persisting change in human performance or performance potential...which must come about as a result of the learner’s experience and interaction with the world."
- It examines theories such as behaviorism, cognitivism, humanism, constructivism, socio-constructivism, communities of practice, and connectivism. It analyzes the key aspects and principles of each theory.
The document discusses higher order thinking skills. It defines them as skills like creative and critical thinking, analysis, problem solving, and visualization. These skills require commitment to develop and go beyond simple learning of facts. The document also discusses the importance of higher order thinking for progress, explains how to develop these skills through practice and exercising different parts of the brain, and provides tips for teaching higher order thinking skills through action learning rather than focusing too much on terminology.
The document discusses mind mapping and provides instructions on how to create a mind map. It explains that mind mapping involves radiating ideas from a central concept in a nonlinear visual structure that mirrors the way the brain associates information. The document emphasizes that mind mapping improves memory, generates more creative ideas efficiently compared to linear notes, and leverages the brain's natural associative thinking. It provides guidelines for constructing a basic mind map, such as starting with a central image or keyword, radiating branches of related ideas, and adding subtopics without restrictions.
Mind Up is a program designed to help young people improve their focus and attention through mindfulness exercises like breathing awareness. It teaches them about brain regions involved in emotion regulation and executive function. Core practices like focused breathing aim to increase self-awareness and the ability to better manage stress, emotions, and behaviors. Studies show these mindfulness techniques can help students feel calmer and learn more effectively.
1. The document discusses Howard Gardner's theory of multiple intelligences which proposes that people have different combinations of intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
2. The multiple intelligences approach states that education should acknowledge and develop all of students' intelligences through various activities and teaching methods.
3. The document provides examples of activities and teaching methods that can be used to engage different intelligences in the classroom.
A mind map is a diagram used to visually organize information, with a central concept branching into associated ideas and concepts. Mind maps can be used for brainstorming, note-taking, presentations, learning, and planning. The document provides guidance on how to develop an effective mind map style and layout, as well as why mind maps are useful for engaging the mind and boosting creativity, memory, knowledge, and understanding.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
The document summarizes key events from the foundation year of Stonefields School in 2011. It describes how the school opened on February 3rd with parents, staff, and foundation learners meeting for the first time. Throughout the year, there were various events like a ribbon cutting, welcoming ceremonies, extracurricular activities, the official opening with the Governor General, a time capsule burial, a teacher's wedding, community events, and the first learner-led conferences where students shared their progress. The year is described as wonderful and inspiring as the school community grew during its initial year.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
This document outlines the vision and goals of the Red Beach School (RBS) to transform leadership and empower student learning through new technologies. It discusses developing teacher effectiveness using John Hattie's research on high-impact teaching strategies. The RBS vision focuses on developing the whole child and community through a learner-centered approach. It also provides strategies for professional development, including differentiated support for beginning and experienced teachers through mentoring and coaching. Performance management aims to improve teaching practice and student outcomes through goal setting and feedback cycles. Overall, the document shares RBS's philosophy and initiatives to align teaching practice with beliefs around developing the whole child.
This document discusses creating lifelong learners through reorganizing curriculum and developing an integral learning stance. It focuses on the core learner and bringing together ideas to develop students who continue learning throughout their lives.
The document discusses leadership at multiple levels including developing oneself as a leader, building relationships, developing strategies, and transforming organizations. It provides examples of leadership in action including revising a school's vision and implementing student-led conferences. Leaders are encouraged to develop self-awareness, build community, think strategically, apply leadership skills to create change, and establish supportive systems and structures.
The document discusses leadership and outlines a workshop on the topic. It provides definitions of leadership, examples of what leaders do, and discusses developing leadership skills through focusing on oneself ("I"), building community ("We"), and strategic thinking ("It"). It emphasizes that effective leadership involves creating a shared purpose and vision, influencing and motivating others, and producing more leaders rather than just followers.
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!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
A Powerful Learning Process
1. Deep Thinking the development
of a Powerful Learning
Process
...a glimpse of one school’s Journey
Curriculum Connections July 09
2. There are no easy answers
to future problems.
Art Costa
3. One of the core functions of
21st century education is
learning to learn in preparation
for a lifetime of change.
David Miliband, 2003
4. The test of successful education is
not the amount of knowledge that
pupils take away from school, but
their appetite to think, know and their
capacity to learn.
Sir Richard Livingstone, 1941
5. We need to produce people who know how to act
when they are faced with situations for which they
were not specifically prepared.
Seymour Papert, 1998
6. Pedagogy should at its best be about
what teachers do that not only helps
students to learn but actively
strengthens their capacity
to think and learn
David Hargreaves, 2004
7. Tosurvive, thrive and learn
successfully in the predicted
future one needs to be able to
think!
8. Take a minute to share with the
people sitting next to you what tools,
strategies, techniques you use in the
classroom to promote thinking.
