Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
LLED 469 Resource Based Teaching and Learning. What are the challenges and the benefits of collaborative planning and co-teaching inquiry-based units of study?
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Develop Learner Agency Using Universal Design for Learning (UDL) Frameworkitslearning, inc.
Learn the process of developing learner agency using Universal Design for Learning (UDL) framework. Real-world, illustrative examples from a forward-thinking district that has been building on a UDL framework since 2008.
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
LLED 469 Resource Based Teaching and Learning. What are the challenges and the benefits of collaborative planning and co-teaching inquiry-based units of study?
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Develop Learner Agency Using Universal Design for Learning (UDL) Frameworkitslearning, inc.
Learn the process of developing learner agency using Universal Design for Learning (UDL) framework. Real-world, illustrative examples from a forward-thinking district that has been building on a UDL framework since 2008.
Presentation to the Upper Hutt Education Cluster on 21 October, 2016. Explains what learner agency is about, with references to developing a participatory culture and student voice. Contains material relating to collaboration and clustering at the end
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Why focus on teacher collaboration? Why inclusion? Beginning with a strengths-based class review process, create a plan of action wherein the classroom teacher and the specialist are working together. Consider models of co-teaching.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
Presentation to the Upper Hutt Education Cluster on 21 October, 2016. Explains what learner agency is about, with references to developing a participatory culture and student voice. Contains material relating to collaboration and clustering at the end
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Why focus on teacher collaboration? Why inclusion? Beginning with a strengths-based class review process, create a plan of action wherein the classroom teacher and the specialist are working together. Consider models of co-teaching.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
Radians School News Lettter Issue # 2
Features:
Why our Learning Platform is Different!
Non Traditional Game-Based Teaching at Radians School!
Parents and Teachers Working as a Team.
Similar to Blended learning for personalization (12)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
4. Blended Learning is more than just adding
online learning to the mix…
Blended learning combines both face-to-face learning experiences and
online learning content and tools for personalizing instruction. That
mix then creates optimum conditions for a fundamental shift in the
instructional model.
The emerging instructional design moves beyond educator roles in
traditional, one-size-fits-all classrooms and transforms learning
experiences to result in personalized learning opportunities that make
the most of teaching and learning.
This transformation is enabled by both teachers and students utilizing
technology to accomplish the shift toward personalization by design.
5. Simply adding online computer games
or videos to a student’s day or
homework time doesn’t count as
blended learning. Neither does rolling a
laptop cart into a school. Nor does it
mean that students are isolated at their
keyboards with no social interaction.”
– Education Elements, 2012
6. The instructional design includes:
FLEXIBLE PACING
DIFFERENTIATED INSTRUCTION
IMMEDIATE INTERVENTION
ANYWHERE, ANYTIME LEARNING
It’s not that educational models haven’t taken advantage of all of the
above in centuries past, it’s just that now technology has the potential to
truly democratize education.
7. A Blended Learning Environment Offers:
Transformed instructional design models that provide for
optimizing personalized learning.
Students have an individual student profile of their history
and performance over time.
Immediate supports and services available to students having
difficulty demonstrating proficiency or with gaps in
knowledge
and skills.
Multiple pathways to success.
8. BLENDED LEARNING IS JUST A TOOL TOWARDS
PERSONALIZED EDUCATION
It’s all about the student!
9. Published Online: February 19, 2010
COMMENTARY
Why Did the Gates Small-High-Schools Program Fail?
Well, Actually It Didn’t
By David Marshak
David Marshak is a lecturer in the Fairhaven College of Interdisciplinary Studies and the Woodring College of Education
at Western Washington University, in Bellingham, Wash., and is a professor emeritus at Seattle University.
During the last decade, the Bill & Melinda Gates Foundation’s small-high-
schools program funded the growth of the Big Picture high schools, founded by
Dennis Littky and Elliot Washor (34 Big Picture high schools in 17 states). These
small, personalized high school programs graduate 92 percent of their students
on time.
IMPRESSIVE! RIGHT?
10. Critical to success are four common values and structures:
• Each small high school is a separate school, not a program or an
academy within a larger school. Thus, each school has its own
leadership and budget.
• Each small high school has a clearly defined mission and values, to
which its leaders and teachers are deeply committed.
• Each small high school in its own way focuses on personalizing
education for its students. This value has two manifestations: a
commitment to deeper, more significant relationships between students
and teachers in which teachers accept greater responsibility for advising
students as well as instructing them; and a curriculum that, to some
meaningful extent, relates to students’ immediate lives, interests,
concerns, and ambitions.
• Each small high school hires teachers who are committed to the values
of personalized education and who want to engage students within
these more profound personal relationships.
11. Elliot Washor has explained how small, personalized high schools work. The
following conditions are necessary, he writes, if we want “all youth to
experience productive learning”:
• Relationships: Do my teachers care about my interests and me? Can I work
with and learn from adults who share my interests?
• Relevance: Do I find what the school is teaching to be relevant to my career
interests?
• Choice: Will I be able to choose what, when, and how I will learn?
• Challenge: Do I feel sufficiently challenged in doing this learning and work?
• Practice: Will I have an opportunity to engage in deep and sustained practice
of those skills I wish to learn?
• Play: Will I have opportunities to explore and to make mistakes without
being chastised for failing?
• Authenticity: Will the learning and work I do be regarded as significant
outside of schools?
• Application: Will I have opportunities to apply what I am learning in real-
world contexts?
• Time: Will there be sufficient time for me to learn at my own pace?
• Timing: Can I pursue my learning out of the standard sequence?
13. How does personalized learning deal with
the lazy and/or unmotivated student?
If we learn from our mistakes,
why is it all we hear about are the glowing success stories?
14. ONE SIZE
FITS ALL?
Not every subject
adapts equally well
to blended
learning.
How does rapid
capture of student
performance data work
for acting?
15. The proposed models
are data driven…
But not everything can or should be reduced to quantifiable results.
16. Personalized learning in theatre is no problem.
Every acting assignment is about personal choices.
Every Script Response allows students their choice of any script.
Students choose a play to see for writing a Play Review.
Students often self-select project groupings or choose to fly solo.
17. The challenge I face is finding a way to meaningfully
incorporate online learning into my theatre
curriculum.
Students find reference material to add content to a play review.
Or to find a summary for the script they never got around to reading.
And there is the occasional eager beaver who explores a topic just for
the thrill of learning to feed their passion about an area of theatre.
18. But isn’t that just what
we used to do in the
library?
Seems to me, there’s nothing that is truly the online education that is
an important part of Blended Learning.
19. It seems to me that theatre is not well
suited for online learning.
Sure, the internet can be useful for research, just as
books are, and providing video references, as books
are not, but I have yet to find anything available to
make theatre a likely candidate for personalized
learning via blended learning.
20. Everybody likes
a well mixed drink.
It’s a bit science and art, psychology and timing to get education right (to say
nothing of politics!) It’s worth the effort, long as it may take, to personalize
education as best we can. The right mix of ingredients is a healthy and
desired alternative to the same old same old of education as we know it.
21. It will really
help, however,
if we are not
all forced to
swallow the
same drink!