This document discusses what it means to be a Catholic educator. It begins by defining education and the roles of an educator in general terms. It then discusses how being a Catholic educator differs, focusing on forming students in faith, devotion to prayer and Catholic teachings. The document highlights voices from Catholic educators who find meaning and fulfillment in sharing their faith. It also covers the importance of professional learning communities and personal networks to continuously improve as an educator. Overall, the document provides guidance on the characteristics and mindset of an effective Catholic educator.
The document introduces the Character Education Initiative of the Universal Peace Federation. It discusses that character education aims to instill virtues in people to help them understand, care about, and act upon core ethical values. It notes the need for character education due to rising moral problems in society like violence, crime, and drug abuse. The initiative teaches virtues like altruism within the framework of three life goals - a purposeful life, loving relationships, and positive contribution to society. It uses storytelling and discusses developing virtues through love in the family as the first school of relationships.
The document outlines a teacher's philosophy for their classroom which includes being a facilitator and guide for students while fostering a safe environment where children can explore and learn without fear of mistakes. The teacher will build a classroom community of mutual respect and their curriculum will be built from child development principles and student interests, with reflection on what was learned and how teaching can be improved. The teacher views their role as a lifelong learner and one of responsibility to guide children on their educational journey in a way that impacts society.
Powerpoint from presentation at NALC Meeting April 11, 2013ccantrill
This document discusses the role of digital tools and going public in teaching. It provides quotes from several sources about core principles of teacher leadership, including advocating for students, opening the classroom to others, collaborating with other teachers, taking stands on issues, and continuously learning and reflecting. The quotes discuss sharing teaching practices with others, exploring new technologies before bringing them to the classroom, helping teachers feel comfortable sharing online, treating students as knowledge producers, giving students choice in their learning, and constantly searching for ways to best serve students.
Katherine Ketner outlines her teaching philosophy in three main goals: 1) To establish a warm, nurturing, and safe learning environment where students can earn and receive respect, 2) To provide open communication with students and their parents as part of a teaching team, 3) To foster creativity and a lifelong love of learning through varied teaching methods like role playing, multimedia, and group projects.
The document outlines the beliefs and commitments of a teacher leader. It states that the teacher leader is passionate about fostering student learning and teacher development through creating a collaborative school community. As a teacher leader, they will listen to others, support students and colleagues, promote social justice, show compassion, set boundaries, and find work-life balance so they can best serve students.
Inculcating values in students at technical education is a challenge. This presentation talks about the means of implementing Value Based Education in Technical Institutions.
This document discusses character development at Tallis School. It begins by stating that all educators help develop character through what and how they teach as well as how they act as role models. The objectives are to define character education, consider ways to promote character development across the school, and plan how staff can contribute. Tallis' key character traits are identified as kindness, fairness, respect, optimism and honesty. Suggestions are made for developing character through classroom ethos, role modeling, language, teachable moments, and the curriculum. Staff are encouraged to recognize examples of character shown by others in the school community.
This document discusses how blogging can strengthen networks and develop organizations within the education system. It provides examples of classroom blogs that share learning activities and reflections. The document suggests that blogging by coaches and leaders could extend professional learning networks, share resources and strategies, and help set directions within the organization. Blogging allows learning to continue beyond workshops and gives all staff access to leader thinking.
The document introduces the Character Education Initiative of the Universal Peace Federation. It discusses that character education aims to instill virtues in people to help them understand, care about, and act upon core ethical values. It notes the need for character education due to rising moral problems in society like violence, crime, and drug abuse. The initiative teaches virtues like altruism within the framework of three life goals - a purposeful life, loving relationships, and positive contribution to society. It uses storytelling and discusses developing virtues through love in the family as the first school of relationships.
The document outlines a teacher's philosophy for their classroom which includes being a facilitator and guide for students while fostering a safe environment where children can explore and learn without fear of mistakes. The teacher will build a classroom community of mutual respect and their curriculum will be built from child development principles and student interests, with reflection on what was learned and how teaching can be improved. The teacher views their role as a lifelong learner and one of responsibility to guide children on their educational journey in a way that impacts society.
Powerpoint from presentation at NALC Meeting April 11, 2013ccantrill
This document discusses the role of digital tools and going public in teaching. It provides quotes from several sources about core principles of teacher leadership, including advocating for students, opening the classroom to others, collaborating with other teachers, taking stands on issues, and continuously learning and reflecting. The quotes discuss sharing teaching practices with others, exploring new technologies before bringing them to the classroom, helping teachers feel comfortable sharing online, treating students as knowledge producers, giving students choice in their learning, and constantly searching for ways to best serve students.
