This 6 slide presentation outlines a CF4Dev crowdfunding campaign. Slide 1 introduces the presenter and their organization. Slide 2 provides self-introduction and what motivates the CF4Dev idea. Slide 3 describes the CF4Dev idea and how it contributes to development. Slide 4 lists the top 5 target stakeholders and key message. Slide 5 discusses the crowdfunding campaign tools and goals. Slide 6 presents campaign analytics KPIs and segmentation. The overall presentation introduces a CF4Dev project and crowdfunding campaign plan.
Gain a better understanding of what crowdfunding is
Introduce you to the 9 stages of crowdfunding.
Understand the difference between Rewards, equity, and debt based crowdfunding.
Motivate you to use crowdfunding to achieve your organizations goals.
Understand how nonprofits use crowdfunding to their advantage.
This document outlines a 6 slide presentation for a CF4Dev crowdfunding campaign. The slides would include an introduction of the person and their organization, a description of their CF4Dev idea and how it contributes to development, their target audience and key message, details about their crowdfunding campaign tools and goals, and analytics for measuring campaign results.
Hier werden vor allem diese Themen behandelt:
Vorteile der Arbeit mit einer Versionsverwaltung; die wichtigsten Features von Git (auch im Unterschied z.B. zu Subversion); die Benutzung der GitHub-Plattform; Demonstration: Arbeiten mit Git und GitHub
The steps and strategy for startup companies to follow to raise funds for the new business. The full article is available at https://www.evus.com/blog/successful-crowdfunding-tips/
CF4Dev MOOC 2015: Myths and realities of crowdfundingMe
The document discusses 12 common myths about crowdfunding and the realities of each one. Some of the myths addressed include that crowdfunding is a new phenomenon, that it is only about raising money, and that most campaigns are successful. The realities outlined are that crowdfunding has been around for over a century, it can also help raise awareness and test popularity, and only about 9-30% of campaigns reach their funding goals. Overall, the document aims to dispel misconceptions about crowdfunding and provide accurate information about how it works.
The document discusses an upcoming crowdfunding workshop hosted by Propel Arizona. The agenda covers crowdfunding overviews, crafting campaigns, visuals, rewards, and running successful campaigns. It also discusses different types of crowdfunding like donation, rewards, equity and debt crowdfunding. Key topics include protecting intellectual property, why people support crowdfunding campaigns due to passion for the product or cause, and lessons from successful Kickstarter campaigns emphasizing emotional returns over financial returns.
This 6 slide presentation outlines a CF4Dev crowdfunding campaign. Slide 1 introduces the presenter and their organization. Slide 2 provides self-introduction and what motivates the CF4Dev idea. Slide 3 describes the CF4Dev idea and how it contributes to development. Slide 4 lists the top 5 target stakeholders and key message. Slide 5 discusses the crowdfunding campaign tools and goals. Slide 6 presents campaign analytics KPIs and segmentation. The overall presentation introduces a CF4Dev project and crowdfunding campaign plan.
Gain a better understanding of what crowdfunding is
Introduce you to the 9 stages of crowdfunding.
Understand the difference between Rewards, equity, and debt based crowdfunding.
Motivate you to use crowdfunding to achieve your organizations goals.
Understand how nonprofits use crowdfunding to their advantage.
This document outlines a 6 slide presentation for a CF4Dev crowdfunding campaign. The slides would include an introduction of the person and their organization, a description of their CF4Dev idea and how it contributes to development, their target audience and key message, details about their crowdfunding campaign tools and goals, and analytics for measuring campaign results.
