This is a work in progress, but outlines some of the ways in which home-made concept cartoons are used in my class. It was featured on the SlideShare homepage.
I highly recommend that teachers, especially in Middle School, get a copy of the concept cartoons resources.
5 E Model lesson plan in biology- Photosynthesismahindravada
5 E model is a widely used method of teaching using the constructivist approach. A lesson plan is presented here for a
5 E model has been presented here taking the example of photosynthesis. The activities in each stage of the 5 stages have been explained.
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
5 E Model lesson plan in biology- Photosynthesismahindravada
5 E model is a widely used method of teaching using the constructivist approach. A lesson plan is presented here for a
5 E model has been presented here taking the example of photosynthesis. The activities in each stage of the 5 stages have been explained.
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
5 amazing arts integration creations on creatubbles slideshareCreatubbles
Educators, worldwide, are sharing their students' unique, arts-integrated activities over Creatubbles. Here's 5 amazing creations to inspire your own students.
Change, Creativity, Curriculum and CommunityChris Betcher
The world has changed (a lot) and if we can't adapt we run the risk of becoming irrelevant and replaced. Creativity, and looking at the world in new ways will be what helps us thrive in this new world, where so many of the existing skills are being automated or shipped offshore. The curriculum that is supposed to provide opportunities for creativity often lacks the real teeth to do so and our job as contemporary educators is to make sure that creativity, innovation and thinking different are highly valued and rewarded in our classrooms, even if the system in general doesn't measure and support these things. We need to ensure that we do great things with kids in spite of the system. Finally, the impetus for maintaining our motivation and our understanding of the changing world can only come from surrounding ourselves with networks of like-minded people that can support us in our work every day.
This revision of the presentation contains the original content plus a draft model of Web 2.0 and social media within a broader social spaces construct.
An invited speaker presentation for the MLGSCA Meeting in Cerritos California. Looks at the evolving roles of librarianship and how social media and healthcare community support fit within a model of Collaborative Librarianship.
In order for students to understand how to think mathematically, it is critical that they see how the algorithms help make sense of our world. Once they make that visual and physical connection, they begin to see value in learning mathematics. I encourage you to inspire your students to be more cognizant of the beauty that surrounds them and to learn how mathematics can being order to an otherwise chaotic existence!
Slides from a presentation in support of a workshop for math teachers at the SUM (Saskatchewan Understands Math) Conference in Saskatoon, SK; May 2011.
Maker Movement Kids Week Journal (Mar. 2-Mar. 8, 2015)HEROfarm
It's "Maker Movement Kids Week" in New Orleans!
Thinkerella's Maker Movement Kids Week is geared toward inspiring children to become the next generation of makers, doers, builders, shapers and inventors, and seeks to make education more child-centered, relevant and more sensitive to each child's capacity for learning. The focus is on providing STEAM-related education opportunities and hands-on learning.
Come explore science, technology, engineering, art and math with us at a special ThinkerKids! STEAM Session where your child (ages 3-13) will love learning through educational, interactive play.
The Maker Movement, which Kids Week is based on, is a technological and creative learning revolution underway around the globe that has exciting and vast implications for the world of education with the potential to turn more people into makers instead of just consumers.
Visit mythinkerella.com for more information.
To prepare our students for what life will be like, we must look forward and change our ways. Students in Kindergarten in 2011 will leave university in 2017. That means graduates now were in KG in 1995.
Out-of-this-World Activities - Part 2 WebinarNCIL - STAR_Net
Join STAR_Net and the Lunar and Planetary Institute to learn tips and tricks from LPI’s Explore program for engaging children, tweens, and families in space science with games, activities, and events.
Overview of key concepts for teaching writing in both the L2 (English) and L1.
Slides to accompany workshop at the 2016 MEXTESOL National Convention (Monterrey, Nuevo Leon)
How International Is Our School? MA DissertationStephen Taylor
Title: A pilot-test of a visualization and set of evaluation rubrics for factors affecting the promotion of international-mindedness and global engagement (IMaGE) of a school.
Defining Inquiry for the PreK-12 continuum. Inquiry as a 'theory of everything' of good education, built on a solid foundation of well-taught knowledge, skills and concepts.
This is an assignment for my University of Bath MA in International Education, based on the tensions in transition from MYP to DP. It revolved around the different schools of through about learning and, most importantly, inquiry. It focuses on the different approaches to inquiry characterised by Dewey and Vygotsky, before moving onto a modern look at evidence-based practices.
MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
I use this lab sequence over a couple of lessons to get to grips with some basics of different types of reactions, balancing, writing formulas and problem-solving.
In this formative in-class Criterion C task, we connect the content from the last unit with some basics on Forces, using the Red Bull Stratos jump as a basis.
This presentation is for my class to work through as teachers are on a series of PD days. It is based on a very bad One Direction joke cracked in a class about vectors.
I split the presentation for the unit into two, as I added so many slides to help with student questions and misconceptions. This one focuses on mathematical aspects of the unit.
In the first week of High School, my Grade 9 Chemistry class were asked to put on a short show for the BBP and KA students (3-5 year-olds) about water. We used it as a chance to get to know each other and to formatively assess Criterion B: Communication and F: Attitudes in Science.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Concept Cartoons in Science Class
1. Concept Cartoons in Science Class
Stephen Taylor
What do you
think?
Formative assessment, peer instruction and discussions based on student questions
2. Concept Cartoons in Science Education
http://www.millgatehouse.co.uk/science/ccsbcd
“Created by Brenda Keogh and Stuart Naylor, Concept Cartoons have been thoroughly
researched in classrooms around the world. Simple cartoon-style drawings present
learners with their own misconceptions and generate discussion and argument. They are
remarkably easy to use in the classroom as a part of normal teaching.”
