This document provides presenter notes for a training module on child development. The module is designed to be delivered over 6.5 hours and covers the following key topics:
- An introduction that outlines the learning outcomes and agenda.
- Information on brain research and the importance of early experiences on development.
- The four domains of development - physical, cognitive, language, and social/emotional.
- Developmental sequencing and typical progression in each domain.
- Case studies where participants identify strengths and needs of individual children.
- Key understandings around how children learn best and implications for teaching practices to support development.
The presenter notes provide guidance for facilitating activities, leading discussions, and
This document summarizes the agenda and content for a facilitator training session for a teaching programme. The session will include updates on programme news, discussing how the training supports participants' professional development, and exploring the content of upcoming sessions 15 and 17 on brain science and its implications for teaching. Participants will engage in individual and group activities to discuss how brain research relates to their practice, and will plan for delivering future sessions by forming presentation groups. The goal is to develop knowledge of programme content and collaboration skills to apply pedagogical strategies in facilitating collegiate learning.
This document summarizes the goals and agenda for the Oceanside 2.0 leadership meeting. The goals were to develop a collective vision for learner-centered instruction, explore technology integration tools and apps, and develop professional learning plans to support teachers' technology integration skills. The agenda included demonstrating apps for reading, note-taking and creating presentations, as well as discussing frameworks for evaluating technology integration and characteristics of learner-centered classrooms. Time was provided for partners and teams to discuss plans for supporting teachers in meeting technology benchmarks at their schools.
Oceanside 2.0 Leadership January_ Cohort 2Katie Martin
The document summarizes goals and discussions from an Oceanside 2.0 leadership meeting in January 2015. The goals were to learn and grow leadership teams, network with other schools, and support teacher development. Specific focuses included developing teacher comfort with technology integration, utilizing Canvas, engaging curriculum aligned to Common Core, and using technology to support four 21st century skills. The meeting involved sharing progress supporting teachers, discussing powerful learning experiences, and exploring models for teacher professional learning communities. Teams created plans to support teachers working towards benchmark goals and shared next steps.
This document contains an agenda for an education planning session. It includes a picture book presentation, a session on planning, and work time for monographs. During the picture book presentation, students complete a peer evaluation. They then discuss different types of planning they saw during placements and any questions about planning. An example of a poor teaching task involving puzzles is described. Principles of backward design and starting with the end in mind are discussed. Different types of planning including long-range, short-term unit plans, and daily/weekly lesson plans are outlined. Effective instructional planning involves considering the teacher, learner, subject matter, and environment. Collaborative planning is discussed using different expertise. Homework involves continuing monograph research and preparation
Brearn Wright -- Making Learning MeaningfulBrearn Wright
These are presentation notes for Power Point entitled "Making Learning Meaningful." This presentation will lead to teacher improvement on the Classroom Assessment Scoring System (CLASS). Teachers will improve in the domain of Instructional Support and the dimension of Concept Development. Particularly, this presentation will help teachers with the following behavior indicators -- integration and connections to the real world.
The document provides guidance for facilitators of career guidance modules for Grade 11 students, outlining objectives to help students develop decision-making skills for career planning. It describes the roles and skills of effective facilitators, such as questioning, listening, and integrating skills. It also provides tips for facilitating discussions, using presentation tools, and handling challenges that may arise during training sessions.
In the changing global times, the educators must adopt the blended learning approach and gain knowledge about the new tools and techniques so that they can help their learners acquire digital literacy and problem solving. The educators are expected to recognize individual differences and design personalized learning opportunities to encourage critical and creative thinking.
This document summarizes the agenda and content for a facilitator training session for a teaching programme. The session will include updates on programme news, discussing how the training supports participants' professional development, and exploring the content of upcoming sessions 15 and 17 on brain science and its implications for teaching. Participants will engage in individual and group activities to discuss how brain research relates to their practice, and will plan for delivering future sessions by forming presentation groups. The goal is to develop knowledge of programme content and collaboration skills to apply pedagogical strategies in facilitating collegiate learning.
