Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part I)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part I)
A Zinneke Approach to Curriculum DevelopmentLuis Pinto
Proposal for multi-lingual curriculum framework for school based in University Campus of Etterbeek, anchored on the narrative of the Zinneke - a mut, an outsider, an adapter.
Preschool programs provide early childhood education and help children to develop a range of skills. Here in this PPT you will find descriptive knowledge about Preschool Programs. For further details visit @ http://www.montclareschool.org/
A Zinneke Approach to Curriculum DevelopmentLuis Pinto
Proposal for multi-lingual curriculum framework for school based in University Campus of Etterbeek, anchored on the narrative of the Zinneke - a mut, an outsider, an adapter.
Preschool programs provide early childhood education and help children to develop a range of skills. Here in this PPT you will find descriptive knowledge about Preschool Programs. For further details visit @ http://www.montclareschool.org/
Lincoln Central School is a public organization located in the northwest of the state of Connecticut. Even though this school is administered as part of Region 1 School District, it functions as an independent entity with its own Board of Education. At the same time it operates in cooperation with six other districts (North Canaan, Canaan, Cornwall, Kent, Sharon and Housatonic Valley Regional High School) with shared services, curriculum development, professional development and technological support.
Shengyao Kang (Evan Kan)11102015EDUC 140 Dr. PotterCu.docxlesleyryder69361
Shengyao Kang (Evan Kan)
11/10/2015
EDUC 140: Dr. Potter
Culture in my fieldwork community and classroom
A. Students will acquire a deeper understanding of the culture of the community of their fieldwork site.
1. Research the school’s website and report on the demographics of the student population.
My filed work school is the Aspire Langston Hughes Academy, And I work in single subject math with the Mr.Chan. I research some information about the Aspire Langston Hughes Academy from school’s website.
• # of students with Free and Reduced Lunch
There are one information about free and reduced lunch, on the website I found it reduced 79%.
• Ethnic groups reported at the school
Ethnicity: Hispanic: 53% African-American: 26% Pacific Islander: 1% Asian-American: 7% Caucasian: 7%.
• ELs
Student Information: English learners: 5%
• Special education
Student Information: Special education within past two years: 8%
• Gender
Student Information: Total Students: 609 Female:316 (52%) Male:293 (48%)
• Other
Student Information:Reclassified as English proficient: 22% Eligible for free/reduced price lunch: 88%
2. Write a two-paragraph reflection about what you’ve learned about the culture of the community and the school.
With the progress of era, the development of the society, the establishment of market economy, internal quality and external quality is good or bad, will directly related to people's development and success in society, strengthen the civilized behavior nurturance education is not only we need to carry forward the traditional virtues, the physical and mental development of students.
Schools in the community culture are also an important factor of the school culture. Community influence school education culture in two ways: one is the community environment affect the students. Which school culture; the other is a community environment affect the choice of the school education measures, thus affecting students' achievement and behavior. Student community is composed of molecules, the community formed by the values influences them and behavior will bring people affect the nature of the school culture in school. Not only that, in the school as a community organization, its education policy, and education content, education style are vulnerable to the influence of community environment. In fact, the relationship between community and school is a kind of complicated relationships. Community, community structure and community to the size of the economic status and other factors may directly affect students' achievement and behavior.
3. Reflect on the findings from the school website in a two-paragraph statement.
From my research, I found the Hispanic students account for the school’s demographics 55%, it’s the most people in this school. And the school is the private school it teaching grades 6-12 students. I found something different between private school and public school. Such as System of different, Student management in a different w.
ONE WORLD UNIVERSITY was created by ADPP Mozambique and the Federation Humana People to People in 1998.
In 2005, the institution was approved by the Council of Ministers in Mozambique as a private university. It was accredited to deliver academic courses and degrees to the level of Bachelor and Masters with a national recognized qualification. It was also given its’ official name ISET – Instituto Superior de Educacao e Tecnologia — in short
ISET/OWU.
Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child. Children with learning disabilities often have better technology skills than their teachers and are drawn to computers and other gadgets, so using them in the classroom makes perfect sense. For children with physical disabilities, technology can give access to learning opportunities previously closed to them. E-readers help students turn book pages without applying dexterity, and voice adaptive software can help students answer questions without needing to write. Computers are engaging and more advanced than the typical modified lesson allows. The widely-used teacher education textbook Educating Exceptional Children has a special section in each chapter focused on assistive technology explaining how it is used with exceptionalities ranging from giftedness to autism.