Katherine Ketner outlines her teaching philosophy in three main goals: 1) To establish a warm, nurturing, and safe learning environment where students can earn and receive respect, 2) To provide open communication with students and their parents as part of a teaching team, 3) To foster creativity and a lifelong love of learning through varied teaching methods like role playing, multimedia, and group projects.
The document outlines the beliefs and commitments of a teacher leader. It states that the teacher leader is passionate about fostering student learning and teacher development through creating a collaborative school community. As a teacher leader, they will listen to others, support students and colleagues, promote social justice, show compassion, set boundaries, and find work-life balance so they can best serve students.
Inculcating values in students at technical education is a challenge. This presentation talks about the means of implementing Value Based Education in Technical Institutions.
This document discusses character development at Tallis School. It begins by stating that all educators help develop character through what and how they teach as well as how they act as role models. The objectives are to define character education, consider ways to promote character development across the school, and plan how staff can contribute. Tallis' key character traits are identified as kindness, fairness, respect, optimism and honesty. Suggestions are made for developing character through classroom ethos, role modeling, language, teachable moments, and the curriculum. Staff are encouraged to recognize examples of character shown by others in the school community.
This document discusses how blogging can strengthen networks and develop organizations within the education system. It provides examples of classroom blogs that share learning activities and reflections. The document suggests that blogging by coaches and leaders could extend professional learning networks, share resources and strategies, and help set directions within the organization. Blogging allows learning to continue beyond workshops and gives all staff access to leader thinking.
Leveraging tribe as a means for self-actualization can occur through connecting with others in personal learning networks (PLNs) and communities of practice (CoPs). When learners connect locally in professional learning communities (PLCs) and globally through their PLNs and CoPs, it allows for social and collaborative learning that enhances cognitive development. Connecting in online spaces amplifies the sharing of knowledge and ideas in a way that promotes diversity of thought and innovation. Forming connections through PLNs is the beginning of developing one's tribe, which provides opportunities for social and emotional fulfillment through collaboration, collective efficacy and developing a shared identity.
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
This document discusses the relationship between philosophy and education. It defines philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the transmission of a society's knowledge, skills, and values across generations. The document outlines the major philosophies of education, including perennialism, progressivism, social reconstructivism, and existentialism. It also explains that educational philosophy determines various aspects of education systems by providing theoretical guidance on aims, curriculum, teaching methods, and roles of teachers and students. Philosophy and education are seen as complementary fields that work together.
This document outlines Sheryl Nussbaum-Beach's presentation on connected learning and leading in the 21st century. She discusses the need for schools to transform their culture from a traditional model to one focused on connected learning using tools and networks. She emphasizes developing communities of practice and personal learning networks to encourage collaboration and knowledge sharing among educators. The presentation provides strategies for teachers to become agents of change in leveraging connected learning.
This document discusses the philosophy of education. It begins by defining philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the acquisition of knowledge and preparation for life. Educational philosophy establishes the purpose and values that guide education. It determines various aspects of education like aims, curriculum, teaching methods, and roles of teachers and students. The major philosophies discussed are perennialism, progressivism, social reconstructivism, and existentialism.
This document outlines Sheryl Nussbaum-Beach's presentation on becoming a connected educator and agent of change. It discusses developing a growth mindset and embracing do-it-yourself learning through online networks. It also emphasizes the importance of collaboration, developing a learning tribe, and transforming school culture from one focused on compliance to one centered around empowering learners. The overall message is that educators must lead the way in changing schools to prepare students for a world where connected learning is the norm.
1. The document discusses the current and future challenges facing Catholic schools. It outlines seven key challenges: maintaining a strong Catholic identity while promoting freedom, building true spiritual community, engaging in respectful dialogue, preparing students for a learning society dominated by media, providing holistic education, managing limited resources, and fulfilling the pastoral role of evangelization. The document argues that Catholic schools must be run by people dedicated to Gospel values and the Catholic educational mission in order to rise to these challenges.
This document discusses adaptive challenges in theological education from the perspective of a newly tenured professor. It addresses managing attention as key to adaptive action, including managing one's own attention through reflection, managing students' attention through essential questions and rubrics, and managing the institution's attention by paying attention to patterns across the curriculum. The document provides background resources on topics like adaptive action, the courage to teach, and understanding by design to support theological educators in addressing adaptive challenges.