This document summarizes the goals and agenda for the Oceanside 2.0 leadership meeting. The goals were to develop a collective vision for learner-centered instruction, explore technology integration tools and apps, and develop professional learning plans to support teachers' technology integration skills. The agenda included demonstrating apps for reading, note-taking and creating presentations, as well as discussing frameworks for evaluating technology integration and characteristics of learner-centered classrooms. Time was provided for partners and teams to discuss plans for supporting teachers in meeting technology benchmarks at their schools.
Oceanside 2.0 Leadership January_ Cohort 2Katie Martin
The document summarizes goals and discussions from an Oceanside 2.0 leadership meeting in January 2015. The goals were to learn and grow leadership teams, network with other schools, and support teacher development. Specific focuses included developing teacher comfort with technology integration, utilizing Canvas, engaging curriculum aligned to Common Core, and using technology to support four 21st century skills. The meeting involved sharing progress supporting teachers, discussing powerful learning experiences, and exploring models for teacher professional learning communities. Teams created plans to support teachers working towards benchmark goals and shared next steps.
This document contains an agenda for an education planning session. It includes a picture book presentation, a session on planning, and work time for monographs. During the picture book presentation, students complete a peer evaluation. They then discuss different types of planning they saw during placements and any questions about planning. An example of a poor teaching task involving puzzles is described. Principles of backward design and starting with the end in mind are discussed. Different types of planning including long-range, short-term unit plans, and daily/weekly lesson plans are outlined. Effective instructional planning involves considering the teacher, learner, subject matter, and environment. Collaborative planning is discussed using different expertise. Homework involves continuing monograph research and preparation
Brearn Wright -- Making Learning MeaningfulBrearn Wright
These are presentation notes for Power Point entitled "Making Learning Meaningful." This presentation will lead to teacher improvement on the Classroom Assessment Scoring System (CLASS). Teachers will improve in the domain of Instructional Support and the dimension of Concept Development. Particularly, this presentation will help teachers with the following behavior indicators -- integration and connections to the real world.
The document provides guidance for facilitators of career guidance modules for Grade 11 students, outlining objectives to help students develop decision-making skills for career planning. It describes the roles and skills of effective facilitators, such as questioning, listening, and integrating skills. It also provides tips for facilitating discussions, using presentation tools, and handling challenges that may arise during training sessions.
In the changing global times, the educators must adopt the blended learning approach and gain knowledge about the new tools and techniques so that they can help their learners acquire digital literacy and problem solving. The educators are expected to recognize individual differences and design personalized learning opportunities to encourage critical and creative thinking.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
This workshop was delivered on 18th April 2011 at the TFL Development Programme Residential at the Rosspark Hotel in Ballymena. The theme of the Programme was 'Student Engagement' and there were 3 project teams from the University of Ulster exploring this theme.
This document provides guidance on effective lecturing techniques for teaching medical and dental students. It recommends that lectures be used to present complex information that students cannot easily learn on their own. Effective lectures clearly organize information using analogies, metaphors and examples to illustrate concepts in a way that connects to students' backgrounds. The document outlines eight steps for active lecturing, including knowing your audience, having a clear outline or map, engaging students at the beginning and middle of the lecture, using visual aids and movement, providing a conclusion, and having students apply the lecture material after class. The overall goal is for lectures to help students make connections and link new concepts to their existing knowledge.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
The document discusses planning lessons and pacing instruction over an academic year. It provides guidance on creating a lesson plan calendar, estimating time needed for units, and including brain-based principles in lesson planning. The 7-stage model of brain-based learning is also introduced, with examples of strategies for each stage like preparing students, immersing them in new content, providing time for reflection, and celebrating learning. Primacy-recency effect and breaking lessons into shorter periods are also addressed to maximize student retention.
The document outlines an introduction to the Viewpoints project, which aims to promote effective curriculum design through a series of reflective tools. It then describes activities for a workshop introducing the Viewpoints resources, which focus on learner engagement, information skills, assessment and feedback, and creativity and innovation. Participants work in groups using the Viewpoints principles and resources to address scenarios and share their outputs. The benefits of the Viewpoints approach are discussed, including how the resources and workshop process can help build effective course teams and facilitate discussions.
