D2 - Tony Nasta & Lynn Rogers (IOE): Impact of the LLUK/SVUK assessment regime on ITT curricula and the professional development of trainees across PCET providers in HE
D2 - Tony Nasta & Lynn Rogers (IOE): Impact of the LLUK/SVUK assessment regime on ITT curricula and the professional development of trainees across PCET providers in HE
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
Since 1959, ACT has collected and reported data on students’ academic readiness for college—both nationally and state specific. Preparing for college and career is a process that occurs throughout elementary and secondary education. Measuring academic performance over time provides meaningful and compelling information about the college readiness of students. ACT research also shows that certain nonacademic factors can play a role in student college success. Learn what to look for beyond GPA and test scores to predict the greatest likelihood of college success.
How to use Blackboard to simultanously cater for different learner background...Daniela Gachago
The document describes setting up a multi-level course on Blackboard. It discusses challenges in teaching students at varying levels and implementing a system with Beginner, Intermediate, and Advanced groups. Students were surveyed and results showed most agreed they were challenged at the right level, learned at the relevant pace, and advanced their skills. The system utilized adaptive assessment releasing and grouping students by ability level. Overall, the multi-level course structure was successfully implemented on Blackboard.
This document provides a final report on the "Getting to Grips with Knowledge Management" online course delivered in 2005. It summarizes that 58 students enrolled in the course but 9 withdrew, with 33 submitting portfolios on time and 5 receiving extensions. Feedback was positive, with most students finding the guided readings and briefings useful and the group discussions less so. Suggested improvements included reducing the workload, increasing time between activities, and making buddy group discussions confidential. Overall the feedback was positive and many students had ideas for applying what they learned.
This document summarizes the Langdon Cluster Project, which aimed to introduce student/trainee teachers to work as teaching assistants in challenging secondary schools. The project involved 5 schools partnering with the Institute of Education. Trainees would identify barriers to student learning and use strategies to enable all students to work effectively. Trainees would gain experience that provides evidence for their curriculum assignment. The project produced guidance documents and had trainees present case studies. It provided benefits for trainees, schools, and higher education institutions. An evaluation suggested improvements like additional training and outreach.
Keynote 3 - Professor Les Ebdon, Vice Chancellor University of BedfordshireMike Blamires
The document discusses challenges and recommendations related to education in the UK based on a report from the National Council for Educational Excellence (NCEE). It identifies issues such as shortages of STEM teachers, the need for better data collection and targets, inspirational teaching, and partnerships between schools, universities, businesses, and parents. It also notes "elephants in the room" like education reforms, budget reductions, and challenges for teacher education programs.
A13 (2) - A13 - Allison Bolster (Bristol) – The use of paired placements – an...Mike Blamires
The document discusses a paired placement program for science trainees where two trainees are placed together in schools that are experiencing shortages of placements. The program aims to address placement shortages by pairing trainees, allowing them to learn from each other and provide additional support in the classroom. Key advantages include trainees learning from each other's modeling and professional dialogue, gaining a broader experience, and having a raised profile in schools. Students also benefit from having three teachers in the classroom and from trainees' recent expertise. However, potential disadvantages include trainees having less individual mentoring time and tensions arising from increased workload and planning needs.
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
Since 1959, ACT has collected and reported data on students’ academic readiness for college—both nationally and state specific. Preparing for college and career is a process that occurs throughout elementary and secondary education. Measuring academic performance over time provides meaningful and compelling information about the college readiness of students. ACT research also shows that certain nonacademic factors can play a role in student college success. Learn what to look for beyond GPA and test scores to predict the greatest likelihood of college success.
How to use Blackboard to simultanously cater for different learner background...Daniela Gachago
The document describes setting up a multi-level course on Blackboard. It discusses challenges in teaching students at varying levels and implementing a system with Beginner, Intermediate, and Advanced groups. Students were surveyed and results showed most agreed they were challenged at the right level, learned at the relevant pace, and advanced their skills. The system utilized adaptive assessment releasing and grouping students by ability level. Overall, the multi-level course structure was successfully implemented on Blackboard.