Hier werden vor allem diese Themen behandelt:
Vorteile der Arbeit mit einer Versionsverwaltung; die wichtigsten Features von Git (auch im Unterschied z.B. zu Subversion); die Benutzung der GitHub-Plattform; Demonstration: Arbeiten mit Git und GitHub
The steps and strategy for startup companies to follow to raise funds for the new business. The full article is available at https://www.evus.com/blog/successful-crowdfunding-tips/
CF4Dev MOOC 2015: Myths and realities of crowdfundingMe
The document discusses 12 common myths about crowdfunding and the realities of each one. Some of the myths addressed include that crowdfunding is a new phenomenon, that it is only about raising money, and that most campaigns are successful. The realities outlined are that crowdfunding has been around for over a century, it can also help raise awareness and test popularity, and only about 9-30% of campaigns reach their funding goals. Overall, the document aims to dispel misconceptions about crowdfunding and provide accurate information about how it works.
The document discusses an upcoming crowdfunding workshop hosted by Propel Arizona. The agenda covers crowdfunding overviews, crafting campaigns, visuals, rewards, and running successful campaigns. It also discusses different types of crowdfunding like donation, rewards, equity and debt crowdfunding. Key topics include protecting intellectual property, why people support crowdfunding campaigns due to passion for the product or cause, and lessons from successful Kickstarter campaigns emphasizing emotional returns over financial returns.
9 tuần thử thách là chương trình học hè lý thú mang lại cho các em những ngày hè thật ý nghĩa. Với khung chương trình được biên soạn theo hình thức vừa học vừa chơi sẽ giúp các em được thư giãn và học tập theo một hình thức hoàn toàn mới. Với giảng viên giàu kinh nghiệm giúp các em phát triển tư duy, củng cố kiến thức nền tảng đã học và được trang bị kiến thức cho năm học mới. Các lớp bồi dưỡng kỹ năng đầy sinh động và thiết thực giúp các em tiếp thu kiến thức một các tự nhiên, hiệu quả với những đề tài phù hợp cho từng lứa tuổi. Đặc biệt, chương trình dã ngoại giúp các em tìm hiểu, gần gũi với thiên nhiên, tham gia các trò chơi mang tính giáo dục, thử thách và hấp dẫn.
Phát triển
trí lực và tài năng
của trẻ nhỏ - Đây là quyển sách được dịch lại từ một mẹ người Việt đam mê giáo dục sớm sống tại Nhật dịch và và chia sẻ lại. Tác giả Shichida có tổng cộng 4 quyển sách trong đó có 2 quyển tiếng Anh và 2 quyển tiếng Nhật.
The document summarizes a new Degree in Global Studies being offered at the University Pompeu Fabra in Barcelona, Spain. It discusses four key points: 1) the reasons for the new degree which include addressing global challenges through coordinated local, national and global actors; 2) the degree is aimed at both local and international students and prepares graduates for jobs in government, organizations and think tanks dealing with global issues; 3) the main features of the 4-year, 240 ECTS credit degree which includes mandatory study abroad, courses in English and other languages and input from five university departments; 4) what makes the UPF degree unique including Barcelona's role as a global city, the university's tradition in humanities and social sciences,
Toan iq phat trien tu duy cho thieu nhiPhuongvu2812
Toán IQ là chương trình toán thông minh dành cho thiếu nhi được soạn thảo phù hợp với từng độ tuổi. Với đặc trưng môn học cũng như phương pháp giảng dạy khoa học, toán IQ sẽ giúp trẻ dễ dàng tiếp cận toán học, tạo cho trẻ sự hứng thú, niềm đam mê, giúp trẻ phát triển tư duy một cách toàn diện và vững chắc.
"Crowdfunding" How to Crowdfund. Failure in crowdfunding can be avoided when you apply just a few simple principles. Every project is unique when it comes to entrepreneurs and inventors raising money but I've developed a process that can be used over and over again to raise money, validate ideas, and get MONSTER PR!
Let me know if you all have any questions.
Eli Regalado
Mad Hatter Agency
Chief of Madness
720-253-3340
eli@madhatteragency.com
Social Media and Promoting your Crowdfunding CampaignPatch of Land
Social Media and Promoting your Crowdfunding Campaign was a presentation given by Manolis Sfinarolakis, the Founder of Reality Crowd TV Media Corporation, at the University of Hartford.
