PowerPoint presentation for the Asia-Pacific Educational Research Association and Taiwan Education Research Association Conference in Kaohsiung, Taiwan on 10 - 12 November, 2016.
Lecture: Teacher identity and impact on literacyAnnie Muir
The document discusses teacher identity development and its importance for student learning outcomes. It covers 6 key topics: 1) how teachers' understanding of their own identity relates to multicultural education and social justice, 2) the importance of teachers developing intercultural competence and learning from students' cultures, 3) studies showing the impact of teacher identity on student learning, 4) how reflective practice helps teachers critically examine their own assumptions, 5) developing "intercultural capital" to reason from others' perspectives, and 6) the role of the "world teacher" in facilitating learning for all students.
This lesson is part of the unit African Apostle (AA101) which is a core unit in the course Diploma in Biblical Studies & Christian Leadership offered by Australia Multination For Christ College (http://www.fifmiaustralia.org/school), a College division of Zimbabwe Assemblies of God Africa (ZAOGA) also known worldwide as Forward In Faith Ministries International (FIFMI) (http://www.fifmi.org), one of Africa’s most vital religious movements recasting the shape and character of world Christianity (Maxwell 2006) founded by Archbishop Ezekiel Guti in 1960 in Zimbabwe, Africa.
The document summarizes the findings of a study on the digital transition of teaching at a university in North Macedonia due to COVID-19. It found that both teachers and students used videoconferencing and email primarily, with mixed views on methodologies. Both populations reported physical and mental tolls on wellbeing like fatigue, pain, and feelings of isolation. In response, the university established a committee to improve support through training, resources, communication, and psychological services to address lessons learned from the pandemic experience.
This document discusses teacher identity and provides an overview of a mentoring model called GROW. It defines teacher identity as being how teachers see themselves and their role, which is shaped by their self-concept, beliefs, experiences, and discussions with others. Having a strong sense of teacher identity is important because it influences teachers' commitment, priorities, and view of their responsibilities. The document also introduces the GROW model for mentoring, which stands for Goal, Reality, Options, and Will, as a structured approach for mentors and mentees to have coaching conversations by working through questions related to each element.
Lecture: Teacher identity and impact on literacyAnnie Muir
The document discusses teacher identity development and its importance for student learning outcomes. It covers 6 key topics: 1) how teachers' understanding of their own identity relates to multicultural education and social justice, 2) the importance of teachers developing intercultural competence and learning from students' cultures, 3) studies showing the impact of teacher identity on student learning, 4) how reflective practice helps teachers critically examine their own assumptions, 5) developing "intercultural capital" to reason from others' perspectives, and 6) the role of the "world teacher" in facilitating learning for all students.
This lesson is part of the unit African Apostle (AA101) which is a core unit in the course Diploma in Biblical Studies & Christian Leadership offered by Australia Multination For Christ College (http://www.fifmiaustralia.org/school), a College division of Zimbabwe Assemblies of God Africa (ZAOGA) also known worldwide as Forward In Faith Ministries International (FIFMI) (http://www.fifmi.org), one of Africa’s most vital religious movements recasting the shape and character of world Christianity (Maxwell 2006) founded by Archbishop Ezekiel Guti in 1960 in Zimbabwe, Africa.
The document summarizes the findings of a study on the digital transition of teaching at a university in North Macedonia due to COVID-19. It found that both teachers and students used videoconferencing and email primarily, with mixed views on methodologies. Both populations reported physical and mental tolls on wellbeing like fatigue, pain, and feelings of isolation. In response, the university established a committee to improve support through training, resources, communication, and psychological services to address lessons learned from the pandemic experience.
This document discusses teacher identity and provides an overview of a mentoring model called GROW. It defines teacher identity as being how teachers see themselves and their role, which is shaped by their self-concept, beliefs, experiences, and discussions with others. Having a strong sense of teacher identity is important because it influences teachers' commitment, priorities, and view of their responsibilities. The document also introduces the GROW model for mentoring, which stands for Goal, Reality, Options, and Will, as a structured approach for mentors and mentees to have coaching conversations by working through questions related to each element.
Education Philosophy: Teaching and LearningWafa Hozien
Dr. Wafa Hozien believes that education is an interactive collaborative process. It involves a philosophy of teaching and learning. Education is maintaining an environment of change through reflection and choice of knowledge. Education creates societal change as a result of teaching and learning.
