Dit zijn de sheets van mijn spreekbeurt over Gods plan voor jouw leven, waarin ik vertel:
- wat Gods oorspronkelijk plan was,
- de 5 dingen, die je moet weten over jezelf en Gods plan
- 3 obstakels, die jou tegenhouden Gods plan te vervullen
- en hoe deze 3 obstakels te overwinnen
De sheets zijn slechts de leidraad van mijn spreekbeurt en onthullen niet de volledige boodschap.
Wil je meer weten over Gods plan voor jouw leven, bezoek dan http://ivanildofalkenstein.nl om te zien, waar mijn eerstvolgende spreekbeurt zal zijn, zodat je deze live kunt bijwonen en de volledige boodschap kunt horen.
Join participants who traveled on an ISSN International Study Tour to Finland this spring to learn about their experiences meeting with the University of Helsinki, Ministry of Education, National Board of Education, and visiting local schools. Panelists will share their key take-aways from this professional learning experience and lead informal discussion based on these main themes.
This document provides a template for creating adapted books for students with disabilities or struggling readers. It includes instructions for adding text, pictures, and comprehension questions to pages. The template contains example pages that can be deleted and replaced. Text boxes, fonts, and pages can be edited to customize the book. Picture cards are also included that can be filled in to match pages in the book.
Dit zijn de sheets van mijn spreekbeurt over Gods plan voor jouw leven, waarin ik vertel:
- wat Gods oorspronkelijk plan was,
- de 5 dingen, die je moet weten over jezelf en Gods plan
- 3 obstakels, die jou tegenhouden Gods plan te vervullen
- en hoe deze 3 obstakels te overwinnen
De sheets zijn slechts de leidraad van mijn spreekbeurt en onthullen niet de volledige boodschap.
Wil je meer weten over Gods plan voor jouw leven, bezoek dan http://ivanildofalkenstein.nl om te zien, waar mijn eerstvolgende spreekbeurt zal zijn, zodat je deze live kunt bijwonen en de volledige boodschap kunt horen.
Join participants who traveled on an ISSN International Study Tour to Finland this spring to learn about their experiences meeting with the University of Helsinki, Ministry of Education, National Board of Education, and visiting local schools. Panelists will share their key take-aways from this professional learning experience and lead informal discussion based on these main themes.
This document provides a template for creating adapted books for students with disabilities or struggling readers. It includes instructions for adding text, pictures, and comprehension questions to pages. The template contains example pages that can be deleted and replaced. Text boxes, fonts, and pages can be edited to customize the book. Picture cards are also included that can be filled in to match pages in the book.
Every community, regardless of size or location, has businesses, organizations, and institutions with global connections that can support a school’s mission. A globally focused school intentionally engages, cultivates, and nurtures partnerships with these community stakeholders to build its capacity to deliver high quality global learning opportunities for youth. In this workshop, participants will learn about the important role of community partners in the Global School Design Model and new Every Student Succeeds Act (ESSA); how to identify and initiate work with community partners that align with the school’s goals; and strategies for cultivating and nurturing mutually beneficial partnerships. We will also share examples of successful school-community partnerships to spark discussion and potential approaches that can be adapted at participants’ own schools or districts.
his session will speak to the teacher who finds a “sacred activism” in the work of education. We recognize that choosing the path of teaching means we are committed to the struggle of enhancing humanity in ways that empower students to make the world we share a better, more just and equitable place. Participants will be invited to explore the “Four Domains” that define our mission of global competency and ask how they can be “rethought” through a lens of social justice pedagogy. We will work to consider how our classrooms, instruction, and curricula can be used as sites where students are given opportunities to act as globally competent leaders in ways that promote equity and justice. We will search for connections between the concept of “anti-oppressive” education and what it means to teach for global competence while simultaneously showing up for social justice. The goal is for participants to leave with a framework that includes ideas and examples of practical applications for supporting global competence and social justice pedagogy in our daily practice.
The document discusses various obstacles that limit access to oral healthcare, such as a lack of public awareness, transportation issues, provider shortages, and insufficient insurance or personal resources. It argues that licensing requirements for dental professionals restrict workforce mobility and autonomy, create anti-competitive practices, and limit accountability, while doing little to actually protect patients. The document advocates eliminating licensing in favor of a system relying on private credentialing, reputation, risk aversion, and legal oversight to regulate the profession and ensure patient safety.