An App a Day Keeps Teacher Burn-out AwayAlycia Schoof
Introduction of several apps and programs to assist teachers with streamlining the classroom and saving valuable teacher planning and instructional time.
10 Communication methods in teaching.pptxsujitha108318
The document discusses various teaching methods used in classrooms including lecture methods, demonstration methods, group discussion, seminar, and role play. Lecture methods are used to provide knowledge, motivate students, and promote critical thinking. Demonstration methods involve planning, performing procedures, and evaluating. Group discussions allow students to express opinions and solve problems together. Seminars and panel discussions give students opportunities to present and discuss topics. Role play helps students understand different perspectives and practice social skills. These techniques engage students through interaction and active learning.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
Feedback workout for the Faculty of Education, 4 September 2014Chrissi Nerantzi
- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement.
- Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers.
- The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.
Tools and Tips for Designing a High Quality Youth Development ProgramDetroitYDRC
This document outlines steps and best practices for designing high-quality youth development programs. It discusses 4 stages of planning: identifying needs and assets, making a logistical plan, using best practices, and reviewing/revising. Specific best practices highlighted include incorporating literacy, STEM, project-based learning, and using existing curricula. The goal is for youth to benefit from intentionally designed programs with clear outcomes that are continuously improved.
The principal plays a key role in facilitating school improvement and professional learning for teachers. As an agent of change, the principal must intentionally address barriers to teacher learning, such as focusing too much on confirming existing ideas rather than challenging them. Some strategies for interrupting barriers include using protocols to structure discussion, making preconceptions explicit, and viewing mistakes as learning opportunities. The principal also ensures school goals are aligned to student needs based on data and provides resources to support teachers in achieving goals.
This document provides an overview of Individualized Education Programs (IEPs) for children with special needs. It discusses what an IEP is, who is involved in creating it, and how teachers can use an IEP to plan classroom activities and monitor a child's progress. The objectives are to help participants understand IEPs, their link to inclusive preschool settings, and how to effectively implement IEP goals. Key aspects covered include the IEP process, components of an IEP, developing goals and objectives, and strategies for tracking a child's learning through an activity matrix.
The document provides presenter notes for leading a workshop on Keeping Learning on Track (KLT) Foundations, outlining the goals of introducing teachers to formative assessment strategies and how their learning will continue through job-embedded professional learning communities. It describes the agenda and activities for the workshop, emphasizing formative assessment techniques to model such as using parking lots for questions, learning targets, and traffic light signals to check understanding. Presenters are guided to facilitate discussions and activities to help teachers understand how to implement formative assessment in their classrooms.
The document provides guidance on developing effective lesson plans, outlining key elements like objectives, activities, and assessments, and recommending strategies like the Madeline Hunter model and incorporating multiple intelligences and Marzano's nine strategies. It also cautions against common mistakes in writing lesson plans and stresses the importance of self-evaluation to improve future lessons.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This training seminar focused on activity-based teaching strategies. The agenda included introducing active learning approaches, sharing experiences with hands-on activities from their own education, discussing definitions of active learning, and exploring specific techniques like think-pair-share, brainstorming, and cooperative learning. Participants developed sample lesson plans using strategies such as debates, experiments, and student-generated test questions to promote analysis, collaboration, and lifelong learning among their students.
The document provides information about Professional Learning Communities (PLCs) for Helena Public Schools. It discusses the district's commitment to PLCs and creating an online workspace to facilitate collaboration. The main goal is to have more students learning more through ensuring timely communication and effective implementation of PLC initiatives. The document outlines what a PLC is, why schools should implement them, how to create a PLC, how to do the work of a PLC, and provides various resources to support PLCs.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
This workshop was delivered on 18th April 2011 at the TFL Development Programme Residential at the Rosspark Hotel in Ballymena. The theme of the Programme was 'Student Engagement' and there were 3 project teams from the University of Ulster exploring this theme.