10. Thinking – What’s out there?
Caring, Critical, Organisers
Creative Learning Strategies Creative Thinking
Emotional muscles KWHL Scamper Venn
Michael Pohl
Intelligence
Guy Claxton Think Pair Share BAR Double Bubble
Coleman
Donut SCORT T-chart
Habits of Mind
5 senses Attribute Matrix
Art Costa
Thinking Hats Modification Define square
PMI
De Bono Part-whole
Multiple SWOT
Intelligences Philosophy Thinking Maps Analysis
Y chart for kids
Gardener David Heryle Sequence
Whole Brain
Thinking Learning to Association
Learn How the brain
Hermann learns
Memorising
Sensory,
Short, long term Brain Theory auditory, Visualising
memory kinesthetic
Anderson’s Mapping
Revised Bloom’s
Solo Thinkers Keys Brainstorming
Taxonomy Extended
Tony Ryan Wiederhold’s
3 story Intellect brainstorming
Questions
Questioning Toolkit Matrix (1991)
Bloom’s Inspiration
Taxonomy Jamie MacKenzie Kidspiration
13. Imagine the learners world like this
I – learner sits at the centre
We – situated in a community
It–has lots of knowledge,
understandings and concepts to explore
So What – to make a difference
14. The thinking required in such a world?
I – Metacognition, thinking about my thinking
We – Caring thinking, emotional intelligence
It – Thinking with, in and about knowledge
and understandings
So What – design, problem solve, innovate
and create the unknown
15. Red Beach School Vision
Bringing such ideas back to your own context
17. 3 Keys to Change - Keeping it Simple
Vision - Collective direction and purpose
Student Profile- What will the Teaching Practice – What
student leave the school being able to pedagogical practices are required to
do as a result of the vision principles ensure that each student will leave
after 6 years as the profile outlines
20. RBS Vision
Developed to helps learners deal
with the ‘IT’ thinking - that is to
make sense of and deal with a
multitude of knowledge and
understandings. Powerful Learning
22. Change influences
More than inquiry
Change fundamentals Cross curricular
Our steps
Ahas AFL Context PL
07 lead teachers One process
Strategic direction not linear
Lead teachers
08
continued with PL
Collective
Our Audience Interviewing
Embed/Abandon students
Vision 05 Science
Student profile
clarity PL Pedagogical
understanding
Unpacked LLL 05 06 Inquiry team
Power of student
Split screen thinking voice What does the teaching
practice look like?
Going deep –
using the hub
Using images
Being selective –
09 thinking tools
Creating a shared
language Thinking embedded PL school wide
Based on Solo same as focus
NCEA
25. What does it look like in Practice?
Gather it, find it, observe it,
describe it, experience it
Make sense of it,
organise it, analyse it,
classify it, compare it
Apply it, make use of it,
generalise
Student voice
26. Thinking – What do you choose?
Caring, Critical, Organisers
Creative Learning Strategies Creative Thinking
Emotional muscles KWHL Scamper Venn
Michael Pohl
Intelligence
Guy Claxton Think Pair Share BAR Double Bubble
Coleman
Donut SCORT T-chart
Habits of Mind
5 senses Attribute Matrix
Art Costa
Thinking Hats Modification Define square
PMI
De Bono Part-whole
Multiple SWOT
Intelligences Philosophy Thinking Maps Analysis
Y chart for kids
Gardener David Heryle Sequence
Whole Brain
Thinking Learning to Association
Learn How the brain
Hermann learns
Memorising
Sensory,
Short, long term Brain Theory auditory, Visualising
memory kinesthetic
Anderson’s Mapping
Revised Bloom’s
Solo Thinkers Keys Brainstorming
Taxonomy Extended
Tony Ryan Wiederhold’s
3 story Intellect brainstorming
Questions
Questioning Toolkit Matrix (1991)
Bloom’s Inspiration
Taxonomy Jamie MacKenzie Kidspiration
27. Get It
Define
Where does the thinking fit?
Hub
Reflect Describe
Dialogue Identify
Question Observe
Imagine Recall
Scan
Select
Use It List
Create Find
Debate Record
Design/make/evaluate Check source
Evaluate
Find a better solution
Get It
Generalise
Find
Imagine
Define
Apply
Describe
Predict
Observe
Problem solve
Synthesize
“What if?”
Sort It
Analyse Sort It
Classify Order (sequence)
Use It Compare
Debate Organise
Contrast Classify
Generalise Pull apart
Imagine Explain (why)
Predict Compare
Understand Contrast
Justify Order
“What if?” Pull Apart (Part-
Solve whole)
Evaluate Summarise
Find a better Connect
solution Solve
Synthesize
Being selective Collaborate Summarise
Connect
Analyse
(Cause and effect)
Solo embedded (Analogy)
30. Moving knowing to understanding
The hub
The hub is central to deepening
knowledge
As much time should be spent
reflecting, imagining, questioning and
dialoguing about a learning
experience as was spent doing the
actual learning experience
We must move away from a hoop
hopping mentality of doing a whole lot
of activities one after the other.