This document discusses the key aspects of social studies education. It defines social studies as the integrated study of social sciences and humanities to promote civic competence. The goal is to help students make informed decisions as citizens. Social studies is interdisciplinary and focuses on how people interact with each other and the world. It uses tools like language, math, and reading to investigate the social world. To be powerful, social studies instruction should be meaningful, integrative, value-based, challenging, and active. Students construct their own knowledge through interactions with sources. Teachers can facilitate active learning by giving students control over their learning. Social studies connects to other subjects because the real world is integrated. The document also discusses conceptual change theory and how a construct
This document outlines the key aspects of a society-centered curriculum. It is based on John Dewey's philosophy of pragmatism and hands-on learning. The goals are to use real-world problems to engage students and prepare them for citizenship. Students work collaboratively in groups to solve issues in their community. The teacher acts as a facilitator, while students take an active role in their education and bettering their community. Assessment focuses on applying skills and knowledge to current issues. Overall, the society-centered curriculum aims to increase civic awareness through experiential and group learning.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
Social Constructivism is a theory of learning developed by Lev Vygotsky that emphasizes how culture and social interaction influence cognitive development. According to Vygotsky, culture provides children with cognitive tools like language, which are transmitted through social interactions with adults and peers. Knowledge is constructed through collaboration within social and cultural contexts. Constructivist classrooms encourage social learning activities like collaborative work, discussion, and problem-solving to help students build knowledge together.
The document outlines Nic Carlson's philosophy of education based on progressivism. It discusses progressivism's view that the purpose of education is to develop critical thinking and problem solving skills to prepare students for an uncertain future. Under this approach, the teacher acts as a facilitator rather than expert, and students learn through active participation, group work, hands-on experiences, and following their interests. Nic aims to incorporate these progressivist strategies, such as inductive thinking, collaborative projects, and technology resources, into his high school biology curriculum.
This document discusses key factors in education, including students, teachers, and the environment. It emphasizes educating students holistically in the areas of self, community, earth, and spirit. Teachers should prepare students for their role in society and community, help them develop passions, and understand environmental causes and effects. Both students and teachers benefit from nurturing the inner life, finding purpose and meaning, and building an inclusive learning community. An ideal education integrates heart, spirit, community, and academics. It celebrates diversity and encourages social responsibility and appreciation for nature, the past, and the arts.
This document contains a self-reflection by Hannah Tricamo for an MLE 500 Capstone course. It discusses what she has to offer as a teacher, including creativity, caring, and patience. It also outlines what she is willing and unwilling to do as a teacher, her motives for teaching, and how she will create a safe and inclusive learning environment for students. Throughout, she references educational theories and quotes from experts to support her philosophy of teaching.
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
This document discusses character education and the values that schools should focus on. It includes the results of a survey that identified moral, performance, civic and intellectual values as most important. The document raises questions about character education, including what values schools should promote, how to account for cultural bias, and whether it should be a subject or approach. It also discusses challenges schools face in developing pupil character, such as lack of confidence, motivation and resilience, as well as balancing character education with other priorities.
This document provides an overview of the structure and elements of Catholic sacraments and sacramentals. It outlines the typical parts of a sacramental liturgy including introductory rites, the liturgy of the word, immediate preparation rites, the sacramental rite itself, and explanatory rites. It also describes how the sacraments are ordered towards and connected to the Eucharist. Finally, it defines sacramentals as authorized rites, signs, symbols or actions instituted by the Church to open one to grace.
This document provides information about the sacraments of the Catholic Church. It describes how the sacraments were instituted by Christ and entrusted to the Church to confer grace. It then explains that sacraments give supernatural gifts from God and make one's good works meritorious. The sacraments justify, sanctify, and make one a adopted child of God and participant in eternal life. Finally, it provides details about each specific sacrament and their effects.
Leveraging tribe as a means for self-actualization can occur through connecting with others in personal learning networks (PLNs) and communities of practice (CoPs). When learners connect locally in professional learning communities (PLCs) and globally through their PLNs and CoPs, it allows for social and collaborative learning that enhances cognitive development. Connecting in online spaces amplifies the sharing of knowledge and ideas in a way that promotes diversity of thought and innovation. Forming connections through PLNs is the beginning of developing one's tribe, which provides opportunities for social and emotional fulfillment through collaboration, collective efficacy and developing a shared identity.
