The document discusses research findings from interviews and observations of teachers and classrooms. It addresses several topics:
1) A lack of resources that support personal qualities like responsibility, self-esteem, and integrity.
2) Teachers see themselves as researchers, administrators, and trying to speak students' language.
3) There is a need for new media and approaches to education.
4) Classrooms have little time, a fast pace, and teachers piecemeal existing resources while students struggle with abstract concepts.
The document discusses findings from research on resources for teaching social studies. It notes a lack of resources supporting personal qualities like responsibility, self-esteem, and integrity. It also discusses interviews with teachers who want new media and ways to speak to students, and observations of classrooms with little time and students struggling with abstract concepts. The main interests are developing critical thinking, asking essential questions, and facilitating discussion through a new tool to provide different ways for students to learn and ask questions.
Existential intelligence involves thinking about abstract concepts like the meaning of life and having a deep understanding of oneself and one's beliefs. Mathematical-logical intelligence involves strong problem-solving and reasoning abilities, often shown in sciences and technology. Interpersonal intelligence involves deep self-reflection and understanding of one's own emotions and strengths/weaknesses which helps one learn from past experiences.
This document discusses e-learning and web 2.0 technologies. It provides a list of various free and open web-based tools for blogging, social networking, content sharing, online collaboration and multimedia creation that enable new forms of online learning. These tools lower barriers to publishing content and allow learners to actively participate in online communities to create and share knowledge in new ways. The document advocates that e-learning should embrace these new web 2.0 technologies and social aspects to move from traditional e-learning 1.0 models to a more connected e-learning 2.0 approach.
This document describes the Torrance Incubation Model (TIM) educational framework for designing and delivering learning infused with creativity. The TIM model was developed based on E. Paul Torrance's original incubation model and provides stages for finding problems, deepening expectations, and extending learning. It can be used as a framework for individual lessons, learning sequences, or entire programs. The document provides examples of applying the TIM stages to a sample high school lesson on designing symbols for a fictional country's independence flag. It describes addressing both content and creativity goals at each stage of the lesson.
This document discusses building the infrastructure for the next generation of knowledge workers. It addresses factors like adaptability, flexibility, quick response, and resiliency that will help knowledge workers sustain themselves in an environment of accelerating change, rising uncertainty, and exploding complexity. The nature of learning, knowledge, and action must shift as the environment shifts. Knowledge is defined as the human capacity to take effective action in varied situations, and it must maintain this capacity to be sustainable. As interactions through social media expand, knowledge workers are developing more shallow knowledge from diverse global perspectives rather than just local ideas.
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Cre...ilkyen
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking @
The 20th International Conference on Computers in Education
(ICCE 2012)
NYC Social Studies Scope and Sequence K-8ellenquilt
The document provides an introduction and overview of the New York City Department of Education's K-8 Social Studies Scope and Sequence. It outlines 10 thematic strands that are integrated into the curriculum. It also lists required instruction in civics, citizenship, patriotism and historic documents mandated by New York state law. Key thinking and research skills are identified that students should develop in Social Studies courses.
The document discusses findings from research on resources for teaching social studies. It notes a lack of resources supporting personal qualities like responsibility, self-esteem, and integrity. It also discusses interviews with teachers who want new media and ways to speak to students, and observations of classrooms with little time and students struggling with abstract concepts. The main interests are developing critical thinking, asking essential questions, and facilitating discussion through a new tool to provide different ways for students to learn and ask questions.
Existential intelligence involves thinking about abstract concepts like the meaning of life and having a deep understanding of oneself and one's beliefs. Mathematical-logical intelligence involves strong problem-solving and reasoning abilities, often shown in sciences and technology. Interpersonal intelligence involves deep self-reflection and understanding of one's own emotions and strengths/weaknesses which helps one learn from past experiences.
This document discusses e-learning and web 2.0 technologies. It provides a list of various free and open web-based tools for blogging, social networking, content sharing, online collaboration and multimedia creation that enable new forms of online learning. These tools lower barriers to publishing content and allow learners to actively participate in online communities to create and share knowledge in new ways. The document advocates that e-learning should embrace these new web 2.0 technologies and social aspects to move from traditional e-learning 1.0 models to a more connected e-learning 2.0 approach.
