The document outlines an agenda for a Tech Thursday meeting. It includes reviewing the student registration process, announcements from Bobby, and a discussion of T-PaCK (Technological Pedagogical and Content Knowledge). T-PaCK refers to integrating technology, pedagogy, and content knowledge. Examples provided include using Sketchpad in math and science simulations.
"This Place is Awesome!": Service, Planning and Program at the Center for Sci...Kelly Barrick
This presentation describes the planning and services of a hybrid library and Yale IT enterprise. Presented with Themba Flowers, Co-Director of the Center for Science and Social Science Information, Yale University at the 2013 Nercomp Conference.
e-learning foundation keynote (June 2013): Distinctive Pedagogies of iPadsKevin Burden
Dr. Kevin Burden outlines how the use of mobile technologies (tablets and phones) can be enhanced by the use of carefully designed and researched mobile pedagogies
Developing graduates for an innovative and modern agricultural sectorNieky van Veggel
Presentation delivered at the International scientific-practical conference on development issues of innovative economy in the agricultural sector, Samarkand Institute of Veterinary Medicine, Samarkand, Uzbekistan, 25-26 March
"This Place is Awesome!": Service, Planning and Program at the Center for Sci...Kelly Barrick
This presentation describes the planning and services of a hybrid library and Yale IT enterprise. Presented with Themba Flowers, Co-Director of the Center for Science and Social Science Information, Yale University at the 2013 Nercomp Conference.
e-learning foundation keynote (June 2013): Distinctive Pedagogies of iPadsKevin Burden
Dr. Kevin Burden outlines how the use of mobile technologies (tablets and phones) can be enhanced by the use of carefully designed and researched mobile pedagogies
Developing graduates for an innovative and modern agricultural sectorNieky van Veggel
Presentation delivered at the International scientific-practical conference on development issues of innovative economy in the agricultural sector, Samarkand Institute of Veterinary Medicine, Samarkand, Uzbekistan, 25-26 March
This presentation discusses innovative approaches that can be used as a foundation for designing an effective program that motivates caregivers to become engaged in their own learning.
Outcome #1: The learner will be able to describe the essential elements of adult learning theory
Outcome #2: The learner will be able to describe innovative approaches to education
Outcome #3: The learner will be able to articulate real life training scenarios for various types of care-givers.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
IT 34500 is an undergraduate course offered to Purdue West Lafayette students. The course gives an introduction into biometrics and automatic identification and data capture technologies
Presentation for the South Australian Science Teacher's Association conference at Brighton Secondary College on Monday 18th and Tuesday 19th April, 2016.
This presentation discusses innovative approaches that can be used as a foundation for designing an effective program that motivates caregivers to become engaged in their own learning.
Outcome #1: The learner will be able to describe the essential elements of adult learning theory
Outcome #2: The learner will be able to describe innovative approaches to education
Outcome #3: The learner will be able to articulate real life training scenarios for various types of care-givers.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
IT 34500 is an undergraduate course offered to Purdue West Lafayette students. The course gives an introduction into biometrics and automatic identification and data capture technologies
Presentation for the South Australian Science Teacher's Association conference at Brighton Secondary College on Monday 18th and Tuesday 19th April, 2016.
Break out of the lecture-then-programming-assignment rut in your Computer Science classes. Engage your students and increase their understanding by adding blended learning, flipped classroom, project-based learning, and recorded verbal feedback to your classroom repertoire.
Come see how to tap into your students’ creative side. We will demonstrate, including student examples, how to enhance your classroom using technology.