32. Deepening thinking
My brainstorm has My brainstorm has My brainstorm has several relevant ideas My brainstorm has several relevant ideas, I
one relevant idea several relevant and I can explain why they are linked to the can explain why they are linked to the main
ideas main idea idea
My definition has My definition My definition has several relevant ideas and My definition has several relevant ideas and
one relevant idea identifies several links these to the whole links these to the whole and looks at the idea
relevant ideas in a new way
My timeline has two My timeline has My timeline has several ideas sequenced My timeline has several ideas sequenced
sequenced idea several ideas correctly and I can explain why they are correctly I can explain why they are linked in
sequenced correctly linked in this order this order, and predict what might happen
next.
My Matrix My matrix identifies several relevant My matrix identifies several relevant
identifies several comparisons or contrasts and explains why comparisons or contrasts, explains why
relevant these are relevant these are relevant and makes a
comparisons or generalisation about the comparison
contrasts
34. Student Self Assessment
Emergent Shallow 1 Shallow 2 Deep Profound
Prestructural Unistructural Multistructural Relational Extended Abstract
Get it I cannot gather I can get relevant I can locate and get I can locate and gather I can locate and gather
Gather information information on my own information from a single information from a range relevant information from relevant information from
together source of sources a range of sources and a range of sources and
show how it links to the show how it links to the
topic by starting to use topic. I reflect, dialogue
the hub and question the
information
Sort it I cannot ‘sort it’ I can sort information I can sort information I can sort information I can sort information
Compare and contrast information on my own using a thinking tool e.g a using a range of thinking using a variety of thinking using a variety of thinking
findings. matrix or venn tools e.g matrix, venn, tools and can explain why tools and explain why I
Make sense of it part-whole I have chosen a particular have chosen a particular
tool tool and reflect upon/
evaluate my choice of
tool
Use it I cannot ‘use it’ on my own. I need support, prompts or scaffolds. I can use the thinking I can use the thinking
Apply it verbs at the use it stage verbs at the use it stage
to explain my new to explain my new
learning. learning and I think
beyond what I know and
create new ideas and
understandings
{generalise, predict,
Evaluate etc}
35. The HUB –
Moving ‘knowing something to understanding it’
I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts
Reflect I cannot reflect and am I am starting to reflect on my learning with support or I know reflection is an Understands reflection
unsure of what it means. prompts e.g. question starters important and helpful part will help learning. Uses it
What am I learning? of the learning process. I continuously across a
How am I going? can talk about when, range of situations to
what and how I reflect. advance understandings
and learning
Question I cannot ask a question I can ask a ‘skinny’ I can ask a ‘skinny’ I can use a wide range of I can use a wide range of
on my own question question to ‘get’ questions, ‘skinny’ and questions, ‘skinny’ and
information ‘deep’ to get and connect ‘deep’ to get and connect
information. information. I reflect
upon evaluate the
effectiveness of the
questions I use
Dialogue I cannot share what I I can talk about I few I can talk about lots of I can talk about lots of I can talk about lots of
have found out things I found out things I found out and things I found out and things I found out and
listen to what others say listen to what others say listen to what others say
in response in response and explain in response and explain
how these responses will how these responses will
or will not change my or will not change my
thinking thinking and generalise
about what I have found
out from dialogue with
others
Imagine I am not sure what it I can imagine many ideas I can imagine many ideas I can imagine many ideas I can imagine many ideas
means to imagine about what might be about what might be about what might be about what might be
(fluency) (fluency) from many (fluency) from many (fluency) from many
different perspectives different perspectives different perspectives
(flexibility) (flexibility) and I can (flexibility), I can
elaborate these ideas elaborate these ideas
(elaboration) (elaboration) and come
up with an original idea
(originality)
Connect I am unable to make I can sometimes make I sometimes have an I make more links and I make more links and
connections or links connections with support ‘aha’ and I see a link or connections between connections between
or modelling. connection. pieces of knowledge to pieces of knowledge to
create new ideas or create new ideas or
deeper understandings. deeper understandings
and look at these
connections in a new
way. – generalise predict
evaluate
36. Where to from here?
•Deepen depth of thinking for all
•Further develop student self assessment in PL
•Exemplify use of process out of school context
•Parent education
•Expand Teacher and Student resource on KN
37. Everyone has a Story to share
...thanks for taking time to share in ours
39. Key competencies?
I – Managing self
We – relating to others
Participating and contributing
It– Using symbols, language and texts
Thinking
So What – applying key competencies
meaningfully
40. I have little content knowledge in a learning area
I build my knowledge in an area of need.
I am at the get it stage of PL
My knowledge of a learning area moves from knowledge to understanding.
I understand the big ideas, concepts principles behind the area of learning
I apply knowledge and understandings flexibly in facilitating learning.
I am responsive to individuals needs to promote future learning.
I consciously move learners thinking from knowing to understanding to
internalising.
41. Progressions
Dale Zimmerman – “Self Regulated Learning”
• Observation – the learner gains the “image of the
skill by watching others model what to do
• Imitation – the learner emulates the model and is
given feedback about their efforts.
• Self Control – the learner no longer has to rely
directly on the model and is becoming proficient at
the task
• Self Regulation – the learner is able to draw on
what they already know and can do to adapt the
task to a changing environment