This document provides a final report on the "Getting to Grips with Knowledge Management" online course delivered in 2005. It summarizes that 58 students enrolled in the course but 9 withdrew, with 33 submitting portfolios on time and 5 receiving extensions. Feedback was positive, with most students finding the guided readings and briefings useful and the group discussions less so. Suggested improvements included reducing the workload, increasing time between activities, and making buddy group discussions confidential. Overall the feedback was positive and many students had ideas for applying what they learned.
This document summarizes the Langdon Cluster Project, which aimed to introduce student/trainee teachers to work as teaching assistants in challenging secondary schools. The project involved 5 schools partnering with the Institute of Education. Trainees would identify barriers to student learning and use strategies to enable all students to work effectively. Trainees would gain experience that provides evidence for their curriculum assignment. The project produced guidance documents and had trainees present case studies. It provided benefits for trainees, schools, and higher education institutions. An evaluation suggested improvements like additional training and outreach.
Keynote 3 - Professor Les Ebdon, Vice Chancellor University of BedfordshireMike Blamires
The document discusses challenges and recommendations related to education in the UK based on a report from the National Council for Educational Excellence (NCEE). It identifies issues such as shortages of STEM teachers, the need for better data collection and targets, inspirational teaching, and partnerships between schools, universities, businesses, and parents. It also notes "elephants in the room" like education reforms, budget reductions, and challenges for teacher education programs.
A13 (2) - A13 - Allison Bolster (Bristol) – The use of paired placements – an...Mike Blamires
The document discusses a paired placement program for science trainees where two trainees are placed together in schools that are experiencing shortages of placements. The program aims to address placement shortages by pairing trainees, allowing them to learn from each other and provide additional support in the classroom. Key advantages include trainees learning from each other's modeling and professional dialogue, gaining a broader experience, and having a raised profile in schools. Students also benefit from having three teachers in the classroom and from trainees' recent expertise. However, potential disadvantages include trainees having less individual mentoring time and tensions arising from increased workload and planning needs.
Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
Entrepreneurship and Business Management N5 WorkshopPrivate Label
In May 2022, Oxford University Press South Africa took another step in our commitment to upskill and support lecturers by embarking on a National Workshop Week.
Upgrading Doctoral Training and PGR Careers: Lessons from Social Sciences, ...UKCGE
This document outlines upgrades to doctoral training and career support at the University of Sheffield's Faculty of Social Sciences. It discusses the implementation of a new Doctoral Development Programme including enhanced research methods training and new core skills sessions. A mandatory training module was also introduced for new PhD students. Regarding careers, the faculty developed a new vision and strategy to offer career preparation and guidance. This includes showcasing student success, increasing placement opportunities through a new framework, and addressing equity issues in opportunities. Challenges and recommendations are provided around training capacity and ensuring support adds value for all students.
The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
The document outlines the Higher Diploma Programme for teacher educators in Ethiopia. The program aims to improve teacher education quality through developing teacher educators' skills and professionalism. It consists of 4 modules taught using student-centered learning and continuous assessment. Teacher educators are expected to actively participate, complete assignments, and will either pass or be referred to repeat sections. Successful completion requires a portfolio demonstrating reflective teaching development and improvement of student-centered practices.
This document discusses ensuring PLCs are focused on the right work. It suggests the most effective PLCs focus on developing power standards, common formative assessments, data analysis, and action planning. Loose aspects include how standards are created and which data is tracked. The document provides examples of effective PLC work, like grade-level feedback and developing an SBG timeline and professional learning plan. Overall, it advocates that PLCs center their efforts on clarifying learning targets and using evidence of student learning to drive instructional improvements.
The document provides guidance for assessors reviewing applications for Associate Fellowship and Fellowship through the Swansea Application Route. It outlines the purpose of the training, an overview of the Inspiring Teaching at Swansea program and pathways to Fellowship. It also discusses expectations for applications at D1/D2 and D3 levels, strengths and weaknesses in applications, and how to evaluate teaching practice and evidence for recognition.
The document discusses a workshop for program evaluators (PEVs) organized by the Board of Accreditation for Engineering and Technical Education (BAETE) in Dhaka. The workshop covers several interactive sessions to help PEVs design assessment forms and schedule on-site visits. It emphasizes evaluating programs based on BAETE's 11 accreditation criteria, with a focus on assessing attainment of program outcomes and continuous quality improvement. The document provides guidance on what PEVs should look for during visits and how outcomes should be assessed to determine compliance with accreditation standards.
