Ci350 Narrative of Power Point Presentation
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This is a narrative about the power point presentation my group and I presented in class on character education.
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Character ed narrative
This document discusses the importance of character education in 21st century classrooms. It notes that character education teaches morals, civics, manners, relationships and respect. The document provides several examples of how to incorporate character education into classrooms using technology, such as having students blog about moral dilemmas or create videos demonstrating ideal and unideal ways to handle conflicts. It emphasizes that character education is important because many students do not receive it at home, so the classroom is a key place for them to learn these principles through their interactions with peers and teachers.
Character education narrative
Character education teaches respect for teachers, classmates, and others through developing good character. It is important in 21st century classrooms because some students do not learn good character at home, so teachers must model it. The presentation discussed how character education builds conflict resolution skills and reduces lying, showing it should be taught in schools.
Ci 350 group poject
This document discusses character education, which teaches good values and traits like morality, ethics, manners, and respect. Character education is important as it helps children make good decisions and create a well-run classroom without chaos. In the 21st century, character education remains essential for helping students work well in groups, see different perspectives, and treat others respectfully. The document provides some technology-based ideas to promote character education, like using webquests, videos, blogs, and social media to demonstrate manners and call out rude behavior.
Ci 350 group poject
This document discusses character education. It defines character education as teaching good values and traits like respecting others. It notes the importance is teaching children how to make polite decisions and creating a smooth classroom. In the 21st century, character education remains important for working in groups and considering different ideas. The document provides technology-based ideas to promote character education, like using social media to find rude comments and explain why they are wrong. It concludes character education is necessary for children to become well-mannered adults who can work with others respectfully.
Ci 350 group poject 1
This document discusses character education. It defines character education as teaching good values and traits like respecting others. It notes the importance is teaching children how to make polite decisions and creating a smooth classroom. In the 21st century, character education remains important for working in groups and considering different ideas. The document provides technology-based ideas to promote character education, like using social media to find rude comments and explain why they are wrong. It concludes character education is necessary for children to become well-mannered adults who can work with others respectfully.
Character education (1)
This document discusses the importance of character education in schools. It defines character education as teaching students to be morally and civically responsible citizens through developing virtues like ethical reasoning, respect, and interpersonal skills. The document emphasizes that teachers have a responsibility to model good character and create a positive learning environment. It provides examples of how character education can be incorporated into classrooms, such as teaching internet safety and ethics through role-playing scenarios. The conclusion reinforces that character education is necessary to ensure students become intelligent and respectful members of society.
Character education
This document discusses the importance of character education in schools. It defines character education as teaching students to be morally and civically responsible citizens through developing virtues like ethical reasoning, respect, and interpersonal skills. The document emphasizes that teachers have a responsibility to model good character and create a positive learning environment. It provides examples of how character education can be incorporated into classrooms, such as teaching internet safety and ethics through role-playing scenarios. The conclusion reiterates that character education is essential for developing intelligent and respectful members of society.
Character Education
This document discusses the importance of character education in schools. It defines character education as teaching students to be morally and civically responsible citizens through developing virtues like ethical reasoning, respect, and interpersonal skills. The document emphasizes that teachers have a responsibility to model good character and create a positive learning environment. It provides examples of how character education can be incorporated into classrooms, such as teaching internet safety and ethics through role-playing scenarios. The conclusion reiterates that character education is essential for developing intelligent and respectful members of society.
Recommended
Character ed narrative
This document discusses the importance of character education in 21st century classrooms. It notes that character education teaches morals, civics, manners, relationships and respect. The document provides several examples of how to incorporate character education into classrooms using technology, such as having students blog about moral dilemmas or create videos demonstrating ideal and unideal ways to handle conflicts. It emphasizes that character education is important because many students do not receive it at home, so the classroom is a key place for them to learn these principles through their interactions with peers and teachers.
Character education narrative
Character education teaches respect for teachers, classmates, and others through developing good character. It is important in 21st century classrooms because some students do not learn good character at home, so teachers must model it. The presentation discussed how character education builds conflict resolution skills and reduces lying, showing it should be taught in schools.
Ci 350 group poject
This document discusses character education, which teaches good values and traits like morality, ethics, manners, and respect. Character education is important as it helps children make good decisions and create a well-run classroom without chaos. In the 21st century, character education remains essential for helping students work well in groups, see different perspectives, and treat others respectfully. The document provides some technology-based ideas to promote character education, like using webquests, videos, blogs, and social media to demonstrate manners and call out rude behavior.