Learn practical strategies for leveraging your existing customers and social media presence to magnify the impact and reach of a Crowdfunding campaign. We’ll review:
• How to engage your target market on social media
• Where to find the most influential social media prospects
• How to convert them into your own brand ambassadors
• Practical strategies and tools for driving traffic to your Crowdfunding campaign.
Instructor: Manolis Sfinarolakis, Reality Crowd TV Media Corporation
The document discusses midbrain activation techniques to enhance cognitive abilities in children. It claims that using their method of blindfolded self-training, 99% of children were able to become geniuses. Midbrain activation allows both hemispheres of the brain to work together more efficiently by optimizing the function of the midbrain region. Some benefits include improved memory, concentration, creativity, confidence and academic performance. The techniques stimulate hormonal secretions through the pineal gland to activate underused areas of the brain. Workshops include relaxation activities, music, games and sounds/visualizations to activate the midbrain.
Tracxn Research — Crowdfunding Landscape, November 2016Tracxn
Equity and reward based crowdfunding platforms were also the top funded business models in this sector from a historical perspective so far. The sector also witnessed acquisition activity with three buyout deals. Y Combinator, 500 Startups, Collaborative Fund, SV Angel and Techstars emerged as the most active investors by deal volume.
The document discusses crowdfund investing and the proposed Startup Exemption regulatory framework. It summarizes that crowdfund investing allows entrepreneurs to publicly pitch ideas and have open discussions with investors online. For a business to get funding, it would need to convince the "crowd" by being transparent about the opportunity. The Startup Exemption proposes rules like limits on amounts raised, disclosure requirements, and preempting some state regulations to make crowdfund investing legal under securities laws. It argues this could provide an important source of early-stage capital for startups.
3 hard facts shaping higher education thinking and behaviorGrant Thornton LLP
Expansion in tuition, enrollment, faculty, buildings, and everything else ― is fast becoming a thing of the past. Institutions will have to carefully pick initiatives, making clear choices about what to do and, most significantly, what not to do. Download 2016 State of higher education >> http://gt-us.co/1UbUF56
With the explosion of the maker movement, schools are beginning to embrace creativity. However, what does this mean for assessment? Should we assess the creative process? Should we assess the finished product? Does assessing creativity actually make kids more risk-averse? In this workshop we explore what it means to assess both the creative process and the creative product without leading to risk aversion.
9 tuần thử thách là chương trình học hè lý thú mang lại cho các em những ngày hè thật ý nghĩa. Với khung chương trình được biên soạn theo hình thức vừa học vừa chơi sẽ giúp các em được thư giãn và học tập theo một hình thức hoàn toàn mới. Với giảng viên giàu kinh nghiệm giúp các em phát triển tư duy, củng cố kiến thức nền tảng đã học và được trang bị kiến thức cho năm học mới. Các lớp bồi dưỡng kỹ năng đầy sinh động và thiết thực giúp các em tiếp thu kiến thức một các tự nhiên, hiệu quả với những đề tài phù hợp cho từng lứa tuổi. Đặc biệt, chương trình dã ngoại giúp các em tìm hiểu, gần gũi với thiên nhiên, tham gia các trò chơi mang tính giáo dục, thử thách và hấp dẫn.
Phát triển
trí lực và tài năng
của trẻ nhỏ - Đây là quyển sách được dịch lại từ một mẹ người Việt đam mê giáo dục sớm sống tại Nhật dịch và và chia sẻ lại. Tác giả Shichida có tổng cộng 4 quyển sách trong đó có 2 quyển tiếng Anh và 2 quyển tiếng Nhật.