This document provides guidance on effective lecturing techniques for teaching medical and dental students. It recommends that lectures be used to present complex information that students cannot easily learn on their own. Effective lectures clearly organize information using analogies, metaphors and examples to illustrate concepts in a way that connects to students' backgrounds. The document outlines eight steps for active lecturing, including knowing your audience, having a clear outline or map, engaging students at the beginning and middle of the lecture, using visual aids and movement, providing a conclusion, and having students apply the lecture material after class. The overall goal is for lectures to help students make connections and link new concepts to their existing knowledge.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
The document discusses planning lessons and pacing instruction over an academic year. It provides guidance on creating a lesson plan calendar, estimating time needed for units, and including brain-based principles in lesson planning. The 7-stage model of brain-based learning is also introduced, with examples of strategies for each stage like preparing students, immersing them in new content, providing time for reflection, and celebrating learning. Primacy-recency effect and breaking lessons into shorter periods are also addressed to maximize student retention.
The document outlines an introduction to the Viewpoints project, which aims to promote effective curriculum design through a series of reflective tools. It then describes activities for a workshop introducing the Viewpoints resources, which focus on learner engagement, information skills, assessment and feedback, and creativity and innovation. Participants work in groups using the Viewpoints principles and resources to address scenarios and share their outputs. The benefits of the Viewpoints approach are discussed, including how the resources and workshop process can help build effective course teams and facilitate discussions.
An App a Day Keeps Teacher Burn-out AwayAlycia Schoof
Introduction of several apps and programs to assist teachers with streamlining the classroom and saving valuable teacher planning and instructional time.
10 Communication methods in teaching.pptxsujitha108318
The document discusses various teaching methods used in classrooms including lecture methods, demonstration methods, group discussion, seminar, and role play. Lecture methods are used to provide knowledge, motivate students, and promote critical thinking. Demonstration methods involve planning, performing procedures, and evaluating. Group discussions allow students to express opinions and solve problems together. Seminars and panel discussions give students opportunities to present and discuss topics. Role play helps students understand different perspectives and practice social skills. These techniques engage students through interaction and active learning.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
Feedback workout for the Faculty of Education, 4 September 2014Chrissi Nerantzi
- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement.
- Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers.
- The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.
Tools and Tips for Designing a High Quality Youth Development ProgramDetroitYDRC
This document outlines steps and best practices for designing high-quality youth development programs. It discusses 4 stages of planning: identifying needs and assets, making a logistical plan, using best practices, and reviewing/revising. Specific best practices highlighted include incorporating literacy, STEM, project-based learning, and using existing curricula. The goal is for youth to benefit from intentionally designed programs with clear outcomes that are continuously improved.
The principal plays a key role in facilitating school improvement and professional learning for teachers. As an agent of change, the principal must intentionally address barriers to teacher learning, such as focusing too much on confirming existing ideas rather than challenging them. Some strategies for interrupting barriers include using protocols to structure discussion, making preconceptions explicit, and viewing mistakes as learning opportunities. The principal also ensures school goals are aligned to student needs based on data and provides resources to support teachers in achieving goals.
This document provides an overview of Individualized Education Programs (IEPs) for children with special needs. It discusses what an IEP is, who is involved in creating it, and how teachers can use an IEP to plan classroom activities and monitor a child's progress. The objectives are to help participants understand IEPs, their link to inclusive preschool settings, and how to effectively implement IEP goals. Key aspects covered include the IEP process, components of an IEP, developing goals and objectives, and strategies for tracking a child's learning through an activity matrix.
The document provides presenter notes for leading a workshop on Keeping Learning on Track (KLT) Foundations, outlining the goals of introducing teachers to formative assessment strategies and how their learning will continue through job-embedded professional learning communities. It describes the agenda and activities for the workshop, emphasizing formative assessment techniques to model such as using parking lots for questions, learning targets, and traffic light signals to check understanding. Presenters are guided to facilitate discussions and activities to help teachers understand how to implement formative assessment in their classrooms.
The document provides guidance on developing effective lesson plans, outlining key elements like objectives, activities, and assessments, and recommending strategies like the Madeline Hunter model and incorporating multiple intelligences and Marzano's nine strategies. It also cautions against common mistakes in writing lesson plans and stresses the importance of self-evaluation to improve future lessons.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This training seminar focused on activity-based teaching strategies. The agenda included introducing active learning approaches, sharing experiences with hands-on activities from their own education, discussing definitions of active learning, and exploring specific techniques like think-pair-share, brainstorming, and cooperative learning. Participants developed sample lesson plans using strategies such as debates, experiments, and student-generated test questions to promote analysis, collaboration, and lifelong learning among their students.
