The document discusses 3 things to focus on when giving a presentation: preparation, delivery, and design. It also lists 3 golden rules: restraint, simplicity, and naturalness. The document contains 5 image credits but no other text.
Young people aged 12-24 have changing relationships with technology as devices have become more integrated into their lives. They text and instant message friends even when physically together. While new technologies provide opportunities for engagement, barriers like a lack of access can exist. As learning landscapes evolve, different assessment methods may be needed, and good pedagogy focusing on interest and engagement remains important to support literacy and numeracy development for all children.
The document discusses bridging the gap between educational research and practice in early childhood education. It notes that simply communicating research may not be enough to drive behavioral changes. The document outlines strategies for effective dissemination of research findings, including contextualizing research, identifying users, and providing mechanisms for sharing. It also discusses barriers to professional development that incorporates research, such as time constraints and lack of funding, and how online platforms like Glow can help facilitate bringing research into practice.
The document summarizes the writing moderation process used by schools in Argyll, Scotland. Schools submit writing portfolios which are reviewed by a moderation team over two days to ensure consistency in writing standards and tasks. Feedback is provided to each participating school and a final report shares strengths and areas for improvement with all schools. The process has led to more consistent marking and improved writing attainment. Next steps include encouraging schools to conduct their own moderations to further share the writing standard.
Every child is entitled to personal support through Curriculum for Excellence to gain opportunities. Personal support includes reviewing learning, planning next steps, accessing activities to meet needs, and planning for changes with support from pre-schools, schools, and partners. Current developments include a personal support policy group, network, pilot framework, and conference to share practice.
The document discusses emerging best practices for building curriculum in primary and secondary schools. It recommends that primary schools develop shorter planning cycles to be more responsive to student needs, consider design changes gradually, and find creative ways to develop curriculum. For secondary schools, it suggests using self-evaluation tools to design curriculum based on student needs, involving all stakeholders, planning curriculum across grades 5-3, maintaining high standards for all, and ensuring students are engaged with their learning. Schools should anticipate needing to modify plans as curriculum develops.
The document discusses using animation in education to develop technological skills and support interdisciplinary learning. It recommends including animations from first through fourth levels, progressing from stop frame to 3D. Case studies show how schools used animation projects to reinforce learning in other subjects. Links provide resources for teachers to learn about pupil and staff experiences with animation.
The document outlines a framework for assessment presented in Building the Curriculum 5. It divides participants into groups to read sections of the framework and discuss in steps. Step 1 has individuals read their section and consider how it differs from the current framework. Step 2 has groups share summaries and responses. Step 3 has groups list up to 5 suggestions for differences from the current framework. Step 4 has groups record challenges and opportunities to implementing the assessment framework in their context.
Young people aged 12-24 have changing relationships with technology as devices have become more integrated into their lives. They text and instant message friends even when physically together. While new technologies provide opportunities for engagement, barriers like a lack of access can exist. As learning landscapes evolve, different assessment methods may be needed, and good pedagogy focusing on interest and engagement remains important to support literacy and numeracy development for all children.
The document discusses bridging the gap between educational research and practice in early childhood education. It notes that simply communicating research may not be enough to drive behavioral changes. The document outlines strategies for effective dissemination of research findings, including contextualizing research, identifying users, and providing mechanisms for sharing. It also discusses barriers to professional development that incorporates research, such as time constraints and lack of funding, and how online platforms like Glow can help facilitate bringing research into practice.
The document summarizes the writing moderation process used by schools in Argyll, Scotland. Schools submit writing portfolios which are reviewed by a moderation team over two days to ensure consistency in writing standards and tasks. Feedback is provided to each participating school and a final report shares strengths and areas for improvement with all schools. The process has led to more consistent marking and improved writing attainment. Next steps include encouraging schools to conduct their own moderations to further share the writing standard.
Every child is entitled to personal support through Curriculum for Excellence to gain opportunities. Personal support includes reviewing learning, planning next steps, accessing activities to meet needs, and planning for changes with support from pre-schools, schools, and partners. Current developments include a personal support policy group, network, pilot framework, and conference to share practice.