This document describes the Torrance Incubation Model (TIM) educational framework for designing and delivering learning infused with creativity. The TIM model was developed based on E. Paul Torrance's original incubation model and provides stages for finding problems, deepening expectations, and extending learning. It can be used as a framework for individual lessons, learning sequences, or entire programs. The document provides examples of applying the TIM stages to a sample high school lesson on designing symbols for a fictional country's independence flag. It describes addressing both content and creativity goals at each stage of the lesson.
This document discusses building the infrastructure for the next generation of knowledge workers. It addresses factors like adaptability, flexibility, quick response, and resiliency that will help knowledge workers sustain themselves in an environment of accelerating change, rising uncertainty, and exploding complexity. The nature of learning, knowledge, and action must shift as the environment shifts. Knowledge is defined as the human capacity to take effective action in varied situations, and it must maintain this capacity to be sustainable. As interactions through social media expand, knowledge workers are developing more shallow knowledge from diverse global perspectives rather than just local ideas.
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Cre...ilkyen
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking @
The 20th International Conference on Computers in Education
(ICCE 2012)
NYC Social Studies Scope and Sequence K-8ellenquilt
The document provides an introduction and overview of the New York City Department of Education's K-8 Social Studies Scope and Sequence. It outlines 10 thematic strands that are integrated into the curriculum. It also lists required instruction in civics, citizenship, patriotism and historic documents mandated by New York state law. Key thinking and research skills are identified that students should develop in Social Studies courses.
Sakai Learning Capabilities Design Lenses in Action Jon Hays
The Sakai Learning Capabilities Design Lenses are the product of the collective efforts of educators, instructional designers, and other pedagogically minded individuals who are part of the Sakai Teaching & Learning community. Each Design Lens represents a perspective from which we can envision the learning capabilities of a new Sakai. After a year of development, the Sakai Open Academic Environment (OAE) embodies much of this shared vision. In this session we?ll focus on what the first release of OAE will deliver from the perspective of the Design Lenses and what learning capabilities our institutions will need to be able to fulfill our short-term and long-term plans. We will reflect on the original Design Lenses and discuss how the Teaching and Learning community can stay engaged with OAE development efforts.
Teaching and learning_strategies_rev2[1]suifaijohnmak
This document proposes a model for classifying learners and facilitating online and networked learning based on their traits. It identifies four main learner types - Metal, Fire, Water, and Earth - and describes their characteristics. It then suggests matching learners with teachers or facilitators of similar or complementary types and strategies for different learner-teacher connections. For example, a Metal learner would benefit most from a Metal or Non-Metal teacher who uses lectures and challenging questions, while a Fire learner would learn best from a Fire or Water teacher using experiments and coaching. The model aims to help learners identify their strengths and find suitable interaction methods for effective networked learning.
Bill Stankiewicz Copy Of Dialog Teacher GuideBillStankiewicz
Best Regards,
Bill Stankiewicz
Vice President and General Manager
Shippers Warehouse of Georgia
Office: 678-364-3475
Williams@shipperswarehouse.com
http://www.linkedin.com/in/billstankiewicz2006
http://www.slideshare.net/BillStankiewicz
This document outlines a proposal for an educational startup called Civic Games that aims to build engaging games and technology to incorporate games into personalized learning programs. It discusses the founding team and advisors, the need for more engaging education technology, the company's products including mini-games, instructional tools, and an assessment/analytics platform. It then covers the competitive advantage, go-to-market strategy, revenue model from paid tiers, monetization, and services. Finally, it requests a $750,000 seed investment over 12 months to fund product development, sales/marketing, and general operations.
This document summarizes several models of how mass media affects audiences:
1. The hypodermic syringe model assumes the media has immediate effects on passive audiences.
2. The two-step flow model proposes ideas flow from media to opinion leaders to the general public.
3. Uses and gratifications theory argues audiences actively use media to fulfill needs like escapism.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
The document discusses designing immersive worlds to enhance learning experiences. It summarizes research showing how reaching learners, engagement, purposefulness, feedback, and experience can accelerate learning. An example of using a learning management system, 3D virtual world, and project-based learning for an innovation management course is provided. Key aspects of an engaging user/learner experience are identified as having a clear purpose, a sense of presence and connection with others, being in a state of flow, and engaging learners through their senses, actions, emotions, cognition, and creativity. Immersive worlds are proposed as a way to enhance these aspects of experience online.