The document summarizes a new Degree in Global Studies being offered at the University Pompeu Fabra in Barcelona, Spain. It discusses four key points: 1) the reasons for the new degree which include addressing global challenges through coordinated local, national and global actors; 2) the degree is aimed at both local and international students and prepares graduates for jobs in government, organizations and think tanks dealing with global issues; 3) the main features of the 4-year, 240 ECTS credit degree which includes mandatory study abroad, courses in English and other languages and input from five university departments; 4) what makes the UPF degree unique including Barcelona's role as a global city, the university's tradition in humanities and social sciences,
Toan iq phat trien tu duy cho thieu nhiPhuongvu2812
Toán IQ là chương trình toán thông minh dành cho thiếu nhi được soạn thảo phù hợp với từng độ tuổi. Với đặc trưng môn học cũng như phương pháp giảng dạy khoa học, toán IQ sẽ giúp trẻ dễ dàng tiếp cận toán học, tạo cho trẻ sự hứng thú, niềm đam mê, giúp trẻ phát triển tư duy một cách toàn diện và vững chắc.
"Crowdfunding" How to Crowdfund. Failure in crowdfunding can be avoided when you apply just a few simple principles. Every project is unique when it comes to entrepreneurs and inventors raising money but I've developed a process that can be used over and over again to raise money, validate ideas, and get MONSTER PR!
Let me know if you all have any questions.
Eli Regalado
Mad Hatter Agency
Chief of Madness
720-253-3340
eli@madhatteragency.com
Social Media and Promoting your Crowdfunding CampaignPatch of Land
Social Media and Promoting your Crowdfunding Campaign was a presentation given by Manolis Sfinarolakis, the Founder of Reality Crowd TV Media Corporation, at the University of Hartford.
Learn practical strategies for leveraging your existing customers and social media presence to magnify the impact and reach of a Crowdfunding campaign. We’ll review:
• How to engage your target market on social media
• Where to find the most influential social media prospects
• How to convert them into your own brand ambassadors
• Practical strategies and tools for driving traffic to your Crowdfunding campaign.
Instructor: Manolis Sfinarolakis, Reality Crowd TV Media Corporation
The document discusses midbrain activation techniques to enhance cognitive abilities in children. It claims that using their method of blindfolded self-training, 99% of children were able to become geniuses. Midbrain activation allows both hemispheres of the brain to work together more efficiently by optimizing the function of the midbrain region. Some benefits include improved memory, concentration, creativity, confidence and academic performance. The techniques stimulate hormonal secretions through the pineal gland to activate underused areas of the brain. Workshops include relaxation activities, music, games and sounds/visualizations to activate the midbrain.
Tracxn Research — Crowdfunding Landscape, November 2016Tracxn
Equity and reward based crowdfunding platforms were also the top funded business models in this sector from a historical perspective so far. The sector also witnessed acquisition activity with three buyout deals. Y Combinator, 500 Startups, Collaborative Fund, SV Angel and Techstars emerged as the most active investors by deal volume.
The document discusses crowdfund investing and the proposed Startup Exemption regulatory framework. It summarizes that crowdfund investing allows entrepreneurs to publicly pitch ideas and have open discussions with investors online. For a business to get funding, it would need to convince the "crowd" by being transparent about the opportunity. The Startup Exemption proposes rules like limits on amounts raised, disclosure requirements, and preempting some state regulations to make crowdfund investing legal under securities laws. It argues this could provide an important source of early-stage capital for startups.
3 hard facts shaping higher education thinking and behaviorGrant Thornton LLP
Expansion in tuition, enrollment, faculty, buildings, and everything else ― is fast becoming a thing of the past. Institutions will have to carefully pick initiatives, making clear choices about what to do and, most significantly, what not to do. Download 2016 State of higher education >> http://gt-us.co/1UbUF56
With the explosion of the maker movement, schools are beginning to embrace creativity. However, what does this mean for assessment? Should we assess the creative process? Should we assess the finished product? Does assessing creativity actually make kids more risk-averse? In this workshop we explore what it means to assess both the creative process and the creative product without leading to risk aversion.
Khóa Luận Tốt Nghiệp Ngành Giáo Dục Mầm Non, 9 Điểm
Thiết kế một số DA khám phá thế giới động – thực vật cho trẻ 5 -6 tuổi.