In March of 2009, a group of 18 EFL Educators from around the globe participated in a unique program sponsored by the US Department of State and organized by The Center for Language Education and Development - CLED- of Georgetown University. This pp presentation summarizes the educational visits that were made and has links to all the schools that were visited, as well as links to videos depicting the visits.
Our middle school curriculum is centered around teaching our students how to take control of their own learning. We focus on teaching students to ask the right questions and be confident searching for answers. By developing ‘Critical Skills’ in our students we prepare them for their journey as learners for the rest of their lives. See our curriculum to learn more about how we plan student learning opportunities (our pedagogy) and the environment within which learning takes place.
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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!
1. 'Escuela Nueva (New School)' in Colombia:
a successful example of primary educational innovation in
developing countries.
Yasuo Saito
One of the reasons why the goal of primary education for all has not been
achieved in developing countries is the difficulty to reach in rural areas. In rural
areas in developing countries, there are various factors to prevent from
enrollment and high academic achievement of the students. Some of the factors
are (1) the number of school age children in the remote areas is low, (2) difficulty
to recruit high quality teachers, (3) urban-centred curriculum which dose not
relate to the rural life and environment, (4) the difficulty of textbooks and
materials distribution, (5) long term absence of the students during agriculturally
busy seasons, (6) apathy toward education of parents and community, (7)
malnutrition of children especially in poor community, (8) ethnic minority groups
whose first language is not the official language.
Incomplete schools for the lower grades
In geographical condition where residents are scattered in rural remote areas,
the size of schools has to be small (the average number of students in a rural
school in South America is 62). Based on teacher/student ratio, only one or two
teachers are allocated for such a school. As a result the number of teachers is
less than the number of grades. Rural small schools in developing countries
often provide only lower grade classes instead of providing all grades of primary
level. These schools are called incomplete schools. The students of higher
grades can continue their study in bigger villages, but to commute from their
home to the bigger town is often difficult. In many cases, they stop their study
when they complete the lower grades in an incomplete school.
In order to provide complete primary education in small schools, multigrade
teaching, which means that one teacher teaches several grades at the same
time, also introduced since years ago. However, the special training for
multigrade teaching in the teachers' collage is hardly available. Most teachers
struggle to adjust traditional frontal teaching strategies to multigrade classes, and
the time for graded lessons is dispersed to several classes. As a result,
academic achievement of the students in multigrade schools is much lower than
urban schools.
'Escuela Nueva (New School)' in Colombia obtained global attention as a
successful example of rural primary educational innovation. 'Escuela Nueva'
accepts multigrade teaching as unavoidable condition in small schools of rural
areas. It encourages to develop special materials and teaching methods for
multigrade teaching. The academic achievement of the students in 'Escuela
1
2. Nueva' is even higher than in urban schools. This article introduces the detailed
programme of 'Escuela Nueva.'
Self learning and small group work
The educational gap between urban and rural areas has been obvious in
Colombia. Enrolement rate of primary schools in rural areas is 20% lower than
urban areas. Repetition and dropout rates are higher in rural areas than in urban
areas. The number of 'single-teacher schools' is also high in rural areas. It was
1975 when Colombia started to develop the new educational model for rural
schools named 'New school.'
The largest remarkable point is introduction of self learning instead of forcing
traditional frontal teaching in multigrade reality. Detailed and systematic 'learning
guide' for self learning was developed in order that the students can learn
individually or in small groups. This is a remarkable innovation because the
students are expected to shift from traditional and passive learners given the
knowledge by the teacher to active self learners.
The role of the teachers is also transferred from a lecturer who provides
knowledge and information to students of several grades at a same time, to a
facilitator to support the students who are learning by themselves.
This theory and method would not be opposed. However, the feasibility of this
kind of innovation is doubted. Can the students of rural primary schools learn
themselves with the learning guide? Isn't it too much expectation to the ability of
the children? Is it possible to develop the self learning guide which can lead the
effective learning? Will the teachers who are familiar with the traditional teaching
strategies accept the change of their role? How will the parents and community
evaluate 'New School' which is different from the traditional schools they know?