This document outlines various methodological tools used in ethnographic research to understand consumer behavior, including:
1) Participant observation, which involves interacting with people to understand their daily lives, cultural beliefs, and contexts.
2) Inductive methods like resource flow analysis and social network mapping to analyze how resources are obtained and used within social networks that influence behavior.
3) Techniques like brand cataloging, mind mapping, and visual archaeology to uncover perceptions, values, and meanings people associate with products and artifacts.
4) "Un-focused" groups and consideration of proxemics to study interactions in more organic settings and how people use space.
The document discusses uses and gratifications of public radio programs. It notes that some listeners, called "4Cs", enjoy in-depth coverage and finding the content educational. Others called "Reformers" want to know more about current issues to fulfill their self-esteem needs. The two-step flow theory suggests that some listeners act as opinion leaders who pay attention to content and pass on their interpretations to others. Listeners can decode messages differently based on their background and context.
This article reviews theories and evidence regarding the structure and processes of short-term memory (STM). Regarding structure, it discusses both multistore models that separate STM and long-term memory (LTM), as well as unitary models that combine them. Regarding processes, it examines encoding, maintenance, and retrieval of information in STM. It also considers the debate around what causes forgetting from STM - decay or interference. Overall, the review aims to relate psychological theories of STM to underlying brain mechanisms.
This document provides an overview of learning theories that influence the use of instructional media resources. It discusses humanism versus technology and presents Dale's Cone of Experience which illustrates different types of sensory experiences. It also discusses systems approach and models of communication by Schramm and feedback. Finally, it examines the learning theories of behaviorism, cognitivism, and constructivism and how they relate to the design and use of instructional media.
This document provides an overview of learning theories that influence the use of instructional media resources. It discusses humanism versus technology and presents Dale's Cone of Experience which illustrates different types of sensory experiences. It also discusses systems approach and models of communication by Schramm and feedback. Finally, it examines the learning theories of behaviorism, cognitivism, and constructivism and how they relate to the design and use of instructional media.
This document describes a project aimed at developing and evaluating software to support online social deliberation skills. The project has received funding from the National Science Foundation. It involves researchers from the fields of computer science, psychology, law and conflict resolution. The project seeks to enhance online dialogue and deliberation tools to provide support like perspective taking, self-reflection, consideration of different viewpoints, and management of uncertainty. It explores facilitating skills related to argumentation, critical thinking and inquiry. The project also examines issues around power differences and applying deliberation methods across cultural contexts. It aims to provide passive interface supports, facilitator dashboards, and adaptive intelligent supports within mediated online discussions.
1. The document discusses using mental models to redesign the ABC Pool website. It describes conducting user research including interviews and usability tests to develop a mental model.
2. A mental model organizes user behaviors and patterns to understand motivations and thought processes. To create one, you talk to people, look for patterns, and organize them into a model from the bottom up.
3. The document outlines defining user segments, talking to them, combing through results, and clumping patterns to make a mental model, which can then be used to analyze, design, and improve the website redesign.
The document summarizes Alexandria Jarvis' graduate studio project at North Carolina State University for the Fall 2011 semester. The project focused on analyzing the emerging culture of sharing and how design facilitates collaborative consumption. Students were tasked with identifying patterns in sharing communities, prioritizing factors that influence sharing norms, and describing design's role in the sharing movement. The document outlines the project objectives, learning goals, and Jarvis' research analyzing who and what is shared, why people share, and how sharing occurs through communication, collaboration, and establishing boundaries.
This document proposes a long-term goal management system called The Goal Buddy System (GBS) that uses an experiential approach through gameplay, social interaction, and tangible interaction to encourage goal achievement. The GBS connects two friends, called goal buddies, who use a handheld device linked to a desktop app. They meet regularly to discuss progress, commit to tasks, and provide challenges for each other. The system aims to amplify the goal process rather than compress it. It incorporates three principles: inquiry through goal assessment questions, accountability through discussions between goal buddies, and activity through assigned tasks and challenges. The document outlines the system's structure, cycle, and design investigations that embody the principles through tangible
One weeks narrative: Following one week's progress through questionsAlexandria Jarvis
This document outlines a taxonomy of actions for a goal accountability system involving "Gurus" and "Buddies". It lists over 50 potential interactions between users and Gurus at different stages of the goal and accountability process, from setting up accounts and goals to ongoing check-ins, challenges, and reflections. The taxonomy covers prompts, notifications, recordings, connections between users, and manual inputs to track goal progress through both digital and physical interactions.