3. Đối tượng và khách thể nghiên cứu
3.1. Đối tượng nghiên cứu
Cách thức tổ chức DH khám phá thế giới động – thực vật cho trẻ mầm non 5 – 6 tuổi trên địa bàn Huyện Đức Trọng
3.2. Khách thể nghiên cứu
Việc DH theo DA khám phá thế giới động – thực vật cho 5 – 6 tuổi tại một số trường mầm non ở Huyện Đức Trọng.
3.3. Giả thuyết nghiên cứu
Nếu thiết kế được một số dự án khám phá thế giới động – thực vật cho trẻ 5 – 6 tuổi sẽ là góp phần nâng cao chất lượng chăm sóc giáo dục trẻ.
I am thrilled to be writing my first contribution to the inaugural BVIS Hanoi newsletter. It has been an exciting and productive week since Orientation Day last Saturday and I sincerely believe that, as a community, we are starting to bond together
The document provides guidance on how to give successful oral and poster presentations. It discusses common mistakes speakers make that cause audiences to lose attention. The key points are to clearly structure the presentation by dividing it into parts with intermediate conclusions, spend 30% of time on background to engage diverse audiences, and repeat the main message at the beginning and end. Successful presentations group related content together, avoid reading speeches, and use figures that are easy to understand without needing a legend. The overall goal is to make the presentation easy for audiences to follow and remember the main points.
This document provides guidance on how to write a research paper. It begins by explaining the importance of having a clear design or structure for the paper. This includes understanding the intended audience, developing a concept sheet to plan the overall content and organization, and drafting the initial version to get the key facts and details down on paper. The document then provides specific recommendations for what should be included in common sections of a research paper such as the title, abstract, introduction, and methods section. The overall goal is to help writers produce well-written papers that will be clearly understood and cited by readers.
Indonesia - European FLEGT-VPA Vietnam.pptx vietnamMinh Vu
1) The document outlines Indonesia's system for managing and issuing FLEGT licenses for timber exports to the European Union.
2) Key aspects of the system include accredited independent monitoring companies and verification bodies that audit legality certification, as well as a Timber Legality Information System and Licensing Information Unit that facilitate the license issuance and export process.
3) Nineteen accredited companies in Indonesia are authorized to issue V-Legal documents, now referred to as FLEGT licenses, certifying that timber products meet EU legality requirements and allowing their import into the EU.
1. Nine joint expert meetings and numerous discussions have taken place between Vietnam and Indonesia regarding their respective voluntary partnership agreements (VPAs) with the EU on illegal logging, but no agreement has been reached. Vietnam aims to sign a VPA in 2016 and needs to improve its timber tracking system.
2. Stakeholders have varying motivations for the VPA negotiations. The Vietnamese forest service sees it improving Vietnam's reputation, larger companies see access to European markets, and civil society groups see improved forest governance and protection. However, businesses worry licensing and oversight may be complicated and costly.
3. Small timber enterprises are at the bottom of Vietnam's supply chain but may struggle with VPA and EU Timber Regulation compliance
1) Indonesia has experienced threats to its forest resources sustainability from illegal logging, which degrades forests and impacts industries.
2) To combat illegal logging, Indonesia developed the Timber Legality Assurance System (SVLK) after earlier law enforcement approaches proved insufficient.
3) The SVLK aims to demonstrate Indonesia's commitment to eliminating illegal logging and illegal timber trade, while improving governance and meeting demands for legal timber. It requires legality certification of state and private forests and throughout the supply chain.
Indonesia tlas (svlk) & flegt vpa 18 okt 2016Minh Vu
Indonesia developed the SVLK timber legality verification system and entered FLEGT-VPA negotiations with the EU to combat illegal logging, improve forest governance, and assure that Indonesian timber products come from legally and sustainably managed forests. The SVLK system involves legality standards, certification, independent monitoring, and was developed through multi-stakeholder consultation. Indonesia and the EU have made progress on their FLEGT-VPA, signing the agreement in 2013 and working towards Indonesia issuing its first FLEGT export licenses in November 2016.