From the Millgate House website
The idea for using Concept Cartoons
comes from this great resource:
3. Concept Cartoons in Science Education
http://www.millgatehouse.co.uk/science/ccsbcd
“Created by Brenda Keogh and Stuart Naylor, Concept Cartoons have been thoroughly
researched in classrooms around the world. Simple cartoon-style drawings present
learners with their own misconceptions and generate discussion and argument. They are
remarkably easy to use in the classroom as a part of normal teaching.”
From the Millgate House website
The idea for using Concept Cartoons
comes from this great resource:
Their books and digital resources have cartoons
which can be printed or projected.
• Aimed mostly at middle school, but can be
adapted to older students
• Cartoon students’ thoughts are not
revealed instantly, giving real human
students a chance to think
• They have explanations of the cartoons and
insight into common misconceptions
We can use powerpoint to set up slides to
produce quick cartoons, which can be used for
high school science or to address student
questions or misconceptions.
4. Hinge Questions
Concept cartoons could be used at
a crucial ‘hinge’ point in the lesson
to determine if students are ready
to move on.
Image: 'Day Lilies’, by Roger Lynn
http://www.flickr.com/photos/17366766@N00/236620380
Found on flickrcc.net
5. Concept Cartoons: Making Them Up!
Some quick ideas:
• Set up a cartoon for key lesson understandings
• If interesting student questions, observations or
disagreements arise, quickly add a slide to show the
discussion and open it up to the class
• Use a clicker service like Socrative to elicit student ideas
Have a slide of creative commons cartoon people and speech
bubbles at the end of the class presentation, so that you can
grab them and make up a slide when it is necessary.
This is even easier if you have a class presentation on
GoogleSlides, as the update will be quicker (and students can
see it on their screens if they are working at a different pace).
6. Clipart people from: http://www.clker.com/search/krug/1
The ball needs a force to
stop it moving.
The ball needs a force to
keep it moving
What do you think?
Concept Cartoons
can be used as lesson starters, or as students enter the
room, and referred back to at a later stage in the lesson or
sequence in the curriculum.
7. Clipart people from: http://www.clker.com/search/krug/1
It will make the ball
fly faster
It will make no
difference to the
flight of the ball
Check out my awesome
follow-through!
It will allow for
better control of the
ball in flight
Golfer from: http://www.clker.com/clipart-2404.html
Concept Cartoons can be used to link to students’ experiences in other classes or
activities and challenge some of their misconceptions.
8. Clipart people from: http://www.clker.com/search/krug/1
What do these tracks
show?
Concept Cartoons can be used to set up or remind students of discrepant events,
which they can discuss, whiteboard or reason through.
You could leave the speech bubbles blank
to collect and use student ideas.
Footprints in the snow, from David R. Wetzel’s informativeblog
post on discrepant events at teachscienceandmath.com.
9. Clipart people from: http://www.clker.com/search/krug/1
The population is 750.
Concept Cartoons could be used to set up practice problems which need to be
worked out on whiteboards or scrap paper.
An ecologists captures 10
beetles and marks them.
These are returned to their
habitat.
In a second capture, 15
beetles are collected.
5 of these have marks.
How could the ecologist
determine the population
estimate of beetles?
What is the population?
The population is 30.
You cannot estimate the
population.
Clipart beetles from: http://www.clker.com/clipart-green-beetle.html
10. 10
http://itunes.apple.com/gb/app/web-albums-picasa-photo-viewer/id344997890?mt=8
Engage Student Inquiry
iPhone
Images taken from the iTunes app store for each app or screenshots from my own iPhone
Use an app like Picasa Web Albums to build concept cartoons on an
image of a lab or task which raises student questions.
• Have your Picasa albums open on your computer
• Take photos of situations students ask questions about
• Send to Picasa and quickly add in to the class presentation
• Use the slide as a formative discussion or peer instruction task
11. Clipart people from: http://www.clker.com/search/krug/1
The top one will read 5N and the
bottom one will read zero.
Both meters will read 5N
They will both read 2.5N
What happens when the 500g mass
is attached to two Newton-meters?
12. The first newton
meter will read higher
than the second
Both Newton meters
will read the same
The second Newton
meter will read higher
than the first.
Pull
What do you think….
… and WHY?
13. Water pushes them
all equally because
they have the same
density
Water pushes
them all equally
because they have
the same volume
Water pushes them all
equally because they
have the same buoyancy
14. The moon pulls more on the Earth
than the Earth does on the moon.
The Earth and the moon pull on
each other equally.
The Earth has a larger mass, so
pulls the moon harder than the
moon pulls the Earth
http://wallpaperart.altervista.org/Immagini/luna-terra-sfondo-1280x800.jpg
Check out the answer here:
it might surprise you!
http://www.youtube.com/watch?v=mezkH
15. The harder he pushes, the
faster it moves.
The harder he
pushes, the greater the
acceleration.
He needs to keep pushing
harder to maintain
constant velocity.
http://www.clker.com/clipart-man-push.html
16. +
+
-
-
It has 2 e-, so it must
be helium
It has 3 p+, so it must
be an ion of lithium
It has 2 e-, but 3n0, so it must
be an isotope of helium
What do you
think?
+
17. Its atomic number is 6, so they
must both be carbon
The atomic mass of the
second element is 13, so it
must be aluminium
They are both the same
element, but have different mass
numbers, so one must be an ion.
What do you
think?
12
6
?
Charge = 0
13
6
?
Charge = 0atomic number =
mass number =
18. What do you think?
Clipart people from: http://www.clker.com/search/krug/1
Ideas based on
Concept Cartoons:
http://www.conceptcartoons.com
19. For more resources.
This is a Creative Commons presentation. It may be linked and embedded but not sold or re-hosted.
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