The document provides information about Professional Learning Communities (PLCs) for Helena Public Schools. It discusses the district's commitment to PLCs and creating an online workspace to facilitate collaboration. The main goal is to have more students learning more through ensuring timely communication and effective implementation of PLC initiatives. The document outlines what a PLC is, why schools should implement them, how to create a PLC, how to do the work of a PLC, and provides various resources to support PLCs.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
childdevelopmentmodulepresenternotes.pptx
1. Presenter Notes
Child Development
This guide will walk you through presenting the
module. These are suggestions, so please use the
materials as you see fit but with integrity to the
module as developed. This professional development
module includes PowerPoint slides, these presenter
notes, and supporting materials.
BEFORE YOU
BEGIN:
∙ This is the 1st in a series of
Full-Day Kindergarten
Professional Development
Modules
∙ The content is designed to
be delivered in a 6.5 hour
training.
∙ Suggestions for other
timeframes(either shorter
or longer) are available.
SLIDE 1:
Title Slide:
MATERIALS NEEDED:
• Presenter PowerPoint Slides
• lcd projector and speakers
• Handouts as indicated in Appendix A:
• Chart Paper/Markers
• Highlighters
• Chart for Group Norms
• Chart for Module Outcomes
• NOTE: ask participants to bring their
WaKIDS Obj &Dimensions booklets
1
2. SLIDE 2:
CHILD DEVELOPMENT
Introductions:
• Begin by giving participants background
information on yourself.
• Find an efficient method of introducing
participants. (Try to not spend a long time
with this.)
• Review norms (Add a slide or create a
poster. Use you professional judgment on
which norms to include.)
Introduce Topic:
• Learning Outcomes (may want to make a
chart that lists these)
SUGGESTED TIMEFRAME:
Slides 1–5: 30 Minutes
Slide 3 with learning outcomes listed
SLIDE 4:
Agenda:
• Review the day’s agenda
• Provide brief overview
Presenter Notes Child Development Module
2
3. SLIDE 5:
Think, Chat, Write:
• Provide time for partners to share thoughts
on question
• Record own definition on “Child
Development” recording sheet
• Remind participants that they will use this
handout again at end of session for
reflection. It is suggested to color-code the
handout for easy reference.
• Definition of Child
Development
SLIDE 6:
Child Development:
• Suggested to frame this around moving from
half-day to FDK; need to look at instruction
in regards to development
• Emphasize that research shows that since
quality of child’s day-to-day experiences
affect neural growth and brain development,
it is crucial that educators understand what
they do each and every day has impact on
children. (NC guide pg 14–15)
SUGGESTED TIMEFRAME:
Slides 6–9: 15 Minutes
Presenter Notes Child Development Module
3
4. SLIDE 7–9:
Brain Research:
• First Link goes to NC site First 2000 Days
• Briefly share site and graph that shows
much of brain synapse forms in first five
years
• Go to Slide 8 Research info
• Second Link
• goes directly to Harvard University-Center
on Developing Child-videos to show
• First-Experiences Build Brain Architecture
(1:56)
• Second-Serve and Return (1:47)
• Third-Toxic Stress Derails Healthy
Development (1:53)
• Give chance for group to comment
• Have poster up for participants to add other
research links they are familiar with
• (can be done during 1st break)
Talking Points:
• First 2000 Days
• There are only 2000 days between time
a baby is born and when they show up
for first day of kindergarten.
• Experiences during that time have a
lasting impact
• First 2000 Days provides information
about why early care and learning is
important
• Link for site in ppt notes
SLIDE 10:
Key Understandings:
• Will refer back to these throughout day
• Will consider 1st two understandings in-depth
as we move forward with stages of child
development. The other understandings will
be utilized when delving into teaching
implications
Presenter Notes Child Development Module
• Links for Brain Research
4
5. SLIDES 11 & 12:
Key Understandings:
• EMPHASIZE: Sentence at bottom of
chart about kindergarten and largest
maturation differences
• For some children the only intervention
needed is to be a part of a developmentally
appropriate classroom that addresses the
needs of all children where they are; for
others there may be a need to provide
assistance through an RTI model.