The european context of school leadership – current trends, innovations and i...fmik_ppk_elte
The European context of school leadership – current trends, innovations and international initiatives - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: TEMPUS PF Konferencia 2011. november 24. Budapest
Résztvevő: Halász Gábor, előadó
This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and critiquing the PDHPE
This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and gaining expertise in the PDHPE
This document provides details for two assessments in a PDHPE unit. Assessment 1 involves students developing a lecture and handout on a core or option topic in small groups. It comprises a class presentation, handout, and individual lesson plan. Assessment 2 requires students to individually design a wiki for HSC students on the PDHPE syllabus, including blog articles, collaborative writing spaces, syllabus content, and video/website links for each core. Marking criteria emphasize well-structured, organized resources that demonstrate planning skills and incorporate a range of appropriate technologies and strategies based on theory and practice.
Lesson 3.3 - Curriculum Mapping and Curriculum Quality Audit.pptxGRIMALDOKrizzaF
This document provides information on curriculum mapping and curriculum quality audit. It defines curriculum mapping as a process of designing, refining, upgrading and reviewing the curriculum to ensure alignment of learning outcomes, content, and assessments. Benefits of curriculum mapping include addressing gaps or repetitions in the curriculum and connecting all initiatives from instruction to assessment. The process of curriculum mapping involves creating a matrix and populating it with outcomes, content, resources, teaching methods, and assessments. Curriculum quality audit ensures alignment with established standards and identifies gaps compared to standards. Sample curriculum maps and standards that can be used for quality audits are discussed.
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves workshops, engaging in professional development activities, peer observation, and submitting an application documenting one's practice and impact. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels. The scheme aims to recognize existing work and support continued improvement, with evaluation suggesting it is welcomed by staff. Future plans include continuing the pilot, mentoring involvement, and working towards all relevant staff gaining fellowship status.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves attending workshops, engaging in professional development activities, completing an application documenting one's practice mapped against the Framework dimensions, and obtaining references. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels depending on one's role and experience. The goal is to have all relevant staff accredited through the Higher Education Academy Fellowship by 2017-2018 through this evaluation and expansion of the scheme.
SLIDE OBE PN NOR `AZIAH along bagi.pptxNabyllaEiyla
This document provides an overview of outcome-based education (OBE) and constructive alignment. It discusses key concepts like program educational objectives (PEOs), program learning outcomes (PLOs), and course learning outcomes (CLOs). It explains how OBE focuses on what students can do after learning rather than inputs. Principles of OBE like clarity of focus, high expectations, design down, and extended opportunities are presented. The document also discusses how OBE affects teaching and learning methods, emphasizing active learning. Assessment is a key part of OBE and various tools are presented to measure PEOs, PLOs, and CLOs. Constructive alignment between outcomes, teaching methods, and assessment is important for effective O
This is an introduction to the Enhancing College Career Community Options Curriculum that NAF is developing in partnership with ConnectED and MDrC. An introduction to the curriculum, its assignments and assets will be discussed and demonstrated.
This document summarizes key aspects of the Cuban approach to education according to 5 criteria:
1) Education is a product of family, school, and society, not just schools.
2) Educational tasks are required from birth through cultural mediation and developing vivencia.
3) Adults and peers actively organize the social and cultural environment to enable learner participation.
4) Early education aims to create a positive emotional environment and facilitate independence through games, objects, drawing, and modeling.
5) Approaches for special needs build on these principles with additional support and compensation for deficits.
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
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Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
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The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
The document outlines the Higher Diploma Programme for teacher educators in Ethiopia. The program aims to improve teacher education quality through developing teacher educators' skills and professionalism. It consists of 4 modules taught using student-centered learning and continuous assessment. Teacher educators are expected to actively participate, complete assignments, and will either pass or be referred to repeat sections. Successful completion requires a portfolio demonstrating reflective teaching development and improvement of student-centered practices.
This document discusses ensuring PLCs are focused on the right work. It suggests the most effective PLCs focus on developing power standards, common formative assessments, data analysis, and action planning. Loose aspects include how standards are created and which data is tracked. The document provides examples of effective PLC work, like grade-level feedback and developing an SBG timeline and professional learning plan. Overall, it advocates that PLCs center their efforts on clarifying learning targets and using evidence of student learning to drive instructional improvements.