Teaching data management in a lab environment (IASSIST 2014)IUPUI
Equipping researchers with the skills to effectively utilize data in the global data ecosystem requires proficiency with data literacies and electronic resource management. This is a valuable opportunity for libraries to leverage existing expertise and infrastructure to address a significant gap data literacy education. This session will describe a workshop for developing core skills in data literacy. In light of the significant gap between common practice and effective strategies emerging from specific research communities, we incorporated elements of a lab format to build proficiency with specific strategies. The lab format is traditionally used for training procedural skills in a controlled setting, which is also appropriate for teaching many daily data management practices. The focus of the curriculum is to teach data management strategies that support data quality, transparency, and re-use. Given the variety of data formats and types used in health and social sciences research, we adopted a skills-based approach that transcends particular domains or methodologies. Attendees applied selected strategies using a combination of their own research projects and a carefully defined case study to build proficiency.
Presentation to share how my adventure on National Geographic Explorer with Lindblad Expeditions is being translated into classroom activities and lesson ideas.
This is a series of photos taken on an expedition to Norway showcasing a variety of bird species. I will use this to introduce using Field Guides to classify birds. We will then look to other ways scientists classify organisms.
This is an introduction to online learning spaces for instructional coaches in the SJSD. We'll use Edmodo to model key components of an online learning space: Discussions, Work flow, and Quizzes. Embedded within the professional development will be a spiral to look at a past technology skills (using Public Domain and Creative Commons Images) as well as an SJSD learning focus--annotating text for deeper comprehension. In addition, we'll expand our technology skills by creating a comic strip--iPad via Comic Life and Laptop via ToonDoo. To make this relevant learning, our "Assignment" within Edmodo involves supporting New Teachers.
Number Cube Example on writing a conclusion.Terri Sallee
We looked at a Number Cube Activity to support learning Nature of Science. This modeled what a finished product could look like when answering the question, "What's on the bottom of the cube?"
Just a few notes over Observations and Inferences that I used with Middle school students. There was other discussions and hands-on activities that we also used to support the learning.
This presentation was used within the Saint Joseph School District's New Teacher Orientation for brand new, never have taught, secondary educators.The focus is on preparing for the first days of school.
This presentation is for a session on how to connect and communicate with others via the iPad. This is for a Project Connect PD within the SJSD for 4th-8th Grade Teachers in the SJSD.
This presentation is for a session on how to connect and communicate with others via the iPad. This is for a Project Connect PD within the SJSD for 4th-8th Grade Teachers in the SJSD.
This is the second of four sessions with a focus of connect and collaborate . Identify ways to foster communication using media via the iPad.
Match learning goals to specific modes of communication as well as available apps.
SJSD New Teacher Orientation Day 2 2012Terri Sallee
This is the morning session of the Saint Joseph School District's New Teacher Orientation for 2012. Focus will be on reviewing how the teachers will ensure that the 7 things students want to know are answered, developing and teaching procedures, invitational language, and specific praise to promote a growth mindset.
Tell a story of landforms using imagesTerri Sallee
Students are to tell a story of how a landform is created using images. This presentation walks the students through the expectations for the assignment.
The focus of this presentation was on promoting global collaboration for science teachers. We briefly described what is meant by collaboration and gave multiple reasons why it is so important to connect globally. The majority of time is spent looking at how students can effectively work together. Shared a protocol on on to initiate a project, locate teachers, and develop a task. Little time was given to show how to monitor learning--another session needed. A few effective collaborative tools were also demonstrated. A tough job as the conference does not have wi-fi!
Kseniya Leshchenko: Shared development support service model as the way to ma...Lviv Startup Club
Kseniya Leshchenko: Shared development support service model as the way to make small projects with small budgets profitable for the company (UA)
Kyiv PMDay 2024 Summer
Website – www.pmday.org
Youtube – https://www.youtube.com/startuplviv
FB – https://www.facebook.com/pmdayconference
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Company Valuation webinar series - Tuesday, 4 June 2024FelixPerez547899
This session provided an update as to the latest valuation data in the UK and then delved into a discussion on the upcoming election and the impacts on valuation. We finished, as always with a Q&A
Business Valuation Principles for EntrepreneursBen Wann
This insightful presentation is designed to equip entrepreneurs with the essential knowledge and tools needed to accurately value their businesses. Understanding business valuation is crucial for making informed decisions, whether you're seeking investment, planning to sell, or simply want to gauge your company's worth.