The document discusses emerging best practices for building curriculum in primary and secondary schools. It recommends that primary schools develop shorter planning cycles to be more responsive to student needs, consider design changes gradually, and find creative ways to develop curriculum. For secondary schools, it suggests using self-evaluation tools to design curriculum based on student needs, involving all stakeholders, planning curriculum across grades 5-3, maintaining high standards for all, and ensuring students are engaged with their learning. Schools should anticipate needing to modify plans as curriculum develops.
The document discusses using animation in education to develop technological skills and support interdisciplinary learning. It recommends including animations from first through fourth levels, progressing from stop frame to 3D. Case studies show how schools used animation projects to reinforce learning in other subjects. Links provide resources for teachers to learn about pupil and staff experiences with animation.
The document outlines a framework for assessment presented in Building the Curriculum 5. It divides participants into groups to read sections of the framework and discuss in steps. Step 1 has individuals read their section and consider how it differs from the current framework. Step 2 has groups share summaries and responses. Step 3 has groups list up to 5 suggestions for differences from the current framework. Step 4 has groups record challenges and opportunities to implementing the assessment framework in their context.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and through cross-curricular projects, community service opportunities, an active student council, and programs focused on environmental sustainability and global issues. The school aims to empower students and recognize their contributions through continual development of citizenship education over the short and long-term.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and encourage participation in activities like the eco-school program, youth parliament, volunteering opportunities, and cross-curricular projects to develop students' skills, knowledge, and values around citizenship. The school aims to continuously improve and expand its citizenship education through curriculum audits, sharing best practices, and increasing collaborative projects.
Development and progression in literacy and numeracy is complex and non-linear. In literacy, progression is not even or linear, but rather integrated across contexts and involves metacognition. Progression in mathematics is cumulative but not totally linear, combining both conceptual knowledge and skills development from specific to general concepts, and is enhanced through active participation and imagination.
The document outlines the Curriculum for Excellence personal support entitlement which includes reviewing learning progress, gaining access to activities that meet individual needs, planning for achievement opportunities, and preparing for and supporting changes and choices. It also mentions pre-school centers and schools working with partners to provide this entitlement. The questions ask about links to one's work, current strengths and challenges of personal support provision, and how Learning and Teaching Scotland can contribute to awareness of roles in providing universal and targeted support.
The document discusses exemplification, which is providing examples of student work to support teachers' understanding of learning standards and effective teaching practices. It provides examples of exemplification in modern languages and materials science. Exemplification materials could include case studies, student work, audio/video clips, and interactive online resources. Quality assurance and partnership with organizations will be important to develop high-quality exemplification. The document also prompts reflection on how exemplification might be implemented and supported through digital tools like GLOW.
Moving into the new curriculum
Following a brief overview of the online support available for reflection and engagement, this workshop will consider specific aspects of the experiences and outcomes and principles and practice sections. It will then give delegates the opportunity to discuss how they might lead and support staff in engaging with the new curriculum
The document discusses ensuring progression within curriculum frameworks by exploring how progression is embedded, sharing suggestions on getting started, and considering implications for planning and recognizing progress. It defines progression as increasing breadth and depth of learning at each level and providing greater challenge as students move to the next level. The document asks how to see progression within the framework and discusses progression within, across, and between experiences and outcomes, as well as other forms of progression like action, knowledge, skills, context, and capacities. It also asks about evaluating progress from practitioner and learner perspectives and planning for progression.
The document summarizes a presentation about Scotland's new Curriculum for Excellence. It discusses why the curriculum is important given economic and societal changes. It outlines how the experiences and outcomes were developed through extensive engagement. It provides an example of experiences and outcomes and explains how they fit within the broader curriculum framework from ages 3 to 18. It also discusses early ideas from schools on implementing the new curriculum and themes emerging from the process of change.
Presentation on progression from the Learning and Teaching Scotlands 'Turning the new experiences and outcomes into action conference'
Aberdeen, April 2009
Peter Eavers (Area Advisor) Learning and Teaching Scotland.