Ci 350 group poject
This document discusses character education. It defines character education as teaching good values and traits like respecting others. It notes the importance is teaching children how to make polite decisions and creating a smooth classroom. In the 21st century, character education remains important for working in groups and considering different ideas. The document provides technology-based ideas to promote character education, like using social media to find rude comments and explain why they are wrong. It concludes character education is necessary for children to become well-mannered adults who can work with others respectfully.
Ci 350 group poject 1
This document discusses character education. It defines character education as teaching good values and traits like respecting others. It notes the importance is teaching children how to make polite decisions and creating a smooth classroom. In the 21st century, character education remains important for working in groups and considering different ideas. The document provides technology-based ideas to promote character education, like using social media to find rude comments and explain why they are wrong. It concludes character education is necessary for children to become well-mannered adults who can work with others respectfully.
Character education (1)
This document discusses the importance of character education in schools. It defines character education as teaching students to be morally and civically responsible citizens through developing virtues like ethical reasoning, respect, and interpersonal skills. The document emphasizes that teachers have a responsibility to model good character and create a positive learning environment. It provides examples of how character education can be incorporated into classrooms, such as teaching internet safety and ethics through role-playing scenarios. The conclusion reinforces that character education is necessary to ensure students become intelligent and respectful members of society.
Character education
This document discusses the importance of character education in schools. It defines character education as teaching students to be morally and civically responsible citizens through developing virtues like ethical reasoning, respect, and interpersonal skills. The document emphasizes that teachers have a responsibility to model good character and create a positive learning environment. It provides examples of how character education can be incorporated into classrooms, such as teaching internet safety and ethics through role-playing scenarios. The conclusion reiterates that character education is essential for developing intelligent and respectful members of society.
Character Education
This document discusses the importance of character education in schools. It defines character education as teaching students to be morally and civically responsible citizens through developing virtues like ethical reasoning, respect, and interpersonal skills. The document emphasizes that teachers have a responsibility to model good character and create a positive learning environment. It provides examples of how character education can be incorporated into classrooms, such as teaching internet safety and ethics through role-playing scenarios. The conclusion reiterates that character education is essential for developing intelligent and respectful members of society.
Character education
The document discusses the importance of character education for developing students' morals, manners, respect, and ability to resolve conflicts. It notes that character education helps students become better members of society and the global community. Some suggested activities for teaching character education include having students watch and discuss videos depicting ethical scenarios, write compliments about classmates on a blog or wiki, create their own videos or digital stories showing good character, and make posters about classroom manners.
Character education
Character Education involves teaching students morals, ethics, manners, conflict resolution, and respect for others. Teachers should implement these principles in every classroom by demanding respect from students for themselves and their peers. However, developing good character really begins at home, as parents need to teach their children these traits from a young age rather than expecting teachers alone to instill them. A variety of digital tools like YouTube, QR codes, Voki, posters, and Facebook can help teach students about manners, conflict resolution, respect, and anti-bullying. Character Education is essential for building a strong foundation for the classroom.
Character Education (5)
Character education aims to teach students important ethical values like caring, honesty, and responsibility. It is important because students spend most of their day in school, so teachers should help develop students' character in addition to academics. Character education has been a goal of education for centuries and helps young people become good. It will be important for Skylar as a future special educator to find ways to teach character development to students. Teachers can use technology and activities like storytelling videos or blogs to engage students in character education at different stages of moral development.
21st Century Character Education
Character education aims to teach students important ethical values like caring, honesty, and responsibility. It is important because students spend most of their day in school, so teachers should help develop students' character in addition to academics. Character education has been a goal of education for centuries and helps young people become not just smart but good. It will be important for Skylar as a future special educator to find ways to teach character development to students, while Emily and Shane note that elementary teachers help build students' moral foundations. Technology can play a role through activities aligned with Kohlberg's stages of moral development, such as using robots to learn traffic safety or creating videos and blogs to discuss ethics.