The document outlines a 5 phase study for a goal management system centered around accountability between two friends. Phase 1 involves preliminary research through interviews. Phases 2-4 establish the foundation, envision user experiences, and map the system. Phase 5 demonstrates the designed interface and scenarios of user experience with the system.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The Goal Buddy System: Imagining an Experiential Approach to Long-Term Goal M...Alexandria Jarvis
A presentation given at North Carolina State University in May 2012 relating to the ongoing research relating to tangible interaction and tools for personal growth by Alexandria Jarvis
Sakai Learning Capabilities Design Lenses in Action Jon Hays
The Sakai Learning Capabilities Design Lenses are the product of the collective efforts of educators, instructional designers, and other pedagogically minded individuals who are part of the Sakai Teaching & Learning community. Each Design Lens represents a perspective from which we can envision the learning capabilities of a new Sakai. After a year of development, the Sakai Open Academic Environment (OAE) embodies much of this shared vision. In this session we?ll focus on what the first release of OAE will deliver from the perspective of the Design Lenses and what learning capabilities our institutions will need to be able to fulfill our short-term and long-term plans. We will reflect on the original Design Lenses and discuss how the Teaching and Learning community can stay engaged with OAE development efforts.
Teaching and learning_strategies_rev2[1]suifaijohnmak
This document proposes a model for classifying learners and facilitating online and networked learning based on their traits. It identifies four main learner types - Metal, Fire, Water, and Earth - and describes their characteristics. It then suggests matching learners with teachers or facilitators of similar or complementary types and strategies for different learner-teacher connections. For example, a Metal learner would benefit most from a Metal or Non-Metal teacher who uses lectures and challenging questions, while a Fire learner would learn best from a Fire or Water teacher using experiments and coaching. The model aims to help learners identify their strengths and find suitable interaction methods for effective networked learning.
Bill Stankiewicz Copy Of Dialog Teacher GuideBillStankiewicz
Best Regards,
Bill Stankiewicz
Vice President and General Manager
Shippers Warehouse of Georgia
Office: 678-364-3475
Williams@shipperswarehouse.com
http://www.linkedin.com/in/billstankiewicz2006
http://www.slideshare.net/BillStankiewicz
This document outlines a proposal for an educational startup called Civic Games that aims to build engaging games and technology to incorporate games into personalized learning programs. It discusses the founding team and advisors, the need for more engaging education technology, the company's products including mini-games, instructional tools, and an assessment/analytics platform. It then covers the competitive advantage, go-to-market strategy, revenue model from paid tiers, monetization, and services. Finally, it requests a $750,000 seed investment over 12 months to fund product development, sales/marketing, and general operations.
This document summarizes several models of how mass media affects audiences:
1. The hypodermic syringe model assumes the media has immediate effects on passive audiences.
2. The two-step flow model proposes ideas flow from media to opinion leaders to the general public.
3. Uses and gratifications theory argues audiences actively use media to fulfill needs like escapism.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
The document discusses designing immersive worlds to enhance learning experiences. It summarizes research showing how reaching learners, engagement, purposefulness, feedback, and experience can accelerate learning. An example of using a learning management system, 3D virtual world, and project-based learning for an innovation management course is provided. Key aspects of an engaging user/learner experience are identified as having a clear purpose, a sense of presence and connection with others, being in a state of flow, and engaging learners through their senses, actions, emotions, cognition, and creativity. Immersive worlds are proposed as a way to enhance these aspects of experience online.
This document outlines various methodological tools used in ethnographic research to understand consumer behavior, including:
1) Participant observation, which involves interacting with people to understand their daily lives, cultural beliefs, and contexts.
2) Inductive methods like resource flow analysis and social network mapping to analyze how resources are obtained and used within social networks that influence behavior.
3) Techniques like brand cataloging, mind mapping, and visual archaeology to uncover perceptions, values, and meanings people associate with products and artifacts.
4) "Un-focused" groups and consideration of proxemics to study interactions in more organic settings and how people use space.