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
This document discusses the relationship between philosophy and education. It defines philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the transmission of a society's knowledge, skills, and values across generations. The document outlines the major philosophies of education, including perennialism, progressivism, social reconstructivism, and existentialism. It also explains that educational philosophy determines various aspects of education systems by providing theoretical guidance on aims, curriculum, teaching methods, and roles of teachers and students. Philosophy and education are seen as complementary fields that work together.
This document outlines Sheryl Nussbaum-Beach's presentation on connected learning and leading in the 21st century. She discusses the need for schools to transform their culture from a traditional model to one focused on connected learning using tools and networks. She emphasizes developing communities of practice and personal learning networks to encourage collaboration and knowledge sharing among educators. The presentation provides strategies for teachers to become agents of change in leveraging connected learning.
This document discusses the philosophy of education. It begins by defining philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the acquisition of knowledge and preparation for life. Educational philosophy establishes the purpose and values that guide education. It determines various aspects of education like aims, curriculum, teaching methods, and roles of teachers and students. The major philosophies discussed are perennialism, progressivism, social reconstructivism, and existentialism.
This document outlines Sheryl Nussbaum-Beach's presentation on becoming a connected educator and agent of change. It discusses developing a growth mindset and embracing do-it-yourself learning through online networks. It also emphasizes the importance of collaboration, developing a learning tribe, and transforming school culture from one focused on compliance to one centered around empowering learners. The overall message is that educators must lead the way in changing schools to prepare students for a world where connected learning is the norm.
1. The document discusses the current and future challenges facing Catholic schools. It outlines seven key challenges: maintaining a strong Catholic identity while promoting freedom, building true spiritual community, engaging in respectful dialogue, preparing students for a learning society dominated by media, providing holistic education, managing limited resources, and fulfilling the pastoral role of evangelization. The document argues that Catholic schools must be run by people dedicated to Gospel values and the Catholic educational mission in order to rise to these challenges.
This document discusses adaptive challenges in theological education from the perspective of a newly tenured professor. It addresses managing attention as key to adaptive action, including managing one's own attention through reflection, managing students' attention through essential questions and rubrics, and managing the institution's attention by paying attention to patterns across the curriculum. The document provides background resources on topics like adaptive action, the courage to teach, and understanding by design to support theological educators in addressing adaptive challenges.
This document discusses the key aspects of social studies education. It defines social studies as the integrated study of social sciences and humanities to promote civic competence. The goal is to help students make informed decisions as citizens. Social studies is interdisciplinary and focuses on how people interact with each other and the world. It uses tools like language, math, and reading to investigate the social world. To be powerful, social studies instruction should be meaningful, integrative, value-based, challenging, and active. Students construct their own knowledge through interactions with sources. Teachers can facilitate active learning by giving students control over their learning. Social studies connects to other subjects because the real world is integrated. The document also discusses conceptual change theory and how a construct
This document outlines the key aspects of a society-centered curriculum. It is based on John Dewey's philosophy of pragmatism and hands-on learning. The goals are to use real-world problems to engage students and prepare them for citizenship. Students work collaboratively in groups to solve issues in their community. The teacher acts as a facilitator, while students take an active role in their education and bettering their community. Assessment focuses on applying skills and knowledge to current issues. Overall, the society-centered curriculum aims to increase civic awareness through experiential and group learning.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
Social Constructivism is a theory of learning developed by Lev Vygotsky that emphasizes how culture and social interaction influence cognitive development. According to Vygotsky, culture provides children with cognitive tools like language, which are transmitted through social interactions with adults and peers. Knowledge is constructed through collaboration within social and cultural contexts. Constructivist classrooms encourage social learning activities like collaborative work, discussion, and problem-solving to help students build knowledge together.
The document outlines Nic Carlson's philosophy of education based on progressivism. It discusses progressivism's view that the purpose of education is to develop critical thinking and problem solving skills to prepare students for an uncertain future. Under this approach, the teacher acts as a facilitator rather than expert, and students learn through active participation, group work, hands-on experiences, and following their interests. Nic aims to incorporate these progressivist strategies, such as inductive thinking, collaborative projects, and technology resources, into his high school biology curriculum.
This document discusses key factors in education, including students, teachers, and the environment. It emphasizes educating students holistically in the areas of self, community, earth, and spirit. Teachers should prepare students for their role in society and community, help them develop passions, and understand environmental causes and effects. Both students and teachers benefit from nurturing the inner life, finding purpose and meaning, and building an inclusive learning community. An ideal education integrates heart, spirit, community, and academics. It celebrates diversity and encourages social responsibility and appreciation for nature, the past, and the arts.