Presentation on 'moving into the new curriculum'. At the Aberdeen turning the new experiences and outcomes into practice conference.
April 2009
The document discusses a variety of statistics related to population trends, technology usage, renewable energy potential, and education. Some key points include: the population of Muslims is greater than the EU population; broadband internet penetration is highest in remote areas of Scotland; Scotland's renewable energy potential is over 50GW while current usage is 10.5GW; and half of what students learn in their first year of a technical degree will be outdated by their third year.
The seminar will demonstrate good practice in collaborative working between education, housing, health and social work colleagues, and include examples of experiential learning specific to Traveller communities and lifestyles to highlight the relevance of Curriculum for Excellence to their learning and teaching in the 21st century.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/onthemovewithscotlandstravellingcommunities.asp
The Teacher Researcher Programme operated by the General Teaching Council for Scotland has offered practitioners the opportunity to carry out action research into issues identified by the teachers themselves. This seminar [these seminars] will enable two of the researchers to share the outcomes of their research into aspects of learning and teaching in primary schools.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/teacherresearcherprogrammesharingtheoutcomes.asp
This session will provide a hands-on experience of the e-assessments created by teachers and lecturers through the SOLAR project. In addition to allowing the opportunity to try out some of the assessments, delegates will also be offered a demonstration of the process being used by SQA to create them.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/amodelfordevelopingeassessmentthesolarproject.asp
The document discusses implementing a problem-solving approach in the collaborative classroom. It advocates for allowing student choice, independence, and explaining their thinking. Contextualized teaching is described where math concepts are taught through real-world activities like measuring ingredients in the classroom water table. Teachers reported students developing enthusiasm for math and better cooperation skills with this approach.
The document summarizes key international studies that the Scottish government participates in to assess education performance, including PISA, PIRLS, and TIMSS. It outlines what each study measures (e.g. attainment, attitudes), when they take place, who participates, and what insights they provide (e.g. impact of socioeconomic factors). The studies also examine aspects of curriculum, instructional time, and assessment practices across countries.
The Youth Music Initiative (YMI) has led to an explosion of music making opportunities across Scotland in the 4 years since its inception. The boldness of the Scottish Executive's intervention through the YMI provided an opportunity to short-circuit the usual journey from making the case to making a difference. It laid the foundations for revolutionising youth music in Scotland.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/musicforlifeforexcellenceandforall.asp
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and through cross-curricular projects, community service opportunities, an active student council, and programs focused on environmental sustainability and global issues. The school aims to empower students and recognize their contributions through continual development of citizenship education over the short and long-term.
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and encourage participation in activities like the eco-school program, youth parliament, volunteering opportunities, and cross-curricular projects to develop students' skills, knowledge, and values around citizenship. The school aims to continuously improve and expand its citizenship education through curriculum audits, sharing best practices, and increasing collaborative projects.
Development and progression in literacy and numeracy is complex and non-linear. In literacy, progression is not even or linear, but rather integrated across contexts and involves metacognition. Progression in mathematics is cumulative but not totally linear, combining both conceptual knowledge and skills development from specific to general concepts, and is enhanced through active participation and imagination.
The document outlines the Curriculum for Excellence personal support entitlement which includes reviewing learning progress, gaining access to activities that meet individual needs, planning for achievement opportunities, and preparing for and supporting changes and choices. It also mentions pre-school centers and schools working with partners to provide this entitlement. The questions ask about links to one's work, current strengths and challenges of personal support provision, and how Learning and Teaching Scotland can contribute to awareness of roles in providing universal and targeted support.
The document discusses exemplification, which is providing examples of student work to support teachers' understanding of learning standards and effective teaching practices. It provides examples of exemplification in modern languages and materials science. Exemplification materials could include case studies, student work, audio/video clips, and interactive online resources. Quality assurance and partnership with organizations will be important to develop high-quality exemplification. The document also prompts reflection on how exemplification might be implemented and supported through digital tools like GLOW.