Are you interested in designing highly engaging, globally focused learning experiences that maximize student learning? If so, this session is for you! Learn how to use the ISSN Performance Assessment Shells like Business Plan Design, Digital Projects, Engineering Plans, and Infographics along with the Global Issues Overviews like Hunger and Poverty, Education of Women and Girls, and Environment and Sustainability to design learning opportunities for students to succeed at real-world tasks while fostering global competence.
Guru mengajarkan murid-murid tentang latihan imajinasi dengan menggambar rumah dan meminta murid-murid menambahkan detail. Murid-murid menambahkan pintu, jendela, cerobong asap, dan matahari pada gambar rumah. Di akhir, seorang murid menambahkan gambar ayahnya yang sedang memungut sabun saat mandi.
More and more teachers across the K-12 spectrum are looking for global partnerships for their students, ideally classrooms in other parts of the world that are interested in collaborative learning. Students want direct engagement with their peers around the world, and creating opportunities for deep collaboration with other global classrooms can help students develop the kinds of intercultural skills they will need to become leaders of constructive change. This session will explore a variety of strategies for finding global partners, for developing collaborative learning experiences that are equitable and foster proficiency in the standards, and for building the kinds of deep relationships which help humanize the world for students and foster their intercultural skills. We will explore a range of global partnership approaches, from the simplest to the most complex, and partnership examples will include ES, MS and HS level experiences. We will also explore existing partnership programs and platforms, several of which reduce the work for teachers through partnership networks, “crowd-sourcing” global opinions, and video conference events.
This session will teach attendees how to write and create adapted and differentiated books that will promote cultural awareness and develop global competence. Attendees will be able to create a variety of differentiated books around international studies (in print and digitally). The session will be most meaningful for elementary teachers and special education teachers of all grades. Attendees will have the opportunity to view books created by teachers at DCIS at Fairmont and to practice creating books of their own.
While science is a natural home for project-based learning techniques, blending in the global competencies and other subjects can sometimes be more challenging. This session will focus on approaches to incorporating global competencies in science in both elementary and secondary settings. We will look at some concrete examples and have opportunities to collaborate with colleagues throughout the network. Please bring a computer to this session as we will be accessing online resources.
How can students share their growth and mastery of Global Competence? Two key elements of student work from the Global School Design Model serve as vehicles to capture students’ integration of college readiness and global competence skills - the senior capstone project and the senior portfolio. The focus of this session is to share examples of these culminating student products and how they can evidence the core of student experiences outlined in the Matrix and the Global Leadership Performance Outcomes. Explore the essential components of capstones and portfolios and investigate samples from a variety of ISSN campuses showing how they have chosen to design these important experiences for students. Participants will leave the session with sample resources and a set of key questions to guide the efforts for implementing capstones and portfolios on their campus.
The U.S. State Department's Bureau of Educational and Cultural Affairs supports language learning through several programs. It provides scholarships for American youth and students to study critical languages abroad. Over 1 million people in over 160 countries participate in its exchanges each year. Its goal is to increase mutual understanding between the U.S. and other countries through educational and cultural exchange.
The document introduces a proposed Chinese Teacher Training Center project. It discusses the need to establish such centers to address the increasing demand for Chinese teachers in the US given the small number of local teachers and challenges with teachers dispatched from China. The proposed centers would aim to increase the scale and quality of local Chinese teachers through various training programs, helping to meet the growing need for Chinese language education across the US. Requirements for the centers include the ability to cover training demands, provide necessary facilities and support, and receive funding and resources from the Confucius Institute and Chinese government.
The document introduces the Confucius Institute Scholarship program. It provides three examples of past scholarship recipients, including their backgrounds and experiences studying in China. It then outlines the eligibility requirements, duration, coverage and values of the different scholarship types. Global application numbers and admission rates are presented. The application procedure is explained in five steps from registration through notification of recipients.
iEARN is an international nonprofit that connects over 2 million K-12 students from 40,000 schools in 130 countries through collaborative projects on topics like arts, social studies, science, and languages. Some iEARN projects include students describing their name and culture, taking photos of an average day, measuring their carbon footprint, and testing local river water quality with international partners. iEARN aims to promote global awareness, cultural understanding, and technology and content skills for students through authentic, standards-aligned collaborative projects.
