The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Rethinking Student Engagement in the Digital ClassroomD2L Barry
Presentation at the D2L Connection: South Carolina Edition on May 10, 2019 at Piedmont Technical College, Newberry Campus.
Presenters Lisa b Martin, Brad Griggs, and Rachel Hollaway, all of PTC.
Why focus on teacher collaboration? Why inclusion? Beginning with a strengths-based class review process, create a plan of action wherein the classroom teacher and the specialist are working together. Consider models of co-teaching.
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
Education thought leader Peter DeWitt presented this February 2017 webinar titled, "Leading and Learning: Collaborative Leadership for K-12 Education.” The presentation offered insights on research-based influences that matter most for collaborative leadership.
The webinar covered strategies for developing a collaborative mindset, authentic versus compliant engagement, and a collaborative leadership philosophy that works for leaders, teachers and students. Successful methods for flipping leadership, and the importance of family engagement were also discussed.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Rethinking Student Engagement in the Digital ClassroomD2L Barry
Presentation at the D2L Connection: South Carolina Edition on May 10, 2019 at Piedmont Technical College, Newberry Campus.
Presenters Lisa b Martin, Brad Griggs, and Rachel Hollaway, all of PTC.
Why focus on teacher collaboration? Why inclusion? Beginning with a strengths-based class review process, create a plan of action wherein the classroom teacher and the specialist are working together. Consider models of co-teaching.
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
Education thought leader Peter DeWitt presented this February 2017 webinar titled, "Leading and Learning: Collaborative Leadership for K-12 Education.” The presentation offered insights on research-based influences that matter most for collaborative leadership.
The webinar covered strategies for developing a collaborative mindset, authentic versus compliant engagement, and a collaborative leadership philosophy that works for leaders, teachers and students. Successful methods for flipping leadership, and the importance of family engagement were also discussed.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
AHDS Conference November 2014 - workshop; SCELAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by George Gilchrist, primary HT and a participant in the SCEL Fellowship programme.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
AHDS Conference November 2014 - Keynote; Graeme LoganAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote presentation by Graeme Logan, Strategic Director of School Years at Education Scotland.
AHDS Conference November 2014; GIRFEC WorkshopAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' GIRFEC Workshop by Lynn Townsend, Scottish Government.
AHDS Conference November 2014 - Workshop; TB: Reporting and ProfilingAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on Profiling and Reporting by George Sinclair from Education Scotland and Robert Hair, HT at Kinloss Primary, Moray and AHDS Vice-President
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on GTCS Professional Update and Standard by Ken Muir, Chief Executive of GTCS and Martin Osler, Director of Communications, Digital Development and Human Resources at GTCS.
AHDS Conference November 2014 - Workshop; Scottish GovernmentAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Scottish Government workshop on local authority/university partnership working presented by David Roy from Scottish Government and John Stodter of ADES.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
5. “If I had to reduce all of
educational psychology to just
one principle, the most
important single factor
influencing learning is what the
learner already knows...”
David Ausubel, 1968
7. Content – this is what we will learn
We will learn more about effective learning and
teaching, about staff development, what works
in classrooms and how we can lead learning
Process – this is how we will learn
We will learn through formal input, discussion
and reflection, practical experience and transfer
Benefits – this is why we will learn
We will be able to use our new ideas and
insights to further improve our professional
practice
10. Culture is different to
climate: culture shapes the
everyday preoccupations
and determines the limits
of possibility; climate is the
emotional state which
prevails as this occurs
11. Culture
Poor schools talk about Coping and
Administering
Good schools talk about Teachers and
about Teaching
Great schools talk about Learners and
about Learning
World Class schools talk about Re‐inventing
12. What are the everyday
preoccupations?
Do they work to your
advantage?
Shift the everyday
preoccupations and secure
exceptional gains
26. Each space within the
school provides an
opportunity to reinforce
what you value about the
experience of learning and
the behaviours of learners
27.
28. Great Learner Behaviours
Noticing
Explaining things
Asking good questions
Learning something new
Practising hard till you get it right
Thinking carefully
Listening carefully
Trying different ways of doing things
Being a learning friend who helps others learn
Making someone else happy
Becoming better at sharing
Reading every day
29. Challenge the casual assumptions
which kill aspiration
‘It won’t work with our children…’
‘We already do that…’
‘My staff aren’t ready for this…’
‘We are winding down for …’
‘Our staff are already working flat out…’
‘I’d love to do that but…’
‘Our members…’
30. Social Capital
Advance systems rely more and more on peers as their
source of innovation and deep improvement.
How the World’s Most Improved School Systems Keep Getting Better, McKinsey and
Company, 2012
The most abused educational research finding these
days is this: “the quality of the teacher is the single
most important determinant in the learning of the
student” … Success in any innovation is determined by
the degree of Social Capital in the culture of your own
school.
Professional Capital, Transforming Teaching in Every School, Hargreaves and Fullan,
2014
31. Social Capital
Behaviour is shaped more by groups much more than by
individuals. Cohesive groups with less individual talent often
outperform groups with superstars who don’t work as a team.