SUGGESTED TIMEFRAME:
Slides 10–14: 45 Minutes
Including ACTIVITY
SLIDE 13:
Domains of Learning &
Development:
EMPHASIS:
• Child development happens in 4 major domains.
• Discrete skills found in literacy, mathematics, and
science, in particular, are described within
Cognitive and Language Developmental Domains.
That is why literacy and mathematics are listed
under content not development in the TS Gold
system.
• Development in one domain influences
development in other domains.
• They are closely interrelated and children develop
simultaneously in all domains.
• Having a “whole child” perspective is critical to a
child’s success.
Presenter Notes Child Development Module
• Connection to
TPEP and Learning
Standards
5
6. SLIDE 14:
Developmental Sequencing:
• Create 4 small groups (may need 8 if large
group)
• Maybe place new Ts with experienced Ts
• Cards for each domain should be placed in
packets
• suggested manila envelopes
• Participants will
• Place cards in order of sequence of
development for their respective domain
according to ages (3, 4, or 5)
• Each domain will share out with large group
• EMPHASIZE: All children will not meet these
skills at the designated age level. These are
typical growth patterns. However each child is
an individual.
Break Slide 15
• Developmental Sequencing Strips
in separate envelopes
• Answer Key for Development
Sequencing Strips(make sure to
include all domains in the key)
• Developmental Sequencing
Activity Form
Presenter Notes Child Development Module
NOTE: After each group
completes their domain area,
have the groups leave their
strips intact. Each group then
rotates to the other areas and
reviews and discusses the
sequences of the other domain
areas. Suggest that they take
the copy of the answer key with
them.
6
7. SLIDES 16–20:
Developmental Stages:
• Explain that participants will watch video clips
that depict the development in the 4 domains
for each age level
• Play video clips on following slides for each
age level
• Have participants take notes on handout,
“Developmental Stages Recording Sheet” after
each video
• Have them work at table groups to compare
• Developmental Stages
Recording Sheet
SLIDE 21:
Reflection
• Work with partners to reflect on the
activity
• Suggest providing guidelines as one
complete packet/table to share/take
apart to use/age level partners
• Remove age level 6 until video has
been produced.
• Developmental Stages
Guidelines
Presenter Notes Child Development Module
Note: Links for videos may be lost
when they download. Video web
addresses are in the notes section
of the PowerPoint page of the
video. Copy and paste the link into
a hyperlink.
7
8. SLIDE 22:
Putting It All Together:
• Use copies of 6 Scenarios of Individual Children
and respective individual child assessment
reports(note: depending on group size, you may
not use all 6)
• One scenario/assessment report per partner
• Groups are looking to identify strengths/needs
of child by domain
• Have all participants of a particular child get
together to discuss after partner work
• Use Handouts to take notes and for references
• EMPHASIZE: Make sure that participants know
that they will be planning for and considering
Next Steps for their child.
Talking Points: if participants have not taken part
in WaKIDS before-will need to give brief
explanation of how to read/understand Ind. Child
Assessment Report.
• Child Scenarios
• Individual Child Assessment and
Development & Learning Reports
• Developmental Stages Guidelines
• Developmental Sequences Key
• Putting it all together: Strengths and
Needs
• NOTE: ask participants to bring their
WaKIDS Obj & Dimensions booklets to
utilize for Strengths & Needs
Lunch Slide 23
SUGGESTED TIMEFRAME:
Slides 16–22: 105 Minutes
Including VIDEOS and
ACTIVITY
Presenter Notes Child Development Module
Time Note: Slides 16–20
could take about 45-60
minutes depending on
questions and
discussions. This will still
allow 45 minutes for the
scenario activity.
NOTE: Child reports used
are for WA (WaKIDS TS
Gold) Other states should
use simulated assessment
data common to their
respective states
8
9. SLIDE 24 :
Indicators and Implications:
• Continue with individual child scenarios used
before lunch
• Look for “red flags” in development
• Discuss and record next steps
• Facilitator: Have participants to read each of the
scenarios aloud for whole group. Participants
share one (or a few...based on available time)
next step they recorded for supporting that child’s
growth, development and learning.