This document contains a self-reflection by Hannah Tricamo for an MLE 500 Capstone course. It discusses what she has to offer as a teacher, including creativity, caring, and patience. It also outlines what she is willing and unwilling to do as a teacher, her motives for teaching, and how she will create a safe and inclusive learning environment for students. Throughout, she references educational theories and quotes from experts to support her philosophy of teaching.
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
This document discusses character education and the values that schools should focus on. It includes the results of a survey that identified moral, performance, civic and intellectual values as most important. The document raises questions about character education, including what values schools should promote, how to account for cultural bias, and whether it should be a subject or approach. It also discusses challenges schools face in developing pupil character, such as lack of confidence, motivation and resilience, as well as balancing character education with other priorities.
Similar to Connected Catholic School Educator (20)
This document provides an overview of the structure and elements of Catholic sacraments and sacramentals. It outlines the typical parts of a sacramental liturgy including introductory rites, the liturgy of the word, immediate preparation rites, the sacramental rite itself, and explanatory rites. It also describes how the sacraments are ordered towards and connected to the Eucharist. Finally, it defines sacramentals as authorized rites, signs, symbols or actions instituted by the Church to open one to grace.
This document provides information about the sacraments of the Catholic Church. It describes how the sacraments were instituted by Christ and entrusted to the Church to confer grace. It then explains that sacraments give supernatural gifts from God and make one's good works meritorious. The sacraments justify, sanctify, and make one a adopted child of God and participant in eternal life. Finally, it provides details about each specific sacrament and their effects.
This document provides an overview of the sacraments in the Catholic Church, tracing their development from the time of Jesus and the Apostles through today. It discusses how each sacrament emerged and evolved over different eras, including the Patristic, Post-Patristic, Middle Ages, Reformation, and Modern eras. Key aspects highlighted include the practices, recipients, and theological understandings of each sacrament throughout Church history.
This document provides an introduction to the seven sacraments of the Catholic Church. It defines what a sacrament is, including that it is a sacred sign instituted by Christ and entrusted to the Church to give grace. It then explains the key elements of each sacrament - the matter, form, minister, recipient, and intention. It notes that if any of these elements are lacking, the sacrament is invalid. Finally, it discusses how the sacraments allow us to participate in the person of Christ and represent his earthly ministry.
The document provides an overview of sacraments in the Catholic Church. It discusses that sacraments are efficacious signs of grace that were instituted by Christ and entrusted to the Church to dispense divine life. The visible rites of sacraments signify and make present the graces proper to each sacrament. There are seven sacraments in scripture and recognized by the Church: Baptism, Confirmation, Eucharist, Penance, Anointing of the Sick, Holy Orders, and Matrimony. Each sacrament involves specific sacred signs, matter, form, minister, recipient and intention.
The document discusses the dignity and vocation of women from a Catholic perspective. It summarizes how women are created in God's image and likeness, and how Mary exemplifies the ideal roles of womanhood as the Theotokos (Mother of God) and the new Eve. It explores how Jesus promoted the dignity of women and their important roles in the gospels and early Church as witnesses to the resurrection. Ultimately, it argues that women's vocations are found in spousal, maternal, and interpersonal relationships centered around giving and receiving love.
This document discusses the Catholic virtue of integrity. It defines integrity as consistently acting in accordance with one's values and moral principles. It notes that integrity requires allowing faith to shape all aspects of life, both public and private. Some societal pressures that challenge integrity, such as lying and compromising beliefs, are mentioned. The document then provides seven habits for maintaining integrity online, such as refreshing one's values, seeking accountability, and practicing humble authenticity. It concludes by suggesting a technology examination of conscience.
The document discusses Andrew Church's Taxonomy of teacher knowledge, which includes Technological Pedagogical Content Knowledge (TPACK). TPACK is the basis for effectively integrating technology into teaching. It involves having knowledge of technology, pedagogy, content, and most importantly, how to interweave these knowledge types to teach content in constructive ways using appropriate technologies that assist student learning. TPACK requires understanding how technology can be used to represent specific subject matter concepts, as well as knowing students' prior knowledge to decide on suitable tools.
The document discusses the Second Vatican Council's decree on social communication and media from 1963. It notes that new technologies have created new avenues for sharing information and ideas. The Church has an obligation to use media to spread the Gospel and teach people how to use media in accordance with moral principles. It emphasizes forming young people to be responsible producers and consumers of media by teaching correct principles and providing practical experience in Catholic schools.