Character Education and Media Development
This document discusses character education and its implementation through technology. It defines character education as the deliberate effort to help people understand, care about, and act upon core ethical values. Character education should promote core values, define character, use a comprehensive approach, and create a caring community. The document outlines principles of character education and lists 18 character values from the Indonesian curriculum. It discusses how character education can be integrated into teaching, extracurricular activities, and daily school life. Finally, it explores how technologies like social media, applications, and robots can be used to teach character education and lists advantages of this approach.
Character Education
This document discusses character education and its importance for developing well-mannered, responsible students. It teaches values like civics, manners, and critical thinking. Character education is especially important today to prepare students for challenges in society. Many students do not receive this type of values education at home. The document explores using technology like social media, blogs, and videos to promote character education pillars in modern classrooms. The goal is to mold students into better people when they do not receive this effort from others.
1- to 2-page paper in which you· Describe how you would measure
1- to 2-page paper in which you:
· Describe how you would measure the outcomes that you identified in Discussion.
· Specifically, identify the
two best measurement instruments that you would use and explain why.
· Include strengths and limitations, and consider criteria such as usefulness, validity, reliability, precision, feasibility, and cost.
· Describe how you would collect the data and what you would expect to learn from it.
This was my discussion for this week.
Program Goal and Intended Outcomes:
Due to the global pandemic COVID-19 we are experiencing a historical challenge with the older population. The elderly is being impacted by social isolation, loneliness, depression, and anxiety. The goals of the program would be help clients cope with their mental health issues. The quality of life for the elderly will improve, and the community will become more educated about the challenges they face.
Goal Statement for proposed Program
To achieve balance in the mental health for the elderly. To help them learn coping skills for their depression, anxiety, and social isolation.
Expected Outcomes:
Performance: To have trained counselors to hold individual and group counseling sessions for the elderly.
Conditions: All staff will be fully trained to help elderly population deal with their depression, loneliness, and anxiety. To hold at least two to three group meetings a week.
Criteria: After three months of counseling the elderly are learning new coping skills, the depression, loneliness, and anxiety has improved, along with their quality of life.
How outcomes support goal:
The goal of the program is to help the elderly deal with depression, loneliness, and anxiety. The outcomes support the goal by having trained counselors giving individual and group sessions to the elderly to teach them healthy coping skills. The outcomes of the elderly’s quality of life have improved greatly supports the goals of the program.
Learning Resources
Required Readings
Dudley, J. R. (2020).
Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
· Chapter 7, “Crafting Goals and Objectives” (pp. 149–168)
· Chapter 9, “Is the Intervention Effective?” (pp. 215–250)
Noordink, T., Verharen, L., Shalk, R., van Eck, M., & van Regenmortel, T. (2021). Measuring instruments for empowerment in social work: A scoping review
. The British Journal of Social Work, 51(4), 1482–1508. https://doi.org/10.1093/bjsw/bcab054
Walden University Library. (n.d.).
Tests & measures. https://academicguides.waldenu.edu/library/testsmeasures
Virtual book
Username: Etallent9525!
Password: Landon2019!
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
When Boys Won't Be Boys: Discussing Gender with Young Children
Katch, Hannah;Katch, Jane
Harvard Educational Review; Fall 2010; 80, 3; ...
CI 350 Character Education Powerpoint
This document outlines a proposal for integrating character education into classroom lessons using digital tools. It defines character education as molding students into morally respectful and engaged citizens. The proposal recommends using videos, social media, posters, blogs and digital storytelling to teach concepts like developing morals, civics, ethical reasoning and interpersonal skills. Integrating these tools could help address behavioral issues while improving academic achievement and creating an engaged community. The goal is to educate students to become ethical, participating members of society who can positively impact the world.
character_education.pptx
This document discusses character education, including what it is, whether it can be taught, and why it is important. Character education involves developing virtues and helping students learn ethical decision making. Key principles are that character can be developed through role modeling and school culture. Case studies show character education can be embedded through daily practices like referring to core virtues. The document argues character education equips students for adult life and success by cultivating traits like resilience, fairness and democratic citizenship.
Vision development
A vision statement describes an organization's ideal future state in a concise, inspirational manner. It should energize and motivate by evoking emotion, transcending the status quo, and describing excellence. A good vision statement paints a clear picture using unequivocal language that people can easily understand and return to for guidance. Sample vision statements provided inspire rich learning experiences, position 21st century skills as central to education, fuel exploration at the boundaries of digital media, and conceive new possibilities for living and working together through technology.