The document provides an overview of air quality in Vietnam in the first half of 2016, with a focus on particulate matter levels in Hanoi and Ho Chi Minh City. In Hanoi, particulate matter (PM2.5) levels exceeded Vietnam's daily limit on 72 days and the stricter WHO guideline on 158 days. PM2.5 levels peaked in January and steadily declined over the following months. Over 100 days saw unhealthy air quality according to the Air Quality Index, with only May and June seeing moderate air quality. Overall, air quality in Hanoi was unhealthy for sensitive groups in the first quarter and moderate in the second quarter.
7. Chi n l c d y h c tích c cế ượ ậ ọ ự
TR I NGHI MẢ Ệ
Labs, c, Games, t và gi i quy t v nđọ đặ ả ế ấ đề
TH C HI NỰ Ệ KHÁM PHÁ
i th c a, Mô ph ng, Th nghi m Th o lu n, ng não, ghi chépĐ ự đị ỏ ử ệ ả ậ độ
GI I THÍCHẢ
Báo cáo k t qu , d án, bài gi ngế ả ự ả
Spirce: Svinicki and Dixon 1987
8. H c tích c c và b o t n, b o v môiọ ự ả ồ ả ệ
tr ngườ
Nh ng ph m ch t lý t ng c a nh ngữ ẩ ấ ưở ủ ữ
ng i b o t n?ườ ả ồ
10. Ng i lê nh trongồ đễ
l pớ
Ghi di n gi i theoễ ả
bài gi ngả Th o lu nả ậ
M màng ban ngàyơ H i câu h iỏ ỏ t ra câu h iĐặ ỏ
Chép bài theo cô
c, gi ngđọ ả
Ngủ
Ghi ra các câu h iỏ
n u không hi uế ể
Nh ng ho t ng òiữ ạ độ đ
h i ph i vi t các bàiỏ ả ế
ng nắ
Làm vi c theo nhómệ
nhỏ
Trình bày, thuy tế
trình
Tranh lu nậ
óng vaiĐ
Thụ động Tích cực
Based on Bonwell and Eisen 1991
24. “ H u h t các t ng v d y h cầ ế ưở ề ạ ọ
không m i, nh ng không ph i aiớ ư ả
c ng ã bi t nh ng ý t ng ã cũ đ ế ữ ưở đ ũ
này”
-Euclid c. 300 BC
Editor's Notes
The target audience for this presentation is other teachers and trainers. The goal is to present information about active teaching and learning techniques while at the same time demonstrating them. Hopefully, your audience will then go out and give this presentation to other teachers/trainers themselves.
Active learning is characterized by more than just listening. It includes reading, writing, discussing, and acting. Learning through doing in these ways helps students to:
Better Absorb Information
Engage in Higher Thinking such as analysis, synthesis, evaluation.
Evaluate attitudes and values
Individual students often favor certain ways of learning over others.
Research indicates…the more active the learning, the more retention…
This figure illustrates how well active teaching can boost knowledge retention in students compared to other techniques
So, the central point is that:
Passive learning modes that involve only seeing or hearing or reading are not as effective as doing; active-learning modes substantially increase student performance and, in many cases, empower students to think critically and creatively. Conservation leaders frequently allude to the need to cultivate in young conservationists process skills, such as interpersonal communications, problem-solving, and effective team-work ability. This can be done most effectively through active teaching/learning modes.
Several researchers have also discussed the “learning cycle,” in which knowledge is taken in, processed, and then becomes available for new application. As teachers, how can we both serve the needs of diverse individuals, and also facilitate the process through the learning cycle? An ideal lesson plan would work through the entire cycle.
In addition, individuals often have preferences in terms of how they learn. Bernice McCarthy developed the “4MAT System” which classifies students by the way they perceive and process information (typified by the different questions on the inside of the learning cycle).