Contextual teaching and learning presentation tlsRodrick Anderson
CTL involves relating academic subjects to real-world situations to motivate students and help them apply knowledge to their lives. The goal is to capture students' attention by illustrating relevance. CTL occurs when students process new information in a way that makes sense based on their own life experiences, not through rote memorization or teacher-dominated goals. Learning theories that support CTL include motivation theory, problem-centered learning, social learning theory, learning styles, and brain research.
Final copy assignment two rebekah rae edp3333rmrae
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.
This document summarizes a presentation given by Dr. Ashleigh Molloy on the role of paraprofessionals. The objectives were to validate paraprofessionals' role in driving change, identify strategies to promote student success, and discuss the significant role they play in facilitating inclusion. It discusses research showing paraprofessionals are the fastest growing education position and compares paraprofessionals to well-known brands to illustrate the important work they do. The presentation provides strategies for effective communication, differentiation, and creating an inclusive classroom culture.
The document summarizes key aspects of professional learning communities (PLCs) discussed at a conference for PLC attendees. It defines PLCs as groups of educators committed to collaborative inquiry and improvement to better serve students. Characteristics of effective PLCs include shared values, collaborative teams, data-driven improvement and commitment to continuous learning.
This document discusses collaborative learning techniques. Collaborative learning involves groups of students working together on tasks and problems. It can develop skills like higher-level thinking, communication, and leadership. Reasons to use collaborative learning include promoting student interaction, increasing retention and understanding diverse perspectives. The document provides tips for collaborative learning, like establishing group goals and using real-world problems. It also discusses learning theories related to collaboration and strategies like jigsaw and think-pair-share. Students are assigned group activities to practice collaboration skills.
The document discusses various interactive teaching methodologies including Dale Carnegie's approach of using analogies, Bloom's taxonomy of learning objectives, and Gardner's theory of multiple intelligences. It also covers traditional chalk-and-talk methods, changing roles of teachers, and techniques like brainstorming, quizzes, group discussions, and role plays. The goal is to engage students through different learning styles and increase comprehension beyond memorization.
An integrated curriculum integrates learning across subject areas rather than keeping them separate. This document discusses integrated curriculum and the learning theories that support it. It explores the potential for integration across Jewish subjects and between Jewish and secular subjects. It considers the goals of integrated learning like reinforcing skills across areas and providing a more holistic learning experience. Learning theories around how knowledge is constructed and multiple ways of understanding content support integration. While conventional arguments see subjects as separate domains, integration allows for drawing insights from different perspectives to gain a more complete understanding.
Teacher Leadership: A Starring Role for Teacherscrutherford
The document discusses how distributing leadership roles throughout a school organization can foster teacher leadership. It provides an example of how Edison Schools restructured their traditional top-down leadership model by implementing leadership teams, academy directors, lead teachers, and senior teachers to give more teachers leadership responsibilities. This distributed structure allowed for inclusive decision-making, collaborative teams, and internal professional development opportunities. The results were improved student achievement and the school becoming popular with a waiting list. The conclusion is that organizational structures facilitating teacher leadership can change the nature and scope of teacher leadership while also fostering school success.
This document discusses strategies for sustainable educational change. It outlines Fullan's key question of how research can help solve problems in practice. Two ways evidence can be used are discussed: data-informed and data-led approaches. External agents can take expert or facilitator roles in change efforts. Different leadership styles are reviewed that can impact change, including transformational, instructional, and shared approaches. Strategies for managing mandated change include buffering, building trust, and relating changes to teaching purposes.
The document summarizes research supporting differentiated instruction as a model for addressing increasing student diversity in classrooms. It discusses Vygotsky's sociocultural theory of learning and zone of proximal development as providing a conceptual framework. Research highlights the need to consider individual differences in learning styles, intelligence, and brain functioning. Traditional uniform instruction fails to meet the needs of diverse students. Differentiated instruction allows teachers to accommodate variations through flexible grouping, content, process, and product.
This document provides an overview of teaching and learning basics. It discusses definitions of education and teaching from various scholars. It outlines principles of teaching from Burton and Adhoe Sande Committee. It also lists general teaching principles and maxims. Finally, it presents different methods of teaching such as lecture, demonstration, group discussion, seminar, and computer-assisted learning.