Enterprise Excellence is Inclusive Excellence.pdfKaiNexus
Enterprise excellence and inclusive excellence are closely linked, and real-world challenges have shown that both are essential to the success of any organization. To achieve enterprise excellence, organizations must focus on improving their operations and processes while creating an inclusive environment that engages everyone. In this interactive session, the facilitator will highlight commonly established business practices and how they limit our ability to engage everyone every day. More importantly, though, participants will likely gain increased awareness of what we can do differently to maximize enterprise excellence through deliberate inclusion.
What is Enterprise Excellence?
Enterprise Excellence is a holistic approach that's aimed at achieving world-class performance across all aspects of the organization.
What might I learn?
A way to engage all in creating Inclusive Excellence. Lessons from the US military and their parallels to the story of Harry Potter. How belt systems and CI teams can destroy inclusive practices. How leadership language invites people to the party. There are three things leaders can do to engage everyone every day: maximizing psychological safety to create environments where folks learn, contribute, and challenge the status quo.
Who might benefit? Anyone and everyone leading folks from the shop floor to top floor.
Dr. William Harvey is a seasoned Operations Leader with extensive experience in chemical processing, manufacturing, and operations management. At Michelman, he currently oversees multiple sites, leading teams in strategic planning and coaching/practicing continuous improvement. William is set to start his eighth year of teaching at the University of Cincinnati where he teaches marketing, finance, and management. William holds various certifications in change management, quality, leadership, operational excellence, team building, and DiSC, among others.
Improving profitability for small businessBen Wann
In this comprehensive presentation, we will explore strategies and practical tips for enhancing profitability in small businesses. Tailored to meet the unique challenges faced by small enterprises, this session covers various aspects that directly impact the bottom line. Attendees will learn how to optimize operational efficiency, manage expenses, and increase revenue through innovative marketing and customer engagement techniques.
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In the Adani-Hindenburg case, what is SEBI investigating.pptxAdani case
Adani SEBI investigation revealed that the latter had sought information from five foreign jurisdictions concerning the holdings of the firm’s foreign portfolio investors (FPIs) in relation to the alleged violations of the MPS Regulations. Nevertheless, the economic interest of the twelve FPIs based in tax haven jurisdictions still needs to be determined. The Adani Group firms classed these FPIs as public shareholders. According to Hindenburg, FPIs were used to get around regulatory standards.
Cracking the Workplace Discipline Code Main.pptxWorkforce Group
Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
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Recruiting in the Digital Age: A Social Media MasterclassLuanWise
In this masterclass, presented at the Global HR Summit on 5th June 2024, Luan Wise explored the essential features of social media platforms that support talent acquisition, including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok.
3. STUDENT REGISTRATION
• Review the Process
• Reminders
• Students Do Not Log in on Teacher Computers
• StudentsDo Use the Parent/Student Portal to
Power School
• Make sure students know their username and password
4. NEWS FROM BOBBY
• Here are common known issues in the building.
• Mindnode
• Other Questions/Comments
5. A LESSON
• Math
• Spanish or Pick One Here
• Communication Arts
• Social Studies
• Science
8. PEDAGOGICAL KNOWLEDGE
•A Pedagogical Expert--an
experienced educator
• Understands cognitive,
social, and developmental
theories of learning and how
they apply to the students in
our classrooms.
9. CONTENT KNOWLEDGE
•Adisciplinary expert--a
mathematician or historian
• Knowledge of central facts,
concepts, theories and
procedures, explanatory
frameworks that organize
and connect ideas, and the
rules of evidence and proof.
12. PEDAGOGICAL CONTENT
KNOWLEDGE
• Best Practices
• Visual/Auditory/Kinesthetic
• MI
• Differentiation
13.