CI 350 Character Education Powerpoint
This document outlines a proposal for integrating character education into 21st century classrooms. It suggests that character education can mold students into morally respectful and engaged citizens by developing skills like ethical reasoning, conflict resolution, and interpersonal relations. This approach could help improve behavior, learning, and develop a cohesive school community. The document provides examples of using technology like videos, social media, blogs and digital storytelling to teach character education concepts in an interactive way and prepare students for globalized society.
Ci 350 character education powerpoint (6)
This document outlines a proposal for integrating character education into classroom lessons using digital tools. It suggests that character education can mold students into ethical, engaged citizens by developing morals, civic participation, ethical reasoning, and interpersonal skills. Various digital activities are proposed, such as using videos to discuss moral scenarios, social media for compliments between peers, and digital storytelling assigned around components of character education. The document argues that character education improves behavior, academics, and creates an engaged community, preparing students for a globalized world that values technology skills and relationships.
community
This document discusses commitment to community and society from the perspective of an early educator. It focuses on two key angles: teaching leadership skills to students in the classroom, and engaging with the surrounding neighborhood and community. The educator wants to instill confidence, communication skills, and a never-give-up attitude in students to prepare them to be tomorrow's leaders. Additionally, the document emphasizes empowering community members by providing opportunities, resources, and engaging families through workshops and community service projects to build a stronger community. The overall goals are for children to become responsible community members and for communities to support each other through working together on shared goals.
Course EDLR 608-School and SocietyDiscussions question After .docx
Course EDLR 608-School and Society
Discussion's question
After reading Chapter 2, go to youtube and watch the following video....RSA Animate-Changing Education Paradigms by Sir Ken Robinson.
Start a discussion regarding the video and Chapter 2.
(Hint-you will love this video!!)
First student's discussion
Scott Leverenz
Chapter two
This video and the chapter did make one thing clear, that there needs to be some sort of changes made in our schools today. Children are growing at different paces and learning in new ways and todays educational organizations need to find ways to keep up with the modern society. We cannot rush children and at the same time we cannot hold others back. The curriculum is forced upon teachers and leaves very little room for creativity and growth. Stimulation may be harder to find in some children and even in some teachers but forcing all to work at the same pace and same structure cannot be the answer.
I do agree that schools have good intentions and have the best interest of the children in mind however they have created an organized functional framework that seems to be leaving a lot of children in the dark or failing behind. Some kids are not being exposed to the proper amount of stimulation or influence they need to thrive and develop. .Grading scales should be tampered with in a manner that fits individual needs and talents.
Second student's discussion
Michael Heckendorn
After watching the RSA Animate and reading chapter two, I have come to the realization that schools need to change. Not tomorrow, but now. Schools are stuck in the period of industrial revolution, rather than modern/technological progress. I will highlight two of the points made by the video and the chapter that have convinced me that something needs to change. Both the movie and our chapter discussed how students are sent through the assembly line of school by their chrnological age -- as if it is the most important factor. I do agree that age is a factor, but what are the other factors? There is intellectual age, developmental stage, and social skills stages amongst others. I agree that a 7 year old in first grade who is competent to do 3rd grade work should not be in first grade. But I'm not sure if the 7 year old should be grouped with the developmental age/social skills age of 9-10 year olds. Regardless of this point, sending students through school simply on the factor of age is a major disservice to the student. I currently work with a 7th grader who has failed every 6th grade class last year and is currently failing every 7th grade class. He is not even being considered for retainment because he hit puberty first and he looks like he's 14. There needs to be a balance between intellectual levels and chronological age. I'm not sure where that balance is or what is the most important, but the system does need to change.
My second point is that of the content being taught and how it is taught. In reality, teachers have no choice of .
Leadership Education Re-Imagined: Using Social Media & The Social Change Mode...
Are college students prepared to be leaders online, using social media for social good? Looking at leadership literature and current practices, a gap exists in how to develop students to be agents of change using social media. This session was presented at the 2014 NASPA Western Regional Conference and proposed how educators can adapt the Social Change Model to reflect and apply digital competencies to their practice, leadership curriculum, training and programming.