This document provides guidance on getting started with video conferencing. It recommends beginning with observing webcasts or prepared conferences to gain comfort before trying a direct video call between two classrooms. Planning is important - choose a lesson, contact the other school, test connectivity in advance, and review etiquette. Conferencing can be done with other classrooms or outside experts on topics like science, literature, or field trips. A list of potential collaboration opportunities is included between the author's school and others to continue practicing and growing skills with video conferencing.
Technology integration refers to the complex knowledge teachers need to effectively teach with technology. This includes pedagogical content knowledge of how to organize and represent subject matter for instruction, as well as technological pedagogical knowledge of how tools can be used for teaching and learning. Most importantly is technological pedagogical content knowledge, which is grounded in good teaching practices that use technology in constructive ways to teach specific content based on an understanding of how concepts are learned and students' prior knowledge.
The document discusses evangelization using digital media and social networking. It provides an overview of concepts like new media, social media, blogs, and Facebook. The goal is to educate Catholics on how to effectively use these tools to spread the gospel message and build online communities.
The document discusses evangelization using digital media and social networking. It provides an overview of concepts like new media, social media, blogs, and Facebook. The goal is to educate Catholics on how to effectively use these tools to spread the gospel message and build online communities.
Google Apps is a collection of communication and collaboration applications provided by Google including Docs, Calendar, Gmail, Contacts, Chat, Sites, and Video. The Education Edition provides these applications for free to students and teachers. It allows sharing of documents, websites, and calendars within a school domain. Successful implementation requires leadership, support, reliability, and developing a vision for how the tools can enhance communication, creativity, and collaboration beyond just being technology tools.
The document provides an overview of the Study Island online learning program for teachers, including how to navigate the site, create classes and assignments, access teacher resources and reports, and set up parental notifications. It describes the main sections of the teacher page, the different types of assignments that can be created, and the steps to access lesson plans, videos and other digital resources. It also explains how teachers can view and email reports to parents and administrators.
This document discusses parents' concerns about their children's internet use and provides strategies to help children use technology safely and responsibly. It notes that children may access inappropriate content, share private information, or interact with strangers online. It then outlines 5 types of common online activities (communicating, social networking, web surfing, downloading, gaming) and 5 challenges parents face in monitoring children's technology use. The document proposes establishing rules, maintaining open communication, using parental controls and web filtering, and being involved in children's online activities to help keep them safe online.
Digital literacy involves having the skills to use technology effectively, evaluate digital information, and act appropriately online. It includes information literacy, media literacy, and digital citizenship. Developing digital literacy is important for education, employment, and full participation in today's digital society. Teaching digital literacy requires addressing awareness of appropriate technology use, understanding social norms, taking responsible actions, and reflecting on one's digital behaviors.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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
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.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Education
Education in its general sense is a form of learning
in which the knowledge, skills, and habits of a
group of people are transferred from one
generation to the next
through teaching,
training, or research.
Education
frequently takes
place under the
guidance of others.
Image: Taken from Clipart
3. Educator
• Respect students
• Creates community and belonging within the classroom
• Warm, accessible, enthusiastic and caring
• High expectations for all students
• Personal love of learning
• Skilled leader
• Can “shift-gears”
• Collaborates with colleagues
• Professional in all areas
Image: Taken from Clipart
Quote from Maria Orlando, EdD
4. Catholic Educator?
• Humble
• Patient
• Kind and show respect
• Enthusiasm for Subject Matter
• SHOW not tell
• Learn from Students
• Positive, smile
• Engage students
• High Expectations
• Warm Environment and
allow their students to make
mistakes
Image: Use with permission from Emily Albert
Quote from Theresa Thomas
5. How is being a teacher in a
CATHOLIC School different?
• Does not pit truth and love against each
other
• Instruct students in the art of prayer
• Grandeur and incarnational nature of the
Catholic faith
• Devotion to Mary and the Saints
• Love students in Christ-like manner; pray for
them – teach conversion of life
6. How is being a teacher in a
CATHOLIC School different?
• Trinitarian in catechesis
• TO FORM SAINTS WE MUST BECOME SAINTS!
Image: Copyright Public Domain. Original painted by Fra Angelico in 15th century
7. Catholic School Culture
• Rooted in worship
• Adherence to Christ
• JOY
• Religious Instruction
• Vision in all areas of
instruction
Image: Copyright by Creative Commons by Chris Wee
http://www.flickr.com/photos/cfwee/214399817/
8. Voices from Catholic Educators
• “I like to teach in a Catholic School because I
can pray with my students, share my
faith, and teach about Jesus and what he
would do in certain situations. I love the
family orientated atmosphere.”