The document discusses uses and gratifications of public radio programs. It notes that some listeners, called "4Cs", enjoy in-depth coverage and finding the content educational. Others called "Reformers" want to know more about current issues to fulfill their self-esteem needs. The two-step flow theory suggests that some listeners act as opinion leaders who pay attention to content and pass on their interpretations to others. Listeners can decode messages differently based on their background and context.
This article reviews theories and evidence regarding the structure and processes of short-term memory (STM). Regarding structure, it discusses both multistore models that separate STM and long-term memory (LTM), as well as unitary models that combine them. Regarding processes, it examines encoding, maintenance, and retrieval of information in STM. It also considers the debate around what causes forgetting from STM - decay or interference. Overall, the review aims to relate psychological theories of STM to underlying brain mechanisms.
This document provides an overview of learning theories that influence the use of instructional media resources. It discusses humanism versus technology and presents Dale's Cone of Experience which illustrates different types of sensory experiences. It also discusses systems approach and models of communication by Schramm and feedback. Finally, it examines the learning theories of behaviorism, cognitivism, and constructivism and how they relate to the design and use of instructional media.
This document provides an overview of learning theories that influence the use of instructional media resources. It discusses humanism versus technology and presents Dale's Cone of Experience which illustrates different types of sensory experiences. It also discusses systems approach and models of communication by Schramm and feedback. Finally, it examines the learning theories of behaviorism, cognitivism, and constructivism and how they relate to the design and use of instructional media.
This document describes a project aimed at developing and evaluating software to support online social deliberation skills. The project has received funding from the National Science Foundation. It involves researchers from the fields of computer science, psychology, law and conflict resolution. The project seeks to enhance online dialogue and deliberation tools to provide support like perspective taking, self-reflection, consideration of different viewpoints, and management of uncertainty. It explores facilitating skills related to argumentation, critical thinking and inquiry. The project also examines issues around power differences and applying deliberation methods across cultural contexts. It aims to provide passive interface supports, facilitator dashboards, and adaptive intelligent supports within mediated online discussions.
1. The document discusses using mental models to redesign the ABC Pool website. It describes conducting user research including interviews and usability tests to develop a mental model.
2. A mental model organizes user behaviors and patterns to understand motivations and thought processes. To create one, you talk to people, look for patterns, and organize them into a model from the bottom up.
3. The document outlines defining user segments, talking to them, combing through results, and clumping patterns to make a mental model, which can then be used to analyze, design, and improve the website redesign.
The document summarizes Alexandria Jarvis' graduate studio project at North Carolina State University for the Fall 2011 semester. The project focused on analyzing the emerging culture of sharing and how design facilitates collaborative consumption. Students were tasked with identifying patterns in sharing communities, prioritizing factors that influence sharing norms, and describing design's role in the sharing movement. The document outlines the project objectives, learning goals, and Jarvis' research analyzing who and what is shared, why people share, and how sharing occurs through communication, collaboration, and establishing boundaries.
This document proposes a long-term goal management system called The Goal Buddy System (GBS) that uses an experiential approach through gameplay, social interaction, and tangible interaction to encourage goal achievement. The GBS connects two friends, called goal buddies, who use a handheld device linked to a desktop app. They meet regularly to discuss progress, commit to tasks, and provide challenges for each other. The system aims to amplify the goal process rather than compress it. It incorporates three principles: inquiry through goal assessment questions, accountability through discussions between goal buddies, and activity through assigned tasks and challenges. The document outlines the system's structure, cycle, and design investigations that embody the principles through tangible
One weeks narrative: Following one week's progress through questionsAlexandria Jarvis
This document outlines a taxonomy of actions for a goal accountability system involving "Gurus" and "Buddies". It lists over 50 potential interactions between users and Gurus at different stages of the goal and accountability process, from setting up accounts and goals to ongoing check-ins, challenges, and reflections. The taxonomy covers prompts, notifications, recordings, connections between users, and manual inputs to track goal progress through both digital and physical interactions.