Teachers' Open Educational Practices in Dutch Higher EducationMarjon Baas
This document summarizes research on teachers' adoption and use of open educational resources (OER) in higher education. It conducted interviews with 11 teachers and 2 managers at a university to understand their awareness and perceptions of OER. It found that teachers need more support in understanding what OER are and how to share and reuse them. Specifically, teachers wanted a simple overview of available OER in their subjects to help them consider how to incorporate these resources. The document also analyzed how teachers evaluate OER based on criteria like pedagogical design and subject matter knowledge. Overall, the research provided insights into the current state of OER adoption among teachers and their need for institutional policies and support to better integrate open resources into their teaching.
This document summarizes research on teachers' adoption and use of open educational resources (OER) in higher education. It conducted interviews with 11 teachers and 2 managers to understand their current awareness of OER and needs for support in adopting OER. It also analyzed how teachers evaluate OER based on their pedagogical design capacity and mental models. The research found that teachers need a better understanding of what constitutes an open resource as well as institutional policies for sharing. They also desired support in the form of overviews and guidelines for finding and using available OER in their subjects. Overall, the study provided insights into teachers' perceptions and decision-making regarding adopting and adapting open educational content in their practices.
The document discusses various models of curriculum development, including Fullan's partnership model, Schwab's inquiry-based model, Tyler's objectives-focused model, Taba's order-based model, and Wheeler's cyclical model. It then describes a Jewish day school's use of a partnership model for its curriculum project, where each school appointed a coordinator to oversee development based on the school's mission and input from teachers. The project consultants provided training and feedback to help the coordinators and teacher teams develop the curriculum according to Tyler's 4-stage model.
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
EDP3333: Personal Pedagogical Framework - Katherine Reedkatie_reed
Catherine Reed's personal pedagogical framework focuses on creating a safe, supportive learning environment and enabling lifelong learning skills. Her framework is informed by humanism, constructivism, behaviourism, cognitivism, and connecting learning to real world experiences. She aims to be a teacher, facilitator, and role model who promotes respect, communication, diversity and high expectations.
Collaborative and cooperative learningMaryan Lopez
Collaborative learning involves students working together to achieve learning goals or complete projects. It is a natural social process where students share ideas and solve problems together. Collaborative learning allows for freedom, creativity, and diverse outcomes. It is based on principles like making students the focus, emphasizing interaction and practical application, working in groups, and addressing real-world problems. Benefits include improved higher-order thinking and preparation for social and work situations. Cooperative learning is a more structured approach where students work in teams under more direction from the teacher.
When you rent out your properties and become a “landlord”, knowing your rights are helps you avoid or resolve differences you may have with your tenants. Please visit www.starpointtenantscreening.com for more details.
Xerox Nuvera® 200/288/314 EA
Perfecting Production System
Make a Perfect Impression
This easy-to-use, flexible system is built on a strong foundation of exceptional image quality, speed, efficiency and productivity to get your business growing.
Education Philosophy: Teaching and LearningWafa Hozien
Dr. Wafa Hozien believes that education is an interactive collaborative process. It involves a philosophy of teaching and learning. Education is maintaining an environment of change through reflection and choice of knowledge. Education creates societal change as a result of teaching and learning.
Contextual teaching and learning presentation tlsRodrick Anderson
CTL involves relating academic subjects to real-world situations to motivate students and help them apply knowledge to their lives. The goal is to capture students' attention by illustrating relevance. CTL occurs when students process new information in a way that makes sense based on their own life experiences, not through rote memorization or teacher-dominated goals. Learning theories that support CTL include motivation theory, problem-centered learning, social learning theory, learning styles, and brain research.
Final copy assignment two rebekah rae edp3333rmrae
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.
This document summarizes a presentation given by Dr. Ashleigh Molloy on the role of paraprofessionals. The objectives were to validate paraprofessionals' role in driving change, identify strategies to promote student success, and discuss the significant role they play in facilitating inclusion. It discusses research showing paraprofessionals are the fastest growing education position and compares paraprofessionals to well-known brands to illustrate the important work they do. The presentation provides strategies for effective communication, differentiation, and creating an inclusive classroom culture.
The document summarizes key aspects of professional learning communities (PLCs) discussed at a conference for PLC attendees. It defines PLCs as groups of educators committed to collaborative inquiry and improvement to better serve students. Characteristics of effective PLCs include shared values, collaborative teams, data-driven improvement and commitment to continuous learning.