14. MEDIA THANKS
• TheChemist by [martin] at http://www.flickr.com/photos/
13597419@N00/6075387388/
• TPACK image at http://tpack.org/
• upgrade
by gato-gato-gato at http://www.flickr.com/photos/
8868875@N03/3149979415/
15. WORK CITED
• Punya Mishra’s Web at http://punya.educ.msu.edu/research/
tpck/
• TPACK-Technological Pedagogical and Content Knowledge at
http://mkoehler.educ.msu.edu/tpack/
Editor's Notes
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Technology knowledge is knowledge about standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and digital video. This would involve the skills required to operate particular technologies. In the case of digital technologies this would include knowledge of operating systems, and computer hardware, as well as the ability to use standard set of software tools such as word processors, spreadsheets, browsers, email etc. TK would include knowledge of how to install and remove peripheral devices, install and remove software programs, create and archive documents. Most standard technology workshops and tutorials tend to focus on the acquisition of such skills\n
Pedagogical Knowledge is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses (among other things) overall educational purposes, values and aims. This is a generic form of knowledge that is involved in all issues of student learning, classroom management, lesson plan development and implementation, and student evaluation. It includes knowledge about techniques or methods to be used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills; develop habits of mind and positive dispositions towards learning. As such, pedagogical knowledge requires an understanding of cognitive, social and developmental theories of learning and how they apply to students in their classroom.\n
Content Knowledge is knowledge about the actual subject matter that is to be learned or taught. The content to be covered in high school social studies or algebra is very different from the content to be covered in a graduate course on computer science or art history. Clearly, teachers must know and understand the subjects they teach, including: knowledge of central facts, concepts, theories and procedures within a given field; knowledge of explanatory frameworks that organize and connect ideas; and knowledge of the rules of evidence and proof (Shulman, 1986). Teachers must also understand the nature of knowledge and inquiry in different fields. For example, how is a proof in mathematics different from a historical explanation or a literary interpretation? Teachers who do not have these understandings can misrepresent those subjects to their students (Ball, & McDiarmid, 1990).\n
Technological Pedagogical knowledge is knowledge of the existence, components and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies. This might include an understanding that a range of tools exist for a particular task, the ability to choose a tool based on its fitness, strategies for using the tool’s affordances, and knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies. This would include knowledge of tools for maintaining class records, attendance and grading, as well as knowledge of generic technology-based ideas such as WebQuests, discussion boards and chat rooms.\n
Technological content knowledge is knowledge about the manner in which Technology Knowledge (TK) and content knowledge (CK) are reciprocally related to each other. Although technology constrains the kinds of representations possible, newer technologies often afford newer and more varied representations and greater flexibility in navigating across these representations. Teachers need to know not just the subject matter they teach, but also the manner in which the subject matter can be changed by the application of technology.\nFor example, consider Geometer’s Sketchpad as a tool for teaching geometry. This allows students to play with shapes and form, making it easier to construct standard geometry proofs. In this regard, the software program merely emulates what was done earlier when learning geometry. However, the computer program does more than that. By allowing students to “play” with geometrical constructions, it also changes the nature of learning geometry itself – proofs by construction are a form of representation in mathematics that was not available prior to this technology. Similar arguments can be made for a range of other software products.\n\n
To characterize the complex ways in which teachers think about how particular content should be taught, he argued for “pedagogical content knowledge” as the content knowledge that deals with the teaching process, including the “the ways of representing and formulating the subject that make it comprehensible to others” (p. 9). If teachers were to be successful they would have to confront both issues (of content and pedagogy) simultaneously, by embodying “the aspects of content most germane to its teachability” (Shulman, 1986, p. 9). At the heart of PCK is the manner in which subject matter is transformed for teaching. This occurs when the teacher interprets the subject matter, finding different ways to represent it and make it accessible to learners.“pedagogical content knowledge is of special interest because it identifies the distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction”\n