Moving into the new curriculum
Following a brief overview of the online support available for reflection and engagement, this workshop will consider specific aspects of the experiences and outcomes and principles and practice sections. It will then give delegates the opportunity to discuss how they might lead and support staff in engaging with the new curriculum
The document discusses ensuring progression within curriculum frameworks by exploring how progression is embedded, sharing suggestions on getting started, and considering implications for planning and recognizing progress. It defines progression as increasing breadth and depth of learning at each level and providing greater challenge as students move to the next level. The document asks how to see progression within the framework and discusses progression within, across, and between experiences and outcomes, as well as other forms of progression like action, knowledge, skills, context, and capacities. It also asks about evaluating progress from practitioner and learner perspectives and planning for progression.
The document summarizes a presentation about Scotland's new Curriculum for Excellence. It discusses why the curriculum is important given economic and societal changes. It outlines how the experiences and outcomes were developed through extensive engagement. It provides an example of experiences and outcomes and explains how they fit within the broader curriculum framework from ages 3 to 18. It also discusses early ideas from schools on implementing the new curriculum and themes emerging from the process of change.
Presentation on progression from the Learning and Teaching Scotlands 'Turning the new experiences and outcomes into action conference'
Aberdeen, April 2009
Peter Eavers (Area Advisor) Learning and Teaching Scotland.
Presentation on 'moving into the new curriculum'. At the Aberdeen turning the new experiences and outcomes into practice conference.
April 2009
The document discusses a variety of statistics related to population trends, technology usage, renewable energy potential, and education. Some key points include: the population of Muslims is greater than the EU population; broadband internet penetration is highest in remote areas of Scotland; Scotland's renewable energy potential is over 50GW while current usage is 10.5GW; and half of what students learn in their first year of a technical degree will be outdated by their third year.
The seminar will demonstrate good practice in collaborative working between education, housing, health and social work colleagues, and include examples of experiential learning specific to Traveller communities and lifestyles to highlight the relevance of Curriculum for Excellence to their learning and teaching in the 21st century.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/onthemovewithscotlandstravellingcommunities.asp
The Teacher Researcher Programme operated by the General Teaching Council for Scotland has offered practitioners the opportunity to carry out action research into issues identified by the teachers themselves. This seminar [these seminars] will enable two of the researchers to share the outcomes of their research into aspects of learning and teaching in primary schools.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/teacherresearcherprogrammesharingtheoutcomes.asp
This session will provide a hands-on experience of the e-assessments created by teachers and lecturers through the SOLAR project. In addition to allowing the opportunity to try out some of the assessments, delegates will also be offered a demonstration of the process being used by SQA to create them.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/amodelfordevelopingeassessmentthesolarproject.asp
The document discusses implementing a problem-solving approach in the collaborative classroom. It advocates for allowing student choice, independence, and explaining their thinking. Contextualized teaching is described where math concepts are taught through real-world activities like measuring ingredients in the classroom water table. Teachers reported students developing enthusiasm for math and better cooperation skills with this approach.
The document summarizes key international studies that the Scottish government participates in to assess education performance, including PISA, PIRLS, and TIMSS. It outlines what each study measures (e.g. attainment, attitudes), when they take place, who participates, and what insights they provide (e.g. impact of socioeconomic factors). The studies also examine aspects of curriculum, instructional time, and assessment practices across countries.
The Youth Music Initiative (YMI) has led to an explosion of music making opportunities across Scotland in the 4 years since its inception. The boldness of the Scottish Executive's intervention through the YMI provided an opportunity to short-circuit the usual journey from making the case to making a difference. It laid the foundations for revolutionising youth music in Scotland.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/musicforlifeforexcellenceandforall.asp
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Efficiency - Opportunity to make full and efficient use of digital resources to complement teaching; ease of access to resources/courses; searching; monitoring and marking. Sharing – facilitation of; how easy is this? Partnerships – beyond sharing; 21 st C cpd where the 3Cs (connect, collaborate, create) can thrive. Delivery of education (HGIOS journey to excellence part 3) – learner motivation and engagement; active involvement in learning; variety of teaching approaches, tasks, activities and resources; recording, reporting and making use of assessment info;
That means everything. The text and the images or graphics.