This document discusses collaborative learning techniques. Collaborative learning involves groups of students working together on tasks and problems. It can develop skills like higher-level thinking, communication, and leadership. Reasons to use collaborative learning include promoting student interaction, increasing retention and understanding diverse perspectives. The document provides tips for collaborative learning, like establishing group goals and using real-world problems. It also discusses learning theories related to collaboration and strategies like jigsaw and think-pair-share. Students are assigned group activities to practice collaboration skills.
The document discusses various interactive teaching methodologies including Dale Carnegie's approach of using analogies, Bloom's taxonomy of learning objectives, and Gardner's theory of multiple intelligences. It also covers traditional chalk-and-talk methods, changing roles of teachers, and techniques like brainstorming, quizzes, group discussions, and role plays. The goal is to engage students through different learning styles and increase comprehension beyond memorization.
An integrated curriculum integrates learning across subject areas rather than keeping them separate. This document discusses integrated curriculum and the learning theories that support it. It explores the potential for integration across Jewish subjects and between Jewish and secular subjects. It considers the goals of integrated learning like reinforcing skills across areas and providing a more holistic learning experience. Learning theories around how knowledge is constructed and multiple ways of understanding content support integration. While conventional arguments see subjects as separate domains, integration allows for drawing insights from different perspectives to gain a more complete understanding.
Teacher Leadership: A Starring Role for Teacherscrutherford
The document discusses how distributing leadership roles throughout a school organization can foster teacher leadership. It provides an example of how Edison Schools restructured their traditional top-down leadership model by implementing leadership teams, academy directors, lead teachers, and senior teachers to give more teachers leadership responsibilities. This distributed structure allowed for inclusive decision-making, collaborative teams, and internal professional development opportunities. The results were improved student achievement and the school becoming popular with a waiting list. The conclusion is that organizational structures facilitating teacher leadership can change the nature and scope of teacher leadership while also fostering school success.
This document discusses strategies for sustainable educational change. It outlines Fullan's key question of how research can help solve problems in practice. Two ways evidence can be used are discussed: data-informed and data-led approaches. External agents can take expert or facilitator roles in change efforts. Different leadership styles are reviewed that can impact change, including transformational, instructional, and shared approaches. Strategies for managing mandated change include buffering, building trust, and relating changes to teaching purposes.
The document summarizes research supporting differentiated instruction as a model for addressing increasing student diversity in classrooms. It discusses Vygotsky's sociocultural theory of learning and zone of proximal development as providing a conceptual framework. Research highlights the need to consider individual differences in learning styles, intelligence, and brain functioning. Traditional uniform instruction fails to meet the needs of diverse students. Differentiated instruction allows teachers to accommodate variations through flexible grouping, content, process, and product.
This document provides an overview of teaching and learning basics. It discusses definitions of education and teaching from various scholars. It outlines principles of teaching from Burton and Adhoe Sande Committee. It also lists general teaching principles and maxims. Finally, it presents different methods of teaching such as lecture, demonstration, group discussion, seminar, and computer-assisted learning.
Teachers' Open Educational Practices in Dutch Higher EducationMarjon Baas
This document summarizes research on teachers' adoption and use of open educational resources (OER) in higher education. It conducted interviews with 11 teachers and 2 managers at a university to understand their awareness and perceptions of OER. It found that teachers need more support in understanding what OER are and how to share and reuse them. Specifically, teachers wanted a simple overview of available OER in their subjects to help them consider how to incorporate these resources. The document also analyzed how teachers evaluate OER based on criteria like pedagogical design and subject matter knowledge. Overall, the research provided insights into the current state of OER adoption among teachers and their need for institutional policies and support to better integrate open resources into their teaching.
This document summarizes research on teachers' adoption and use of open educational resources (OER) in higher education. It conducted interviews with 11 teachers and 2 managers to understand their current awareness of OER and needs for support in adopting OER. It also analyzed how teachers evaluate OER based on their pedagogical design capacity and mental models. The research found that teachers need a better understanding of what constitutes an open resource as well as institutional policies for sharing. They also desired support in the form of overviews and guidelines for finding and using available OER in their subjects. Overall, the study provided insights into teachers' perceptions and decision-making regarding adopting and adapting open educational content in their practices.