21st Century Education Narrative
This document summarizes a presentation on critical thinking in 21st century education. It describes how the presenters defined critical thinking, explained its importance in classrooms and applying information online. A video showed teachers discussing how they teach critical thinking. As an example, the presenters discussed if the Constitution is a living document. Feedback noted they should explore answers more deeply, like opening multiple doors to find more doors. They used a WebQuest for research practice applying critical thinking.
Ci 350 character education powerpoint
This document outlines an approach to character education using technology tools. It discusses developing morals, ethics, manners and interpersonal skills. Character education can help solve behavioral issues, improve academics and create a safe environment. It is important for communicating, global jobs and relationships. The document provides examples of using videos, social media, posters and digital storytelling to teach concepts like decision making and conflict resolution. It argues character education can mold students into responsible citizens and impact the world.
AERA 2011 -- Investigating Students' Perceptions of Various Instructional Str...
Social presence theory explains how people present themselves as “real” through a communication medium and is a popular construct used to describe how people socially interact in online courses. Because of its intuitive appeal, educators have experimented with different ways to establish social presence in their online courses. Over the years, we have tried many strategies—from rich threaded discussions to personal one-on-one emails to digital stories to using social networking tools like Twitter. Over time, we began questioning how students perceive all of the strategies we use (in other words, what strategies were leading to the most bang for our buck). In this paper, we describe our investigation of students’ perceptions of various instructional strategies to establish social presence.
Youth Work in Scotland - The Challenge we Face
The priorities for public funding of youth work have changed in line with an "austere social policy landscape of cost-benefit calculus" where evidence-based policy dominates. This document discusses how youth work aims to better articulate its functions, processes, and impact through research on positive youth development and the Compass Advantage model, which defines capabilities developed in young people. The goal is to build evidence of youth work's contributions.
Confident And Connected Keynote Web Version
A keynote that looks at being part of a connected world, how classrooms are making connections (based around the key competencies in the New Zealand curriculum), and issues that need to be considered when working online in education.
Assure5
This document outlines an ASSURE lesson plan for a third grade classroom. The classroom has 18 students, with 70% white and 30% African American. The lesson plan aims to teach the process of manufacturing raw materials into a final product. It will use desktop publishing and digital imaging to engage visual and kinesthetic learners. The objectives are for students to understand and demonstrate the manufacturing process with 95-100% accuracy. A variety of methods, media, and materials will be used, including the ASSURE model, digital imaging, and desktop publishing. Evaluation will occur throughout the unit to ensure objectives are met and allow for revision if needed.
Unit Plan Assure Method
This document outlines an ASSURE lesson plan for a third grade class. The class has 18 students, with 70% white and 30% African American. The lesson will teach students about how raw materials are transformed into final products. Students will develop an understanding by interacting with videos and posts on Facebook, completing a WebQuest, and following people on Twitter from the "How It's Made" account. The goal is for 95-100% of students to understand the concept with accuracy. Visual and kinesthetic learning styles will be supported through Facebook for visual learners and a WebQuest for kinesthetic learners. Feedback will be gathered during the lesson to evaluate understanding and make revisions if needed to help any students having difficulty meet the
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Character education
The document discusses the importance of character education for developing students' morals, manners, respect, and ability to resolve conflicts. It notes that character education helps students become better members of society and the global community. Some suggested activities for teaching character education include having students watch and discuss videos depicting ethical scenarios, write compliments about classmates on a blog or wiki, create their own videos or digital stories showing good character, and make posters about classroom manners.
Character education
Character Education involves teaching students morals, ethics, manners, conflict resolution, and respect for others. Teachers should implement these principles in every classroom by demanding respect from students for themselves and their peers. However, developing good character really begins at home, as parents need to teach their children these traits from a young age rather than expecting teachers alone to instill them. A variety of digital tools like YouTube, QR codes, Voki, posters, and Facebook can help teach students about manners, conflict resolution, respect, and anti-bullying. Character Education is essential for building a strong foundation for the classroom.
Character Education (5)
Character education aims to teach students important ethical values like caring, honesty, and responsibility. It is important because students spend most of their day in school, so teachers should help develop students' character in addition to academics. Character education has been a goal of education for centuries and helps young people become good. It will be important for Skylar as a future special educator to find ways to teach character development to students. Teachers can use technology and activities like storytelling videos or blogs to engage students in character education at different stages of moral development.