The document outlines a 5 phase study for a goal management system centered around accountability between two friends. Phase 1 involves preliminary research through interviews. Phases 2-4 establish the foundation, envision user experiences, and map the system. Phase 5 demonstrates the designed interface and scenarios of user experience with the system.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The Goal Buddy System: Imagining an Experiential Approach to Long-Term Goal M...Alexandria Jarvis
A presentation given at North Carolina State University in May 2012 relating to the ongoing research relating to tangible interaction and tools for personal growth by Alexandria Jarvis
This document provides an overview of Workshop One which will use brainstorming and affinity diagramming techniques to develop and identify key goals of a Graduate Design Network. Participants will use an online brainstorming tool to generate ideas individually and then work in pairs to organize the ideas into clusters with common themes. The workshop aims to address domains related to graduate programs, future generations, relationships between practice and academia, and inter-institutional relationships. Definitions of brainstorming and affinity diagramming are also provided along with tips and instructions for the workshop activities.
This guide provides information on the current and proposed information architecture for the NCMH. The current taxonomy has some overlaps and inconsistencies. The proposed taxonomy aims to address these issues by organizing information into 8 main sections with equal hierarchy and consistent nomenclature. It will be presented as a series of posters to allow for easy review and modification. Both the physical and digital spaces will benefit from the new clear and coherent information system.
Workshop 2: Speed dating + Rapid Modeling and Diagramming = Purpose StatementAlexandria Jarvis
In this workshop, we will create purpose statements for our network through writing, speed dating, and making. We will begin by jotting down ideas that will be visualized during dates. We will refine writing in response to what is made.
Through partnerships with schools and communities, Greenfox Schools empowers youth for a sustainable world by providing integrated curriculum. The curriculum connects academics across disciplines through projects and learning centers that reflect students' interests. The goals are for students to develop critical thinking, teamwork, and lifelong learning skills through experiences both in and out of the classroom.
This document provides an introduction to project-based global learning. It discusses how global competence can be developed through project-based learning and connecting classrooms globally. The presenters aim to provide ideas and examples of global projects and how they promote global awareness, competence, and solving real-world problems. Key aspects of global competence like investigating other perspectives and taking action are examined. Resources for global learning are shared.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
Introduction to Project Based Global LearningHonor Moorman
Internationalize your classroom this year with projects that engage students in meaningful, real-world work to address globally significant issues. Infuse your curriculum with global project-based learning experiences that empower students and help them develop the global competence they need for success in an increasingly interconnected world. Learn how to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between students and the world.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
The International Baccalaureate (IB) MYP provides a flexible framework for students aged 11-16 that meets national standards while developing inquisitive, knowledgeable and caring young people. The MYP emphasizes contextual learning, intercultural understanding and reflection through its five subject groups and core components of approaches to learning, community and service, health and social education, and the personal project.
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
Engaging all partners in reflection by kathleen rice ph dcidanegeri
This document provides guidance and frameworks for designing effective reflection opportunities for community service learning partnerships. It discusses the benefits of reflection, strategies for fostering reflection, and models for developing reflection questions. Some key points include that reflection is important for integrating disparate experiences and facilitating transformative learning; the "4 C's of Reflection" framework outlines how reflection should be continuous, challenging, contextualized, and connected; and reflection questions can be designed according to models such as ORID to elicit cognitive, affective, analytical, and application-based responses.
This document provides an overview of the field of learning sciences. It discusses how learning sciences aims to better understand cognitive and social processes that result in effective learning by drawing from fields like cognitive science, educational psychology, and neuroscience. The goal is to use this knowledge to redesign learning environments. It presents several major models of learning and discusses how research in learning sciences uses experimental and qualitative methods to study learning. Reasons for developing a science of learning include that learning is a fundamental human activity, societies have transformed from industrial to knowledge-based, and new sciences continue to generate knowledge about learning.
This document discusses using video in the English as a Foreign Language (EFL) classroom. It outlines how today's students are digital natives who learn differently than previous generations. Research shows that video viewing is an active process that can promote learning. When used appropriately, video can benefit different types of learners by appealing to multiple senses and providing information through various channels. The document provides suggestions for effective pre, during, and post viewing activities to maximize learning when incorporating video into EFL lessons.
1) Ethnographers construct systems to learn what members of particular groups need to know by participating in everyday events and understanding insider meanings.
2) Key questions for educational ethnographers include what is happening, who is involved, what knowledge and resources are being used, and what outcomes result for individuals and groups.
3) Ethnographers aim to learn what counts as cultural knowledge from the perspective of community insiders.