The document discusses various models of curriculum development, including Fullan's partnership model, Schwab's inquiry-based model, Tyler's objectives-focused model, Taba's order-based model, and Wheeler's cyclical model. It then describes a Jewish day school's use of a partnership model for its curriculum project, where each school appointed a coordinator to oversee development based on the school's mission and input from teachers. The project consultants provided training and feedback to help the coordinators and teacher teams develop the curriculum according to Tyler's 4-stage model.
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
EDP3333: Personal Pedagogical Framework - Katherine Reedkatie_reed
Catherine Reed's personal pedagogical framework focuses on creating a safe, supportive learning environment and enabling lifelong learning skills. Her framework is informed by humanism, constructivism, behaviourism, cognitivism, and connecting learning to real world experiences. She aims to be a teacher, facilitator, and role model who promotes respect, communication, diversity and high expectations.
Collaborative and cooperative learningMaryan Lopez
Collaborative learning involves students working together to achieve learning goals or complete projects. It is a natural social process where students share ideas and solve problems together. Collaborative learning allows for freedom, creativity, and diverse outcomes. It is based on principles like making students the focus, emphasizing interaction and practical application, working in groups, and addressing real-world problems. Benefits include improved higher-order thinking and preparation for social and work situations. Cooperative learning is a more structured approach where students work in teams under more direction from the teacher.
When you rent out your properties and become a “landlord”, knowing your rights are helps you avoid or resolve differences you may have with your tenants. Please visit www.starpointtenantscreening.com for more details.
Xerox Nuvera® 200/288/314 EA
Perfecting Production System
Make a Perfect Impression
This easy-to-use, flexible system is built on a strong foundation of exceptional image quality, speed, efficiency and productivity to get your business growing.
Olisa Anthony Chukwemeka is seeking new employment opportunities where he can fully utilize his potential and contribute his creative and innovative abilities. He has over 15 years of experience in computer maintenance, graphic design, and sales. His education includes a diploma in computing with specializations in graphics, networking, engineering, and maintenance. He currently works as a graphic artist and quality control at Echex Clear Prints Ltd, leveraging his skills in graphic design, printing, systems networking, and troubleshooting.
A high performance novel image compression technique using huffman codingIAEME Publication
This document summarizes an article from the International Journal of Computer Engineering and Technology about a novel image compression technique using Huffman coding with edge detection. It begins with an abstract that outlines using Huffman coding to compress images followed by edge detection using Canny edge detection. It then provides background on image compression techniques, including lossless versus lossy compression. It discusses edge detection methods and various coding techniques like LZW, arithmetic coding, run length coding, and Huffman coding. Huffman coding is described as assigning shorter code words to more frequently occurring symbols to achieve efficient compression. The document provides examples of how Huffman coding works to optimally encode symbols based on their probabilities.
This magazine document discusses various sections including real life stories about famous people, fashion tips and pictures, and competitions. It also mentions the magazine's masthead, slogan, main image, main story, and price on the front cover.
Life is like changing weather in that it can be calm or turbulent at different times, but is always beautiful. The document provides creative writing prompts asking the reader to reflect on aspects of their life that symbolize different weather patterns such as sunny days, storms, and rainbows in order to develop a story or poem for a literary magazine.
The document provides 10 tips for local businesses to effectively write and post blogs. The tips include choosing an appropriate blogging platform, using relevant keywords and location-based SEO, keeping posts short and using bullet points for longer posts, proofreading, adding images, maintaining a consistent posting schedule, planning post ideas in advance, and providing valuable content for the target audience. The tips are presented by Brian Wilson of BWW Solutions to help local businesses leverage blogging.
This document provides guidelines for the use of anesthesia personnel in administering deep sedation/general anesthesia to pediatric dental patients in dental offices. It recommends that at least 3 individuals be present - an anesthesia care provider to administer drugs and monitor the patient, an operating dentist, and other trained staff. The anesthesia care provider must be licensed and have completed an anesthesia residency. Facilities must meet all applicable codes and laws for the deepest level of sedation that may occur. Proper emergency equipment and training is required. The guidelines are intended to optimize safety when deep sedation/general anesthesia is provided in dental offices.
This document lists 7 wonders of the ancient world: The Great Pyramids in Egypt, the Hanging Gardens of Babylon, the Temple of Artemis in Ephesus, the Statue of Zeus at Olympia, the Mausoleum at Halicarnassus, Pharaoh's Lighthouse in Alexandria, and the Colossus of Rhodes. Each wonder is represented by a symbol.