Kindergarten Teacher
Image: Clipart
9. Voices from Catholic Educators
• “I teach in a Catholic School because it is where I
feel most fulfilled. Even on the days when I feel like
I can barely keep my head above water, I have my
students beside me, growing in Faith with me, and
it is so encouraging. I have enjoyed many different
students and a few different schools in my career,
and I can honestly say that teaching
in a Catholic school is where I am
meant to be.”
Grade 3 Teacher
Image: Clipart
10. Voices from Catholic Educators
• “I like teaching in a Catholic school because I
can make Christ the center of all that we do.
Students are encouraged to develop and use
their God given talents to serve others.”
Grade 4 Teacher
Image: Clipart
11. Questions?
• Who assists you in your learning?
• Who do you learn from on a regular basis?
• What kinds of professional development
have you been involved?
• Who do you turn for
professional development?
• Who do you turn for
religious formation?
Image: Copyright held by Creative Commons by Böhringer Friedrich found on:
http://commons.wikimedia.org/wiki/File:Love_What_is_It.JPG
12. Professional Learning
Communities
Image: Copyright held by Creative Commons by Kevin Gill found on:
http://www.flickr.com/photos/kevinmgill/6181049228/sizes/m/in/photostream/
• About continuous improvement ,
shared leadership and school reform
• Colleagues offer feedback, members share a
vision
• Empower risk taking
• Individual learning
13. Communities and Networks
• Community
– A group of people having common interests
• Network
– An extended group of people with similar
interests or concerns who interact with each
other in informal contact for mutual assistance or
support
14. The Three Prongs of Connected
Learning Communities
1. Personal Learning Communities
– Method
– Purpose
– Structure
– Focus
15. The Three Prongs of Connected
Learning Communities
2. Personal Learning Networks
– Method
– Purpose
– Structure
– Focus
16. The Three Prongs of Connected
Learning Communities
3. Communities of Practice
– Method
– Purpose
– Structure
– Focus
17. Use of PLN’s and PLC’s
• What are they?
• MINDSET – step toward digital literacy
Image: Copyright held by Creative Commons by Peeragogia found on:
http://commons.wikimedia.org/wiki/File:PLN.png
18. Assumptions
• Creates a “connected” educator
– Co-learner, co-creator, co-leader
– Self directed, open minded
– Transparent in thinking
– Dedicated to ongoing
development
– Commits to deep
reflection
Image: Copyright held by Creative Commons by debaird found on:
http://www.flickr.com/photos/debaird/183861189/sizes/m/in/photostream/
19. Assumptions - 2
• Creates a “connected” educator
– Engages in inquiry
– Values and engages in a culture of collegiality
– Shares and contributes
– Good listener
– Engages in discussions
even if those are
difficult
Image: Copyright held by Creative Commons by debaird found on:
http://www.flickr.com/photos/debaird/183861189/sizes/m/in/photostream/
20. Building your
Network
• Takes time,
commitment and
communication
• “lurker”
• Re-evaluating work habits
• Self-promotion
• Contribute
Image: Copyright held by Creative Commons on:
http://commons.wikimedia.org/wiki/File:US_Navy_080112-N-0260R-
006_Builder_2nd_Class_Johan_Sanchez_and_Steel_Worker_3rd_Class_Andrew_Heffron,_both_assigned_to_Naval_Mobile_Construction_Bat
talion_(NMCB)_40,_work_at_a_building_construction_site_in_Obock.jpg
23. Resources
• Characteristics of an educator taken from Maria Orlando, EdD --
http://www.facultyfocus.com/articles/philosophy-of-teaching/nine-
characteristics-of-a-great-teacher/
• Characteristics of a Catholic educator from Theresa Thomas
http://www.integratedcatholiclife.org/2011/10/thomas-ten-traits-of-a-great-
teacher/
• Characteristics of a good catechist – Part of presentation called: Top ten list for
Outstanding Catechesis by James Gontis
• Teacher quotes:
http://www.catholicglobe.org/no%20byline%20local%20news%201.24.13h.html
• Three Prongs of Connected Learning: Nussbaum-Beach, Sheryl, and Lani Ritter
Hall. The Connected Educator: Learning and Leading in the Digital Age.
Bloomington: Solution Tree, 2012.