21st Century Character Education
Character education aims to teach students important ethical values like caring, honesty, and responsibility. It is important because students spend most of their day in school, so teachers should help develop students' character in addition to academics. Character education has been a goal of education for centuries and helps young people become not just smart but good. It will be important for Skylar as a future special educator to find ways to teach character development to students, while Emily and Shane note that elementary teachers help build students' moral foundations. Technology can play a role through activities aligned with Kohlberg's stages of moral development, such as using robots to learn traffic safety or creating videos and blogs to discuss ethics.
Character Education and Media Development
This document discusses character education and its implementation through technology. It defines character education as the deliberate effort to help people understand, care about, and act upon core ethical values. Character education should promote core values, define character, use a comprehensive approach, and create a caring community. The document outlines principles of character education and lists 18 character values from the Indonesian curriculum. It discusses how character education can be integrated into teaching, extracurricular activities, and daily school life. Finally, it explores how technologies like social media, applications, and robots can be used to teach character education and lists advantages of this approach.
Character Education
This document discusses character education and its importance for developing well-mannered, responsible students. It teaches values like civics, manners, and critical thinking. Character education is especially important today to prepare students for challenges in society. Many students do not receive this type of values education at home. The document explores using technology like social media, blogs, and videos to promote character education pillars in modern classrooms. The goal is to mold students into better people when they do not receive this effort from others.
1- to 2-page paper in which you· Describe how you would measure
1- to 2-page paper in which you:
· Describe how you would measure the outcomes that you identified in Discussion.
· Specifically, identify the
two best measurement instruments that you would use and explain why.
· Include strengths and limitations, and consider criteria such as usefulness, validity, reliability, precision, feasibility, and cost.
· Describe how you would collect the data and what you would expect to learn from it.
This was my discussion for this week.
Program Goal and Intended Outcomes:
Due to the global pandemic COVID-19 we are experiencing a historical challenge with the older population. The elderly is being impacted by social isolation, loneliness, depression, and anxiety. The goals of the program would be help clients cope with their mental health issues. The quality of life for the elderly will improve, and the community will become more educated about the challenges they face.
Goal Statement for proposed Program
To achieve balance in the mental health for the elderly. To help them learn coping skills for their depression, anxiety, and social isolation.
Expected Outcomes:
Performance: To have trained counselors to hold individual and group counseling sessions for the elderly.
Conditions: All staff will be fully trained to help elderly population deal with their depression, loneliness, and anxiety. To hold at least two to three group meetings a week.
Criteria: After three months of counseling the elderly are learning new coping skills, the depression, loneliness, and anxiety has improved, along with their quality of life.
How outcomes support goal:
The goal of the program is to help the elderly deal with depression, loneliness, and anxiety. The outcomes support the goal by having trained counselors giving individual and group sessions to the elderly to teach them healthy coping skills. The outcomes of the elderly’s quality of life have improved greatly supports the goals of the program.
Learning Resources
Required Readings
Dudley, J. R. (2020).
Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
· Chapter 7, “Crafting Goals and Objectives” (pp. 149–168)
· Chapter 9, “Is the Intervention Effective?” (pp. 215–250)
Noordink, T., Verharen, L., Shalk, R., van Eck, M., & van Regenmortel, T. (2021). Measuring instruments for empowerment in social work: A scoping review
. The British Journal of Social Work, 51(4), 1482–1508. https://doi.org/10.1093/bjsw/bcab054
Walden University Library. (n.d.).
Tests & measures. https://academicguides.waldenu.edu/library/testsmeasures
Virtual book
Username: Etallent9525!
Password: Landon2019!
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
When Boys Won't Be Boys: Discussing Gender with Young Children
Katch, Hannah;Katch, Jane
Harvard Educational Review; Fall 2010; 80, 3; ...
CI 350 Character Education Powerpoint
This document outlines a proposal for integrating character education into classroom lessons using digital tools. It defines character education as molding students into morally respectful and engaged citizens. The proposal recommends using videos, social media, posters, blogs and digital storytelling to teach concepts like developing morals, civics, ethical reasoning and interpersonal skills. Integrating these tools could help address behavioral issues while improving academic achievement and creating an engaged community. The goal is to educate students to become ethical, participating members of society who can positively impact the world.
character_education.pptx
This document discusses character education, including what it is, whether it can be taught, and why it is important. Character education involves developing virtues and helping students learn ethical decision making. Key principles are that character can be developed through role modeling and school culture. Case studies show character education can be embedded through daily practices like referring to core virtues. The document argues character education equips students for adult life and success by cultivating traits like resilience, fairness and democratic citizenship.