Люцко Н.М. Методический мониторинг развития библиотек учреждений общего средн...Natallia Liutsko
Семинар «Организация статистической работы в библиотеке учреждения общего среднего образования»,
ГУО «Минский областной институт развития образования»
г. Минск, 2 ноября 2016 г.
CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
B12 - Keith Posthlethwaite (Exeter) and Linda Haggarty (Open): From student t...Mike Blamires
This document summarizes key findings from a study examining the learning of beginning teachers during initial teacher education (ITE) and induction. During ITE, student teachers' learning was most influenced by their own characteristics and fitting in with the current school context. Newly qualified teachers faced behaviour management concerns that influenced their pedagogical decisions and limited aspirations. Induction focused on emotional support and fitting in, with limited discussion of teaching approaches. Involvement in a "learning school" allowed one teacher to further develop pupils' learning skills through collaboration.
Understanding Challenges of Curriculum Innovation and the Implementation_John...John Yeo
Singapore’s education system has remained consistently near the top of most education ranking systems over the past decade. OECD (2010) attributes the success to a systemic focus on curriculum innovation by Singapore schools. However, the challenges that emerge from the various initiatives are complex and multifaceted. Using the lens of Schwab’s (1973) four commonplaces- milieu, learner, subject matter and teacher, the experienced curriculum is unpacked to reveal the discourse of the challenges of curriculum translation. While I examine the similarities and differences in curriculum translation under two different educational philosophies- curriculum vs didatik, I attend to the educational outcomes of teaching practices using the Appreciative Inquiry approach. The challenges than unmask the inherent tensions between socio-economical ideologies with the curriculum implementation at the programmatic and institutional level. Exploring from Engestrom's Activity Theory, I will examine the issues of ideology and control surrounding what gets eventually translated in the classroom curriculum.
Multicultural Teaching and Learning as Everyone's Every Day WorkIlene Dawn Alexander
This document discusses building an integrative approach to multicultural teaching and learning with future faculty. It describes a graduate course aimed at discussing educational theory and practice through reflection and feedback to develop skills for teaching a diverse student body. The course intentionally includes diverse co-teaching teams and focuses on infusing discussions of multicultural teaching and learning throughout the course over several years.
Mr. Rhoadio Rabuya views teaching as a vocation, mission, and profession. As a vocation, he feels called to teach and impart knowledge to students. Teaching fulfills him. As a mission, he wants to help, motivate, and inform learners of the importance of education. He aims to shape lives and promote rational thinking. As a profession, teaching requires mastery of content, effective communication skills, problem solving, and patience. It is challenging but rewarding work.
Mr. Rhoadio Rabuya views teaching as a vocation, mission, and profession. As a vocation, he feels called to teach and impart knowledge to students. Teaching fulfills him. As a mission, he wants to help, motivate, and inform learners of the importance of education. He aims to shape lives and promote rational thinking. As a profession, teaching requires mastery of content, effective communication skills, problem solving, and patience. It is challenging but rewarding work.
This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
This document discusses task-based language learning (TBLL) and how it is implemented in the classroom. It notes that TBLL started gaining popularity in 1996 with Jane Willis' book on the topic. Traditionally, language learning followed a present-practice-perform (PPP) model, but TBLL proposes completing tasks as the basis for learning. Tasks can include information gap activities, problem-solving tasks, and jigsaw activities. The document also discusses the different steps in TBLL, including pre-task, task cycle, and language focus.
Seizing the Agenda - Raising the ceiling | Moving teaching from good to great...Wholeeducation
The document discusses establishing evidence-informed teaching practices in schools. It notes that schools now have more autonomy and responsibility for teacher professional development. Effective professional development requires sustained support over time, opportunities for practice and reflection, a focus on student outcomes, and addressing teachers' starting points. School culture and leadership are important for developing evidence-informed practice through collaborative research and development approaches and continuous professional development.
This document discusses developing an inclusive culture in higher education. It covers legislative drivers for inclusion in the UK, definitions of an inclusive culture, and the University of the West of Scotland's vision for inclusion. It also summarizes approaches to inclusive practices, research background on communities of practice and ecological theory, data collection methods, and findings on acceptance and resistance to inclusion as well as perceived barriers. Key conclusions are that practice does not always match rhetoric on inclusion and resistance stems from academic identities and perceived constraints.