• Catholic Culture: http://www.schooloffaith.com/teachers/
Editor's Notes
God is truth and God is love.The main point here is that Love and Truth are inseparable. Far too often it is said, taught, or at least hinted at that all we need is love. In a certain sense, this is true. All we do need is love! But this maxim presupposes a highly advanced and developed understanding of what love is! Love is a mountain that must be climbed. The steps that lead up the mountain are the commandments of God and the precepts of the Church. The Scriptures are full of admonitions such as this one: “If you love Me, keep My commandments.” Guard against the heresy of Antinomianism! This is the heresy that Love is in opposition to Law. The fact is that Love is the fulfillment of the Law. If a Catholic were to say, “I love God, so I don’t have to go to Mass” that person would be in serious error and quite possibly in mortal sin. We must be aware that, every once in a while, such a person will show up in one of our classrooms. If and when this happens, the outstanding teacher will be prepared to deal with him/her with a combination of logic and good humor.Prayer: Liturgy- Mass – Obligation for Sunday mass and holy days of obligation – not just “know” prayers but experience PRAYER: Eucharistic Adoration, rosary, stations of the cross, advent wreath devotions , divine mercy chapletIncarnation: body-soul composites – sacraments are sensible – sacred music, art, silence ….. Teach the truth, beauty and good …. Mary -- heroes provide HOPE – Eucharistic people devoted to the teachings of the ChurchChrist-like -- inspire students to want to be great as sons and daughters of THE KING – cannot live beneath their dignity – must teach the beauty of human life – made for Beatific Vision – teach why state of sanctifying grace is important – GO TO Sacrament of Reconciliation!
The One God is Three Persons.Good teachers of the Faith not only know that God is Three Persons but are caught up in wonder and awe at the fact that God is Three Persons and hardly ever give a lesson without some reference to it. These teachers take every opportunity to distinguish among the Three Persons whenever the lesson lends itself to the distinction — which it does most of the time. They make it clear that all three of the Divine Persons pre-exist creation, that the Father has always had a Son and that the Father and the Son have always breathed forth their Spirit. They make it clear that Jesus is the Second Person, not the First or the Third. They make it clear that the Second Person did not start to exist when Mary conceived Him in her womb. They make it clear that the Second Person will never cease to be human. At the same time, they make it clear that Jesus is not a human person. Good catechists do not say, “Oh well! The Trinity is a mystery! Let’s just leave it at that and move on!”To form saints … we must be good Catholics – must first be a good human being through the living out of the natural virtues of prudence, justice, temperance and fortitude as well as faith, hope and charity – distinctively Catholic: life in the Church – Eucharist, love for the saints, Mary, entire Church, as well as bishop, priests and deacons. – PERSONAL LEARNING!!!!
WORSHIP -- harmony with the heart and the mind of the ChurchCHRIST – shared and living adherence to the person and teachings of Christ in communion with the ChurchJOY – joyful witness to the unity in the faith among administration, faculty, staff, parents and studentsRELIGIOUS INSTRUCTION – doctrinally soundVISION – all academic instruction and student life
Community:Block (neighborhood) F2F ---------- FacebookNetwork: Join a community – FORM a network – the closer connections creates a community
1. Personal Learning Communities --- Method – often organized FOR teachers – purpose collaborate in grade level or subject area teams around tasks Structure – team or group-face/to/face Focus – student achievement
1. Personal Learning Networks --- Method – Do-it-yourself – Purpose to gather information for personal knowledge construction or to bring back to the professional learning community Structure – individual, face/to/face and online Focus – personal growth
1. Communities of Practice--- Method – Educators organize it themselves – Purpose: collective knowledge building around shared interests and goals Structure – collective, face/to/face and online Focus – system improvement
A PLN is a tool that uses social media and technology to collect, communicate and create with connected colleagues anywhere at any time. Personal to ME – (Twitter)Mindset – individuals gathering information and sharing resources that enhance personal and professional learning communities – specific – identified needs of the school and its students networks – design for themselves – short and long term goals for personal learning
Habits: Commitment – leave a commentSelf-promotion: this is who I am – this is what I do – this is what I am interested in – this is what I am trying to learn
Humility:recognize who God is and who we are, that we are not God and that in point of the fact we depend entirely on God not only for our existence but for every good work.Two aspects: reliance on God – our own inescapable inadequacy in sharing the Christian life with othersHow do we see this in teaching … TRANSPARENCY – proclaim own inadequacy in knowledge and virtueCharity – invite others into our space – our classroom should be an open door – use our gifts selflessly for othersHospitality – openness to allowing them inOur attention goes to themTrust in God -- Weakness is a key to our greatness – God makes our weakness greatPrayerConfidence not in ourselves but as His instruments