However, 'New School' has been successful though an introduction by pilot
projects, several revision of the learning guide and development of training
manual since 1975 when the first plot was presented. Looking at quantitative
expansion of the new method, the 500 pilot schools in 1976 expanded to 3,000
schools in 1986. In the beginning of 1990s, the number of the new schools was
17,000 in the nation, and the number of the students learning at the new schools
was more than 900,000. In other words, more than a half of rural schools
adopted the new method. 'New School' was no longer just an experimental pilot
project but became the nationwide educational system.
Instruments of 'New School'
Self learning method is not possible to introduce the students in Grade 1
because they are still illiterate. Therefore, traditional teaching method is used for
2
3. Grade 1. 'New School' method is used for Grade 2, 3, 4 and 5 (primary levels in
Colombia are Grade 1 to 5).
Grade wised learning guide for four subjects (language, mathematics, science
and social studies) and a book for self evaluation for the students are developed.
The learning guide consists of several units. Each unit consists of goals, A (basic
activities), B (case studies), C (experiments) and D (free activities). Each student
follow the four activities with own pace. Following the instruction, occasionally 4-6
children make a small group and work together.
The students, at first individually and then in a group, are required to observe,
think and write. Then they compare their own notebooks and the examples in the
learning guide to correct their answers for self evaluation. If it is necessary, they
ask for advice from the teacher. The learning guide is based on national
curriculum, but introduction of local contents which relate to the life of the
students is recommended.
In order to supplement, the following facilities are considered the standard
facilities for 'New School:' (1) school library with about 100 books including
dictionaries, reference books, children's literature, books on rural development
and health, (2) learning corner in the four corners of the classroom demonstrating
local products and materials which the students made or collected from the
community, (3) special order made desks to work with a group easily. In order to
foster social attitude, democratic behavior, and corroboration, activities in student
government such as library management, cleaning of the school, sport activities,
wall newspaper, school newsletters, are encouraged.
The teachers were trained mainly through three one-week workshops during a
year in order to get the necessary theory and skills for 'New School.' The teacher
training is practice-centred rather than knowledge focused. The training manual
edited in the same format with 'learning guide' for the students was used for the
teacher training.
Coordination with parents and the community
Another key element of 'New School' is strong relation between the school and
the community. The school asks for the support and understanding of the
community. At the same time the school promotes rural development through the
following activities: (1) making a community map around the school by students,
(2) making family information cards including family structure, occupation and
qualification of the parents by teachers, (3) making cultural and social
monographs including environment, hygienic condition and employment of the
community, and (4) making agricultural calendar for different crops.
This information is useful for the teachers to understand the local condition. They
can use this information to introduce local contents in the lessons and adjust
3
4. school activities with agricultural activities. The information is also able to access
to the residents of the community. The school is expected to be an information
centre of the community. The students are expected to help to improve health,
nutrition and life condition of the community. Local legends, folktales, folksongs
and traditional recipes are included in the learning guide.
On the other hand, the parents and community also required to contribute in kind
for improvement of the school environment and to participate school activities.
Evaluation of 'New School'
Introduction of 'New School' reduced the number of incomplete schools. Because
of its flexible promotion system, dropout rate decreased. This helps to improve
completion rate of primary education. The impact is revealed through statistical
analysis. Compared with traditional schools, the students of 'New School'
achieved higher scores in mathematics and language of Grade 3, language of
Grade 5, and non-cognitive field such as self esteem, creativity and civil
behavior. About 90 % of 'New School' teachers answered 'New School' is
superior to traditional schools.
For development of 'Escuela Nueva,' US$15,000,000 was invested from 1970 to
1985. In order to develop and distribute the programme, international agencies
such as UNICEF, World Bank, and NGOs invested. However, after establishment
of the system, the cost of the learning guide for four subjects per student is
estimated US$15, the cost of teacher training per teacher is US$82, and the cost
of the library is US$150.
The cost of 'New School' per student is said to be just 5-10% more than a
traditional school. This is affordable for other developing countries. This is one of
the reasons why educational developers are interested in 'New School.' Bolivia,
Ecuador, Honduras, Guatemala and other Central and South American countries
have already adopted this system entirely or partly.
4