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Creating Effective Learning Environments For LearnersCamella Taylor
The document discusses creating effective learning environments for students. It describes ideal physical environments as well-lit classrooms with comfortable temperatures and good air quality. It also discusses the importance of social environments that limit distractions. Classrooms should be situated away from noisy areas like staff rooms or main roads. The document recommends diversity in learning methods, including visual aids to enhance understanding. It states all students deserve access to resources and technology to keep pace with their peers. Overall, the document emphasizes the role environments play in students' ability to learn effectively.
The document discusses language barriers and cultural differences that can impact students' academic learning. Teachers need to be aware of these differences and address them to provide an environment where students can explore learning. Constructivist theories state that learning involves adding new knowledge to existing knowledge through experiences. For students to achieve academic success in a diverse society, teachers must respect differences and incorporate cognitive and social constructivist theories to meet students' developmental needs.
The document discusses shifting the ownership of learning to students to develop learner agency. It identifies ten conditions for learner agency, including having learners at the center of their learning, building relationships and partnerships, developing cultural responsiveness, empowering leadership, viewing teaching as inquiry, ensuring curriculum and pedagogy support agency, using assessment for and of learning, integrating technology, and creating innovative learning environments. The document encourages reflecting on which conditions to act on and provides resources to develop strategies that give students more control and ownership over their learning.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
The document discusses various educational philosophies:
- Progressivism focuses on student experiences and problem-solving over textbooks. John Dewey was a key proponent.
- Existentialism emphasizes individual responsibility and self-paced learning to develop unique individuals.
- Social reconstructionism views schools as tools to solve social problems and educate students to be problem-solvers who can identify and correct issues in society.
- Constructivism shifts the focus from teacher to actively engaged students using inquiry methods to solve problems, draw conclusions, and build new understandings collaboratively with teacher guidance.
The document outlines the author's educational leadership philosophy. It discusses how they initially wanted to be a teacher to make a difference, but felt a need for more education. They explored new areas in education and realized they still wanted to work with students in classrooms. They aspire to guide teachers and see educational leadership as a way to still be involved in classrooms through helping teachers, coaching students, and planning curriculum. A master's in educational leadership will provide a fresh perspective.
The document discusses breaking down subject boundaries through interdisciplinary teaching at an international school. It outlines the background of moving from a traditional subject-focused model to a more holistic interdisciplinary approach. Key steps included surveying teachers, defining interdisciplinary learning, collaboratively planning cross-subject units, and addressing staffing and timetabling to better support the new approach. Initial interdisciplinary units integrated subjects like English and performing arts, science and technology, and maths and visual art. The changes aim to improve student understanding through purposeful, integrated learning across disciplines.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Exploring the modelling of “inclusion” in a
preservice teacher education programme in
Aotearoa New Zealand
Leechin Heng
PhD Candidate, School of Educational Studies and Leadership, University of
Canterbury, New Zealand
Asia-Pacific Educational Research Association – Taiwan Education Research Association,
November 10 – 12, 2016
National Sun Yat-sen University, Kaohsiung, Taiwan
Supervisors:
Professor Missy Morton, Distinguished Professor Niki Davis & Associate Professor Rosemary Du Plessis
What is ‘diversity’ and who
defines ‘diversity’?
2. Introduction
• Born in Malaysia
• Doctoral candidate – University of
Canterbury, New Zealand
• Thesis focus – How do teacher educators
construct and enact inclusion in a new, one
year Master’s level pre-service teacher
education programme.
3. • Qualitative research:
- 13 months classroom observations
- 1 focus group interview with teacher educators
- 6 individual interviews with teacher educators
Research process
4. New Zealand Ministry of Education
request for proposals:
- Intervention – develop a Master’s level
programme in response to the increasingly
diverse population in New Zealand
- Goal – raise the academic achievement of
‘diverse’ learners in schools
Background
5. Fieldnote, teacher educator:
“The Ministry identified it’s the teachers who
are the responsible holders to do this
[inclusion], and this whole idea is why the
Ministry is funding this project.”
Addressing diversity – who
is responsible?