• EMPHASIZE: Importance of Differentiation and
Planning for Learning, TPEP connection
• Ask for Thoughts/Reflections of Activity
• Child Indicators Handout
• Child Indicators Next
Steps Handout
SUGGESTED TIMEFRAME:
Slide 24: 30 Minutes
SLIDE 25:
Teaching to Ways Children Learn:
• Intro slide for next activity, “Save the Last
Word”
• Questions to consider; not meant for large
group discussion
SUGGESTED TIMEFRAME:
Slides 25–26: 30 Minutes
Including ACTIVITY
Presenter Notes Child Development Module
9
10. SLIDE 26:
Save the Last Word:
• Participants will use the reading protocol to
identify key ideas
• Discussion will take place in small groups
• Go through steps explicitly so participants
understand the directions.
• Teaching to the Ways
Children Learn
• Save Last Word protocol
handout (for presenter
only)
Break Slide 27
SLIDE 28:
Key Understandings and Implications for
Teaching:
EMPHASIZE: Our tasks, as educators, is to
make the most of each day that students spend
with us. The remaining key understandings can
be used as a framework for planning and
implementing appropriate and engaging
learning experiences.
NOTE: For last 2 bullets, in particular, the
facilitator can connect these ideas to specific
state assessments as well as supports for
family partnerships (for WA trainings connect to
TS Gold and WaKIDS)
SUGGESTED TIMEFRAME:
Slides 28–29: 45 Minutes
Including ACTIVITY
Presenter Notes Child Development Module
10
11. SLIDE 29:
Gallery Walk:
• Review “Informed Teaching Practices”
handout and HO from pg 14-16 NC
• Participants will use key understandings
listed in Slide 28 as a framework for
planning instructional practices to support a
child’s development in each domain.
• See presenter handout, “Gallery Walk
Poster and Activity Instructions” for activity
directions
• Informed Teaching Practices
• Patterns of Growth-The
Implications for Teaching
• Gallery Walk Poster and Activity
Instructions”(for presenter only)
Presenter Notes Child Development Module
EXAMPLE: Key understanding
Young children are active
learners
• Physical Development:
provide children with time
every day for large motor
physical activity indoors and
outdoors
• Cognitive Development:
provide a variety of
manipulatives in the math
learning center for children
to actively explore as they
develop foundational
mathematical
understandings
• Social Emotional
Development: utilize role
play experiences for children
to think through and act out
their feelings in a variety of
situations
• Language Development:
provide extended time for
children to engage in
conversations with their
friends
11
12. SLIDE 30:
Differentiation:
• Divide participants into 3 small groups (more
if needed depending on size of group)
• Use your judgment as to whether the labels
listed reflect the needs of your group-modify
if needed
• Provide article for each group to read
• Jot down key ideas on sticky notes and
consider use of assessment data
• Discuss in small groups and then share with
large group
• Timing: 45 mins total
• 10 min to read
• 10 to discuss in small groups
• 5 to share key points
• Share out important message with whole
group
• Collect articles
SUGGESTED TIMEFRAME:
Slide 30: 45 Minutes
Including ACTIVITY
• Social-Emotional
Characteristics of Young
Gifted Children
• Meeting Learning
Challenges
• PreK-3rd: Challenging
Common Myths About Dual
Language Learner
Presenter Notes Child Development Module
*Young children who speak a language other
than English in the home and are not fully
fluent in English have been identified as Dual
Language learners (DLLs). The term, dual
language learners has been adopted by the
Office of Head Start and the United States
Department of Education to highlight and
promote the linguistic assets of young
children and families who speak languages
other than English.
12
13. SLIDE 31 :
Closing:
• Bring session to a close by having them
reflect on the slide questions
• Utilize own evaluation sheets if needed
• May want to collect Reflection Page and
make copies
SUGGESTED TIMEFRAME:
Slides 31–33: 15 Minutes
• Child Development
Recording Sheet
• Definition of Child
Development
Presenter Notes Child Development Module
13