This document discusses transformative teaching methods and lesson plans. It defines a transformative lesson as one where students explore various social, cultural, and ecological contexts in connection with content. The goal is for students to understand how skills and concepts are present in their community and to become more democratic participants. Assessments focus on connections to personal experiences and the real world rather than arriving at predetermined destinations. Methods emphasize divergent thinking and thick descriptions of community.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
Lect 3 Educational ideology in Outdoor EducationGeoff Adams
What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.
Principles of adult learning facilitate group problem solving by:
1. Creating an optimum environment where people are open-minded, explore problems, listen to each other, and try to find the best solution.
2. Recognizing key aspects of adult learning like supporting learners' needs and life experiences, tapping into motivations, and ensuring learning is relevant.
3. Drawing on strategies like exploring benefits, building on experiences, providing choices, and relating issues to needs to engage learners in examining problems and finding solutions.
This document discusses instructional leadership for developing global competence in students. It outlines how the modern economy requires skills like technological literacy, critical thinking, and cultural awareness. Teachers need to help students develop knowledge of other cultures and issues, investigate topics from a global perspective, recognize different perspectives, communicate ideas to diverse audiences, and take informed action. The document provides examples of how to teach these competencies and develop them in teachers through experiences like international travel. It emphasizes that educating students for a globalized world requires new approaches to teaching and curriculum planning.
The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.
Similar to Ask Questions - Full Documentation (20)
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...Designforuminternational
India’s architectural landscape is a vibrant tapestry that weaves together the country's rich cultural heritage and its modern aspirations. From majestic historical structures to cutting-edge contemporary designs, the work of Indian architects is celebrated worldwide. Among the many firms shaping this dynamic field, Design Forum International stands out as a leader in innovative and sustainable architecture. This blog explores some of the best Indian architects, highlighting their contributions and showcasing the most famous architects in India.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
2. Research Findings
RESOURCES:
lack of resources supporting personal qualities:
individual responsibility
self-esteem
sociability
self-management
integrity
personal qualities closely tied to social studies
supported by participatory media
3. Research Findings
TEACHERS:
relationship to self:
teacher as researcher
asking themselves questions
relationship as administrator:
managing classroom
relationship to students:
speaking students' language
4. Research Findings
TEACHER INTERVIEW
need for new media
new ways of approaching education
CLASSROOM OBSERVATION
very little time
fast pace of classroom
teachers using resources piecemeal
students' level of understanding abstract concepts
whole classroom discussions
5. System Map
MAIN INTERESTS
developing critical thinking
asking essential questions
facilitating discussion with our tool
different avenues for students to learn/ask questions
(privately, publicly)
helping teachers become more structured or
more loose/improvising
6. System Concept Map
Accept others and learn to cooperate with others
1-on-1 professor-student feedback Understand worldviews which are different from thier own
Recognize positive character traits of people in history Social studies programs should include
individual “confessional/diary” Broadcasting to community (students experiences that provide for the study of
(video blogs, journals, etc) encouraging peers to inquire) culture and cultural diversity, so that the
Recognize their potential for impacting the world
learner can: explain why individuals and
smaller inquiry groups larger inquiry groups Have global understanding groups respond differently to their physical
and social environments and/or changes to
them on the basis of shared assumptions,
Providing forum for private inquiries Providing forum for public inquiries Be critical thinkers values, and beliefs
Develop a point of view Teacher ’s personal goals for stud
Internally Externally ents
National Content Stand
ards
Creating a space for students to inquire...
“how can I go about “What do students
asking questions?” need to know?”
Increasing Recognition
of information that is
subjective vs objective A scenario based
game which prompts accumulated academic knowledge
Encouraging students “What content Providing an avenue for Creating a framework for “What do students
should I question?” students to wonder... consideration of teachers to wonder... already know?”
to feel comfortable with
asking questions essential questions personal experience...
Make sure to avoid decontextualizing
What roles can students play learning... Don’t ignore “existent student
in inquiry process? language, cognition, and discourse
Journalist, Diplomat, which day to day human development in
Advocate What is an essential question? society has generated”
+ causes genuine and relevant Best Practices for Teaching
inquiry into the big ideas and Social Studies, by Randi Stone
core content;
“Why is it important + provokes deep thought, lively
for me to question?” discussion, sustained inquiry,
and new understanding as well
as more questions;
+ requires students to consider
to develop a point of view
alternatives, weigh evidence,
support their ideas, and justify
a global perspective their answers; How can I fill in the gaps?