6. Ahmed, S. (2012). On being included:
racism and diversity in institutional life
Organisational ideals
Tokenistic
Feel-good rhetoric
• A critique of ‘inclusion’
7. Interview, teacher educator:
“If you look back at the long history of schooling, there is
something schools are really effective at doing: A tinkering
with things. Tinkering around the edges which is the easy
stuff to do but actually what happens if you just tinker around
the edges is that it doesn't really engage with the complexities
of difference and the way that it [normalcy and social
inequality] is reproduced in schooling.”
Tinkering with things?
8. Interview, teacher educator:
“I prefer to use the term ‘difference’ rather than
‘diversity,’ because often in inclusive education,
diversity and inclusion means including and
assimilating the ‘diverse other’ into the ‘norm.’”
‘Difference’ not ‘diversity’
9. Interview, teacher educator:
“Inclusion means that you're included into something
right? In my mind, you're included into the norm. So
what that does is just reproduces the norm. Because
inclusion involves moving [the diverse other] beyond
inclusion to mean assimilation, right?”
Inclusion as assimilation?
10. - A ‘bringing in’; in that it presupposes a whole into which
something (or someone) can be incorporated.
- …there is an implicit centred-ness to the term inclusion.
- …privileges notions of the pre-existing by seeking to
include the Other into a prefabricated, naturalised space.
(p. 20, emphasis in original)
Graham, L. J. (2006). Caught in the net: A
Foucaultian interrogation of the incidental
effects of limited notions of inclusion
11. Interview, teacher educator:
“I think that's a really big issue because people don't
live their lives in hierarchies and instalments. It’s not
about: Let’s include the gay kids into the
heterosexual norm. If the problem is the norm so
why would you want to belong to the norm if you're
not the norm?”
The big issue(s)…
12. “When we talk of including, into what do we seek to
include?” (Graham & Slee, 2006, p. 3)
“We are still citing inclusion as our goal; still waiting
to include, yet speaking as if we are already
inclusive.” (Slee & Allan, 2001, p. 181)
“To include is not necessarily to be inclusive.”
(Graham & Slee, 2006, p. 3, emphasis in original).
Included into what?
14. Emergent questions
- How do teacher educators conceptualise and
understand the current inclusive education system in
which they and the preservice teachers are situated?
- How teacher educators reconceptualise what
inclusive education might mean (beyond tinkering
around the edges)?
15. - How do teacher educators conceptualise their
roles and enact inclusive practices with the
preservice teachers to make that happen?
- What are the relationship between the aspiration
to include and the realisation of inclusion that is
not normative assimilation?
Continuing emergent questions
16. A positioned critique?
My positioning:
- Third generation, Chinese Malaysian, female,
international student, middle class, wheelchair-
user, yet-to-be identified identities
- I don’t live (or want to live) in hierarchies and
instalments or insert myself into the ‘norm’
17. Interview, teacher educator:
“There's something different about doing
something for the first time and having to try
out these ideas and essentially doing it on
the hoof which is really, really stressful.”
Sitting on a plane as it is
being built
18. • Ethnographic case study
- Make the familiar, strange
- Make the strange, familiar
- Empathy and critique
- Sitting on the plane while building it…
Research “on the hoof”?
19. Thank you
Acknowledgements
Asia-Pacific Educational Research Association &
Taiwan Education Research Association
We also acknowledge the Ngāi Tahu Educational Advisory Group for the MTchgLn programme and colleagues in the UC College of
Education, Health and Human Development who are part of the MTchgLn development team and related research. The programme
development has been a collaborative effort, and the structures developed for the operationalisation of the broad goal to prepare
adaptive and action competent pre-service teachers reflects the knowledge and wisdom of the group.
Leechin Heng, PhD Candidate
School of Educational Studies and Leadership
College of Education, Health and Human Development
University of Canterbury, Private Bag 4800, Christchurch
leechin.heng@pg.canterbury.ac.nz
20. References
Ahmed, S. (2012). On being included: racism and diversity in institutional
life. London Duke University Press.
Graham, L., & Slee, R. (2006). Inclusion? Paper presented at the
American Educational Research Association (AERA) 2006 Annual
Conference, San Francisco.
Graham, L. J. (2006). Caught in the net: a Foucaultian interrogation of the
incidental effects of limited notions of inclusion. International Journal
of Inclusive Education, 10(1), 3-25.
Goodley, D., Lawthom, R., Clough, P., & Moore, M. (2004). Researching
life stories: Method, theory and analyses in a biographical age.
London: RoutledgeFalmer.