Vision development
A vision statement describes an organization's ideal future state in a concise, inspirational manner. It should energize and motivate by evoking emotion, transcending the status quo, and describing excellence. A good vision statement paints a clear picture using unequivocal language that people can easily understand and return to for guidance. Sample vision statements provided inspire rich learning experiences, position 21st century skills as central to education, fuel exploration at the boundaries of digital media, and conceive new possibilities for living and working together through technology.
CI 350 Character Education Powerpoint
This document outlines a proposal for integrating character education into 21st century classrooms. It suggests that character education can mold students into morally respectful and engaged citizens by developing skills like ethical reasoning, conflict resolution, and interpersonal relations. This approach could help improve behavior, learning, and develop a cohesive school community. The document provides examples of using technology like videos, social media, blogs and digital storytelling to teach character education concepts in an interactive way and prepare students for globalized society.
Ci 350 character education powerpoint (6)
This document outlines a proposal for integrating character education into classroom lessons using digital tools. It suggests that character education can mold students into ethical, engaged citizens by developing morals, civic participation, ethical reasoning, and interpersonal skills. Various digital activities are proposed, such as using videos to discuss moral scenarios, social media for compliments between peers, and digital storytelling assigned around components of character education. The document argues that character education improves behavior, academics, and creates an engaged community, preparing students for a globalized world that values technology skills and relationships.
community
This document discusses commitment to community and society from the perspective of an early educator. It focuses on two key angles: teaching leadership skills to students in the classroom, and engaging with the surrounding neighborhood and community. The educator wants to instill confidence, communication skills, and a never-give-up attitude in students to prepare them to be tomorrow's leaders. Additionally, the document emphasizes empowering community members by providing opportunities, resources, and engaging families through workshops and community service projects to build a stronger community. The overall goals are for children to become responsible community members and for communities to support each other through working together on shared goals.
Course EDLR 608-School and SocietyDiscussions question After .docx
Course EDLR 608-School and Society
Discussion's question
After reading Chapter 2, go to youtube and watch the following video....RSA Animate-Changing Education Paradigms by Sir Ken Robinson.
Start a discussion regarding the video and Chapter 2.
(Hint-you will love this video!!)
First student's discussion
Scott Leverenz
Chapter two
This video and the chapter did make one thing clear, that there needs to be some sort of changes made in our schools today. Children are growing at different paces and learning in new ways and todays educational organizations need to find ways to keep up with the modern society. We cannot rush children and at the same time we cannot hold others back. The curriculum is forced upon teachers and leaves very little room for creativity and growth. Stimulation may be harder to find in some children and even in some teachers but forcing all to work at the same pace and same structure cannot be the answer.
I do agree that schools have good intentions and have the best interest of the children in mind however they have created an organized functional framework that seems to be leaving a lot of children in the dark or failing behind. Some kids are not being exposed to the proper amount of stimulation or influence they need to thrive and develop. .Grading scales should be tampered with in a manner that fits individual needs and talents.
Second student's discussion
Michael Heckendorn
After watching the RSA Animate and reading chapter two, I have come to the realization that schools need to change. Not tomorrow, but now. Schools are stuck in the period of industrial revolution, rather than modern/technological progress. I will highlight two of the points made by the video and the chapter that have convinced me that something needs to change. Both the movie and our chapter discussed how students are sent through the assembly line of school by their chrnological age -- as if it is the most important factor. I do agree that age is a factor, but what are the other factors? There is intellectual age, developmental stage, and social skills stages amongst others. I agree that a 7 year old in first grade who is competent to do 3rd grade work should not be in first grade. But I'm not sure if the 7 year old should be grouped with the developmental age/social skills age of 9-10 year olds. Regardless of this point, sending students through school simply on the factor of age is a major disservice to the student. I currently work with a 7th grader who has failed every 6th grade class last year and is currently failing every 7th grade class. He is not even being considered for retainment because he hit puberty first and he looks like he's 14. There needs to be a balance between intellectual levels and chronological age. I'm not sure where that balance is or what is the most important, but the system does need to change.
My second point is that of the content being taught and how it is taught. In reality, teachers have no choice of .
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