+ stimulates vital, on-going “What do students
rethinking of big ideas, assump- want to know?” What might I learn from their ques-
an individual identity/value set tions, and prior lessons; tions observations?
+ sparks meaningful connec-
tions with prior learning and per-
sonal experiences;
+ naturally recurs, creating op-
portunities for transfer to other
situations and subjects.
7. Research Question
How can a scenario-based system help
Social Studies teachers engage students
in asking essential questions about culture?
Content Standard
NATIONAL STANDARD 1D:
Explain why individuals and groups respond
differently to their physical and social
environments and/or changes to them on the
basis of shared assumptions, values, and beliefs.
8. Content Map
Hindu caste system
paired with students’ personal experience
in Western culture
connections between two cultures’ practices
social stratificaiton
9. Content Map
SOCIAL STRATIFICATION
closest to spiritual Indian society is practiced by Western society
Brahmin
perfection
priests observes Varna system recognizes economic classes Upper class
Kshatriya
warriors/rulers
who decides?
who enforces?
Vaisya Middle class
who submits?
merchants, craftsmen, farmers
who rebels?
Shudra
laborers, tenant farmers
less pure
spiritually Dalit Lower class
spiritually unclean, banished from society
has historical lineage of
Indian religion Indian politics Indian economics Western religion Western politics Western economics
Hinduism, Buddhism Varna system was codified into law Caste system more suited to Christianity US abolished monarchy, nobility, Feudal system history:
during the British census of 1901 pre-industrialized society Divine right of kings slavery, denial of suffrage nobility, merchant class,
Reincarnation + karma peasants
British artificially folded Jati system Globalization and new Affirmative action
After death, people born into a (autonomous groups centered around occupations have left the Strict class structure in
higher caste if they had lived a hereditary occupations) into Varna caste system less enforced English culture
moral life; lower caste if they led system than in past
an immoral life. Those who served power economics
undesirable functions deserved Abolition of caste system: Ghandi and uniting social (applying for jobs,
their lot because of past Karma. Indian independence from British used in settings getting married)
work: Dalit did forbidden work
characterized by political
(cleaning streets, waste)
religious
enables
belief system—reincarnation...
other practices other material progress other perspectives
exclusion benefits no religion
power struggles affordances of the system other religion—Buddhism
economy women
democracy has changed caste system
no longer legal
10. User Path
3 stages: watch, discuss, interact
designed for piecemeal use
leads teacher and students through exercises
but doesn't have to be linear
teacher/group work and student/group work
influence path we built
11. WATCH User Path
DISCUSS
INteract
Part A : Influence
INVESTIGATE MANIPULATE CREATE
Gain global perspective Deconstruct judgements Develop empathy
Compare class votes to Manipulate elements of Watch the scene from one
national statistics the scene such as setting, character’s perspective and
characters, and clothing insert the thoughts and feelings
of that character
Part B: Authorship
Report tvo the class on a Create new dialogue based for Use the feelings and thoughts
current event via system your manipulated scene to create a monologue for
generated avatar that character
REPORT REPORT REPORT
DISCUSS
47. WATCH
the same scene
WATCH a new scene
INTERACT
part B
DISCUSS the scene
INTERACT DISCUSS
part A the big picture
48. Yes, I called yesterday. 1 2 3 4 5
I’m looking to buy an apartment.
SCRIPT VIEW
I’m so sorry, I forgot about the appointment.
Please come in. Would you like something to drink?
Why di
change
NEXT CANCEL dialogue
49. I am terribly sorry sir, I don’t remember setting
an appointment for today.
Yes, I called yesterday.
I’m looking to buy an apartment.
I’m so sorry, I forgot about the appointment.
Please come in. Would you like something to drink?
Why d
NEXT CANCEL
May I see the rest of the apartment?
SCENE VIEW
Are you really serious about buying this place?
I can’t afford to waste my time if you’re not.
change
I’m having a party in an hour. dialogue
50. WATCH
a new scene
WATCH WATCH
the reports
the same scene
DISCUSS
the scene
INTERACT
part B
DISCUSS
the big picture
INTERACT part A DISCUSS
the reports
51. WATCH
the same scene
WATCH
a new scene
TERACT
B
0
201
01 ,
C.
DE
//
T H
S MI
Y DA
E
INTERACT DISCUSS
SH
SE
S CH
SEARCH
SEARCH