This document summarizes the Global Connections and Exchange Program (GCE), which promotes online collaborative learning projects between students in the United States and Central Asia. It discusses how GCE has connected schools in Kyrgyzstan, Uzbekistan, Turkmenistan, and the US through online forums, video conferences, and shared projects over the past eight years. Examples of successful projects are provided, such as students mapping their communities, interviewing elders about the Cold War, and sharing recipes from their families. The document concludes by offering lessons learned from GCE's experience, such as planning projects carefully, clear communication, and having backup plans to deal with unexpected issues.
Every community, regardless of size or location, has businesses, organizations, and institutions with global connections that can support a school’s mission. A globally focused school intentionally engages, cultivates, and nurtures partnerships with these community stakeholders to build its capacity to deliver high quality global learning opportunities for youth. In this workshop, participants will learn about the important role of community partners in the Global School Design Model and new Every Student Succeeds Act (ESSA); how to identify and initiate work with community partners that align with the school’s goals; and strategies for cultivating and nurturing mutually beneficial partnerships. We will also share examples of successful school-community partnerships to spark discussion and potential approaches that can be adapted at participants’ own schools or districts.
his session will speak to the teacher who finds a “sacred activism” in the work of education. We recognize that choosing the path of teaching means we are committed to the struggle of enhancing humanity in ways that empower students to make the world we share a better, more just and equitable place. Participants will be invited to explore the “Four Domains” that define our mission of global competency and ask how they can be “rethought” through a lens of social justice pedagogy. We will work to consider how our classrooms, instruction, and curricula can be used as sites where students are given opportunities to act as globally competent leaders in ways that promote equity and justice. We will search for connections between the concept of “anti-oppressive” education and what it means to teach for global competence while simultaneously showing up for social justice. The goal is for participants to leave with a framework that includes ideas and examples of practical applications for supporting global competence and social justice pedagogy in our daily practice.
The document discusses various obstacles that limit access to oral healthcare, such as a lack of public awareness, transportation issues, provider shortages, and insufficient insurance or personal resources. It argues that licensing requirements for dental professionals restrict workforce mobility and autonomy, create anti-competitive practices, and limit accountability, while doing little to actually protect patients. The document advocates eliminating licensing in favor of a system relying on private credentialing, reputation, risk aversion, and legal oversight to regulate the profession and ensure patient safety.
Are you interested in designing highly engaging, globally focused learning experiences that maximize student learning? If so, this session is for you! Learn how to use the ISSN Performance Assessment Shells like Business Plan Design, Digital Projects, Engineering Plans, and Infographics along with the Global Issues Overviews like Hunger and Poverty, Education of Women and Girls, and Environment and Sustainability to design learning opportunities for students to succeed at real-world tasks while fostering global competence.
Guru mengajarkan murid-murid tentang latihan imajinasi dengan menggambar rumah dan meminta murid-murid menambahkan detail. Murid-murid menambahkan pintu, jendela, cerobong asap, dan matahari pada gambar rumah. Di akhir, seorang murid menambahkan gambar ayahnya yang sedang memungut sabun saat mandi.
More and more teachers across the K-12 spectrum are looking for global partnerships for their students, ideally classrooms in other parts of the world that are interested in collaborative learning. Students want direct engagement with their peers around the world, and creating opportunities for deep collaboration with other global classrooms can help students develop the kinds of intercultural skills they will need to become leaders of constructive change. This session will explore a variety of strategies for finding global partners, for developing collaborative learning experiences that are equitable and foster proficiency in the standards, and for building the kinds of deep relationships which help humanize the world for students and foster their intercultural skills. We will explore a range of global partnership approaches, from the simplest to the most complex, and partnership examples will include ES, MS and HS level experiences. We will also explore existing partnership programs and platforms, several of which reduce the work for teachers through partnership networks, “crowd-sourcing” global opinions, and video conference events.
This session will teach attendees how to write and create adapted and differentiated books that will promote cultural awareness and develop global competence. Attendees will be able to create a variety of differentiated books around international studies (in print and digitally). The session will be most meaningful for elementary teachers and special education teachers of all grades. Attendees will have the opportunity to view books created by teachers at DCIS at Fairmont and to practice creating books of their own.
While science is a natural home for project-based learning techniques, blending in the global competencies and other subjects can sometimes be more challenging. This session will focus on approaches to incorporating global competencies in science in both elementary and secondary settings. We will look at some concrete examples and have opportunities to collaborate with colleagues throughout the network. Please bring a computer to this session as we will be accessing online resources.