Certain types of learners will feel more comfortable in different parts of the cycle, depending on their learning style (show how different types of learners are associated with different steps in the cycle.
Ideally, your teaching style should appeal to all learners (illustrated in outer circle above):
The Imaginative Learner
The Dynamic Learner
The Common Sense Learner
The Analytic Learner
Ideally you will move through the entire learning cycle with important concepts and applications, integrating different teaching styles in your lesson plan.
Svinicki and Dixon (1987) matched teaching methods for each stage of the learning cycle. Teachers should guide students through the cycle in order, but starting with experiencing is not mandatory, so long as the teacher brings the class through the entire cycle. Some activities fit into more than one stage of the cycle depending on how the teacher chooses to implement it.
An example of teaching this way might be to take students to see a scientists in the laboratory. There, students could be directly exposed to research through observation and gain experience in data collection (EXPERIENCING). Next, the students might write about their experience in a journal (EXAMINING). Then, the class as a whole could pool their observations to look for trends (EXPLAINING). Finally, the students could develop a hypothesis and perhaps do an experiment themselves (APPLYING).
Lead a brainstorming session asking participants the question on the slide.
In general, you should expect some of the following responses:
In-depth knowledge of study area(s) relevant to biodiversity conservation
Breadth of topics relevant to biodiversity conservation
Specific technical skills (such as GIS, experience with statistical software, etc.)
Practical, on-the-ground experience in applying conservation
Ability to integrate and synthesize different sources and types of information
Communication skills – Oral, Presentation and Written
Interpersonal skills, working with diverse types of people
Ability to work as part of a team
Critical thinking and problem-solving skills
After the group has generated a list, it is likely to contain many of the active, communication, synthesizing skills mentioned above. Then ask
How do we produce/facilitate effective training for those who work in biodiversity conservation?
=> Not solely by lecture/listen/test, but by active teaching and learning.
Now that we have established the importance of active learning for biodiversity conservation, you can choose one of the following two short exercises (Exercise A works well with a smaller group, and works well with newcomers and practitioners, while Exercise B is better for a larger, more formal group, and if you have a shorter amount of time):
Exercise A:
Ask each teacher to make two columns on a piece of paper and give them two minutes to come up with examples of active and passive teaching techniques they have used or are familiar with. After two minutes, have them turn to their nearest neighbor to combine their list and discuss any differences. Repeat once or twice more, and then ask teachers to share their lists. This should lead to some sort of discussion about how active learning is defined and differs from passive learning.
Exercise B:
Ask your neighbor, what was your most memorable learning experience (inside or outside of the classroom)? What happened during that moment that made it memorable?
This exercise often takes a bit of time as people get excited about this and want to share with everyone.
Some examples of active and passive learning dynamics -- the class may generate more.
As teachers, we need to design lectures that reflect the fact that students remember the first 10 minutes of any lecture best. Structure your lecture so that you state its main points in the first ten minutes and then expand upon them for the rest of your talk.
One way to capture your audience from the start:
Brainstorming what students know (or think they know) about a topic. “What is Biodiversity?” You may want to record their responses on the board to refer to during the course of the lecture.
These are other ways to capture students’ attention during lectures.
Before showing this slide, ask teachers to suggest additional specific methods for making lectures more active
Essay questions challenge students to do more than just “spit out” an answer that they perceive to be correct. Not only do they help students to synthesize information and concepts, but they also help complicate the idea of one “right” answer.
Tips for large lecture classes.
To get students involved in class discussion, it is helpful to explain the value of their participation and what they can expect to get out of the experience such as:
improved speaking and discussion skills
the ability to listen and respond to others' ideas.
Some suggestions for helping students ease into discussions:
Have students work work individually on an answer, then share in small groups, then have small group report to class.
Start with small groups for short periods with simple tasks, then gradually increase size, length, and difficulty if needed.
Ask teachers for additional do’s and don’ts.