Professional development does not have much impact on
student learning when it relies on individual learning and does
not focus on follow‐through support for teams of teachers to
learn together. Success in any innovation is determined by the
degree of social capital in the culture of your own school.
Professional Capital, Transforming Teaching in Every School, Hargreaves and
Fullan, 2014
32. Agree and Align what Impacts
Shared Planning of Learning Episodes
(You Plan, We Practice, I Teach)
Peer Observation Trios
Coaching and Live Coaching
Focused Learning Walks
Learning Improvement Group(s)
Embedding Agenda Items
Solution Space and Briefing Butterflies
Needs and Offers
Classroom Tours
Define and Enshrine what Works
39. Pass the fitness test
• Is it right for you? Is it right for your
school? Your learners?
• Is there someone with whom you can
share it and test it?
• Will it improve learning?
• Is the improvement in learning
significant?
• Will it still be improving learning in
three years time?
44. Pass the Authenticity Test
• Judgments about authenticity and ‘impact’ are too
subjective
• Observers are often ‘seduced’ by the elements and
do not see the whole. We are ‘unduly optimistic
about our powers of observation’ (Coe 2014)
• Too often we focus on ‘proxies’ for Learning (Coe
2014)
• We are heavily influenced by the judgments of
others around us (Milgram 1969)
45. Which recent educational ideas could
your school track?
• Drafting and Re‐drafting based on peer feedback ‐ Ron Berger
• Interleaving and Desirable Difficulties ‐ Robert Bjork
• Applications of neuroscience – Sarah Jayne Blakemore
• Highly structured lesson observation – Robert Coe
• Metacognition and Learning to Learn ‐ Guy Claxton
• Nurturing Growth Mindsets ‐ Carol Dweck
• Developing Social Capital – Hargreaves and Fullan
• Evidence Based Interventions ‐ John Hattie
• Co‐Operative Learning – Spencer Kagan
• Peer Influence in Classrooms ‐ Graham Nuthall
• Purposeful Formative Assessment ‐ Dylan William
• Applying Cognitive Science ‐ Daniel Willingham
• SOLO taxonomy and Constructive Alignment – John Biggs
50. • Is confident in the content to be taught
• Is confident in how the content taught will be assessed
• Knows the existing and target Performance Levels of all individuals within the class
• Knows which students have special or particular needs
• Knows or has accessed the reading ages of the class
• Has adapted or differentiated the lesson to suit needs of all in the class
• Has a lesson plan in some form and has prepared in advance of the lesson
• Engages the class from the outset
• Accesses what class already knows or can do
• Shares the learning outcomes and refers to them throughout
• Provides or directs to key information
• Asks compelling questions
• Invites contributions and ideas
• Checks for understanding
• Provides specific feedback with time to improve
• Reviews progress regularly
51. Pass the Intentionality Test
• Is your design of learning and the lessons which
deliver learning based on an understanding of
learner need?
• Is the process of design, or the thinking which
shapes that process, deliberate?
• Do you ‘own’ the process of design and the
thinking which shapes that process?
• Is there flexibility in your professional approach?
54. Intervention Impact
1. High Teacher Expectations High Medium Low
2. Purposeful Intensity High Medium Low
3. Improvement Feedback and Marking High Medium Low
4. Peer Tutoring and Collaboration High Medium Low
5. Sharing and Revisiting Learning Outcomes High Medium Low
6. Interactive Learning Environment High Medium Low
7. Metacognition High Medium Low
8. Spaced Rehearsal and Review High Medium Low
9. Teacher Subject Knowledge High Medium Low
10. Reduced Group Size High Medium Low
11. Improving Pupil Questioning High Medium Low
12. Growth Mindset in Pupils High Medium Low
55. Influence Impact
1. Growth Mindset in Pupils High
2. High Teacher Expectation High
3. Improvement Feedback and Marking High
4. Metacognition High
5. Spaced Rehearsal and Review High
6. Sharing and Revisiting Learning Outcomes High
7. Peer Tutoring and Collaboration High
8. Interactive Learning Environment Medium
9. Purposeful Intensity Medium
10. Improving Pupil Questioning Medium
11. Teacher Subject Knowledge Low
12. Reduced Group Size Low
56. Impact vs cost
Most promising for
raising attainment
Summer
schools After
Cost per pupil
Effect Size (months gain)
Collaborative
£0
8
0
£1000
Meta‐cognitive
Peer tutoring
Homework 1‐1 tuition Early Years
(Secondary)
Teaching
assistants
Mentoring
school
ICT
Performance Aspirations
pay
Smaller
classes
Setting
May be
worth it
Small
effects /
high cost
Feedback
Phonics
Homework
(Primary)
Small gp
tuition Parental
involvement
Individualised
learning
Behaviour
Social
www.educationendowmentfoundation.org.uk/toolkit
57. The classroom interventions which I
think have most impact…
• Accessing Prior Knowledge and Utilising Prediction
• Authentic Engagement
• Reinforcing and modelling High Expectations
• Differentiated Challenge
• Enquiry and High Quality Questioning
• Finding Excellent Solutions or Products
• Metacognition
• Land‐Marking Progress against agreed Outcomes
• Purposeful Assessment and Feedback
• Pragmatic Rehearsal, Consolidation and Transfer