How can students share their growth and mastery of Global Competence? Two key elements of student work from the Global School Design Model serve as vehicles to capture students’ integration of college readiness and global competence skills - the senior capstone project and the senior portfolio. The focus of this session is to share examples of these culminating student products and how they can evidence the core of student experiences outlined in the Matrix and the Global Leadership Performance Outcomes. Explore the essential components of capstones and portfolios and investigate samples from a variety of ISSN campuses showing how they have chosen to design these important experiences for students. Participants will leave the session with sample resources and a set of key questions to guide the efforts for implementing capstones and portfolios on their campus.
The U.S. State Department's Bureau of Educational and Cultural Affairs supports language learning through several programs. It provides scholarships for American youth and students to study critical languages abroad. Over 1 million people in over 160 countries participate in its exchanges each year. Its goal is to increase mutual understanding between the U.S. and other countries through educational and cultural exchange.
The document introduces a proposed Chinese Teacher Training Center project. It discusses the need to establish such centers to address the increasing demand for Chinese teachers in the US given the small number of local teachers and challenges with teachers dispatched from China. The proposed centers would aim to increase the scale and quality of local Chinese teachers through various training programs, helping to meet the growing need for Chinese language education across the US. Requirements for the centers include the ability to cover training demands, provide necessary facilities and support, and receive funding and resources from the Confucius Institute and Chinese government.
The document introduces the Confucius Institute Scholarship program. It provides three examples of past scholarship recipients, including their backgrounds and experiences studying in China. It then outlines the eligibility requirements, duration, coverage and values of the different scholarship types. Global application numbers and admission rates are presented. The application procedure is explained in five steps from registration through notification of recipients.
iEARN is an international nonprofit that connects over 2 million K-12 students from 40,000 schools in 130 countries through collaborative projects on topics like arts, social studies, science, and languages. Some iEARN projects include students describing their name and culture, taking photos of an average day, measuring their carbon footprint, and testing local river water quality with international partners. iEARN aims to promote global awareness, cultural understanding, and technology and content skills for students through authentic, standards-aligned collaborative projects.
This document summarizes the Global Connections and Exchange Program (GCE), which promotes online collaborative learning projects between students in the United States and Central Asia. It discusses how GCE has connected schools in Kyrgyzstan, Uzbekistan, Turkmenistan, and the US through online forums, video conferences, and shared projects over the past eight years. Examples of successful projects are provided, such as students mapping their communities, interviewing elders about the Cold War, and sharing recipes from their families. The document concludes by offering lessons learned from GCE's experience, such as planning projects carefully, clear communication, and having backup plans to deal with unexpected issues.
4. DE EERSTE KAARS ZEI: “ Ik ben DE VREDE NIEMAND, KAN MIJ BELETTEN DAT IK UITDOOF.” Haar vlammetje werd vlug kleiner en doofde uit.
5. DE TWEEDE KAARS ZEI: “ IK BEN HET VERTROUWEN MEESTAL KAN IK GEMIST WORDEN DUS HEEFT HET GEEN ZIN MEER DAT IK BLIJF BRANDEN. Wanneer zij stopte met praten blies een zuchtje haar uit.
6. Zij wachte niet langer en doofde uit. OP HAAR BEURT SPRAK ZACHTJES DE DERDE KAARS: “ IK BEN DE LIEFDE IK HEB DE KRACHT NIET GEKREGEN OM TE BLIJVEN BRANDEN. DE MENSEN NEGEREN ME. ZIJ VERGETEN ZELFS HUN NAASTEN TE BEMINNEN.”
7. PLOTSELING:........ KWAM ER EEN KIND AAN EN ZAG DE DRIE GEDOOFDE KAARSEN. ” WAAROM BRANDEN JULLIE NIET VERDER ???” Nadat ze dit gezegd had begon het kind te wenen.
8. TOEN ZEI DE VIERDE KAARS: ” WEES NIET BANG, NU IK NOG BRAND KUNNEN WE DE ANDERE KAARSEN TERUG AANSTEKEN, WANT IK BEN DE HOOP !!!”
9. MET GLANZENDE OGEN NAM HET KIND DE KAARS VAN DE HOOP EN STAK DE ANDERE KAARSEN WEER AAN.
10. De vlam van de HOOP zou nooit uit uw leven mogen verdwijnen!!!
11. … en ieder van ons zou de HOOP , het VERTROUWEN , de VREDE en de LIEFDE moeten koesteren!!!