Ask the group for additional suggestions for facilitating class discussions:
Some research indicates that it takes people 15-20 seconds to process a question or statement- don’t be afraid to let the silence continue for that long!
Here are some possible answers:
make sure that all students know each others’ names
ask students “how many of you have thought about this?” and then from that group, ask for volunteer that the class has not heard from yet.
ask students to call on other students instead of looking to you for next speaker.
ask questions to begin discussions like, “who has heard of a definition for X” -- helps to relieve the pressure of coming up with the “right” definition; students can be afraid of volunteering the “wrong” definition.
Case studies are particularly important as a teaching tool because they:
- Facilitate multidisciplinary teaching
- Establish a context for a problem and identify major decisions that must be made
- Foster critical thinking skills
- Help students to see that there may be no single right or wrong answer
Ask teachers for specific examples of case studies that they have used in class. Have some been successful, others not? What sets apart the successful ones?
Have teachers had better response to case studies that discuss actual situations, or plausible made up scenarios?
In addition to classroom discussions and case study teaching, there are a number of other interactive teaching techniques that may be used in the classroom. For example, working in small groups allows students to interact with and learn from one another. Small group work may also encourage the active participation of those who are reticent to speak in a large group. Students can also enhance learning and develop decision-making, conflict management, and communication skills.
These techniques can be used during class periods, or as part of a longer assignment in which group work takes place outside of class. To use group work during a class, plan carefully what you want to accomplish, how you want the large group divided, how long groups will have to work together, and how they will report back to the whole class.
Ask teachers for examples of group work/cooperative learning they have used. Which have worked well, and why?
Peer teaching promotes active learning in the classroom through partnerships, where each partner alternates in the role of teacher and student or in small groups that work together to improve performance of individuals in the group. For example, students prepare for class by reading an assignment and writing questions about it. In class, randomly assigned pairs ask questions of each other, answer, and provide feedback. Alternatively, students receive different reading assignments and in pairs teach each other the material covered. For writing assignments, peers may help each other with editing and reviewing content. In this way they learn about the writing and revising by reading others’ drafts, learn from a wider audience than the instructor, and experience the reward of effective written communication from socially supportive peers.
Active teaching and learning techniques include a variety of activities in which student participation is a central focus- here we collectively group these activities as “exercises”. Exercises may include elements already discussed, such as group work and peer teaching. There are various definitions of exercise, including the following quotes from university faculty at an NCEP workshop at the Society for Conservation Biology, August 2003.
Exercises can vary along several axes, from venue to dynamic to length of time required to complete.
But key point is that all are ACTIVE, and that in the case of NCEP exercises, emphasize the application of critical thinking to conservation problems. Whenever possible, exercises should reflect the realities of conservation work—making decisions in times of uncertainty, working effectively to achieve consensus among diverse stakeholders, and integrating a variety of information types and sources to arrive at solutions.
Example above is from NCEP module “Ecosystem Fragmentation and Loss”.
If possible, conduct a field trip at some point during your course. Field trips allow for first-hand observation and experience and discussion with people working in conservation-related fields. Set objectives for the field trip and plan activities to match these objectives. Tell students what to expect, how to prepare, and what to bring in order to get the most out of it. If possible, run through the entire trip yourself several days before taking the students so you are familiar with routes, facilities, and timing. Use pre-trip activities to introduce any new concepts or skills relevant to the field trip to enable students to get the most out of the experience. Have a back-up plan in case bad weather prevents you from doing activities as planned, if transportation arrangements don’t work out, or some other problem arises.
Plan tasks for students to carry out and prepare questions to focus students’ attention on the field trip. After the trip, allow time for students to reflect on their experiences, listen to others’ perceptions, and ask questions. Remember to thank people who assisted you with the trip, and make notes of travel and activity time in order to facilitate future field trips.
By using one or a few of these techniques, you will engage students with different learning styles and give them the practical experience they need to become effective conservation professionals.
Quote from the Active Learning Homepage
http://www.active-learning-site.com/