The document provides guidance for assessors reviewing applications for Associate Fellowship and Fellowship through the Swansea Application Route. It outlines the purpose of the training, an overview of the Inspiring Teaching at Swansea program and pathways to Fellowship. It also discusses expectations for applications at D1/D2 and D3 levels, strengths and weaknesses in applications, and how to evaluate teaching practice and evidence for recognition.
The document discusses a workshop for program evaluators (PEVs) organized by the Board of Accreditation for Engineering and Technical Education (BAETE) in Dhaka. The workshop covers several interactive sessions to help PEVs design assessment forms and schedule on-site visits. It emphasizes evaluating programs based on BAETE's 11 accreditation criteria, with a focus on assessing attainment of program outcomes and continuous quality improvement. The document provides guidance on what PEVs should look for during visits and how outcomes should be assessed to determine compliance with accreditation standards.
The european context of school leadership – current trends, innovations and i...fmik_ppk_elte
The European context of school leadership – current trends, innovations and international initiatives - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: TEMPUS PF Konferencia 2011. november 24. Budapest
Résztvevő: Halász Gábor, előadó
This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and critiquing the PDHPE
This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and gaining expertise in the PDHPE
This document provides details for two assessments in a PDHPE unit. Assessment 1 involves students developing a lecture and handout on a core or option topic in small groups. It comprises a class presentation, handout, and individual lesson plan. Assessment 2 requires students to individually design a wiki for HSC students on the PDHPE syllabus, including blog articles, collaborative writing spaces, syllabus content, and video/website links for each core. Marking criteria emphasize well-structured, organized resources that demonstrate planning skills and incorporate a range of appropriate technologies and strategies based on theory and practice.
Lesson 3.3 - Curriculum Mapping and Curriculum Quality Audit.pptxGRIMALDOKrizzaF
This document provides information on curriculum mapping and curriculum quality audit. It defines curriculum mapping as a process of designing, refining, upgrading and reviewing the curriculum to ensure alignment of learning outcomes, content, and assessments. Benefits of curriculum mapping include addressing gaps or repetitions in the curriculum and connecting all initiatives from instruction to assessment. The process of curriculum mapping involves creating a matrix and populating it with outcomes, content, resources, teaching methods, and assessments. Curriculum quality audit ensures alignment with established standards and identifies gaps compared to standards. Sample curriculum maps and standards that can be used for quality audits are discussed.
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves workshops, engaging in professional development activities, peer observation, and submitting an application documenting one's practice and impact. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels. The scheme aims to recognize existing work and support continued improvement, with evaluation suggesting it is welcomed by staff. Future plans include continuing the pilot, mentoring involvement, and working towards all relevant staff gaining fellowship status.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves attending workshops, engaging in professional development activities, completing an application documenting one's practice mapped against the Framework dimensions, and obtaining references. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels depending on one's role and experience. The goal is to have all relevant staff accredited through the Higher Education Academy Fellowship by 2017-2018 through this evaluation and expansion of the scheme.
SLIDE OBE PN NOR `AZIAH along bagi.pptxNabyllaEiyla
This document provides an overview of outcome-based education (OBE) and constructive alignment. It discusses key concepts like program educational objectives (PEOs), program learning outcomes (PLOs), and course learning outcomes (CLOs). It explains how OBE focuses on what students can do after learning rather than inputs. Principles of OBE like clarity of focus, high expectations, design down, and extended opportunities are presented. The document also discusses how OBE affects teaching and learning methods, emphasizing active learning. Assessment is a key part of OBE and various tools are presented to measure PEOs, PLOs, and CLOs. Constructive alignment between outcomes, teaching methods, and assessment is important for effective O
This is an introduction to the Enhancing College Career Community Options Curriculum that NAF is developing in partnership with ConnectED and MDrC. An introduction to the curriculum, its assignments and assets will be discussed and demonstrated.
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This document summarizes key aspects of the Cuban approach to education according to 5 criteria:
1) Education is a product of family, school, and society, not just schools.
2) Educational tasks are required from birth through cultural mediation and developing vivencia.
3) Adults and peers actively organize the social and cultural environment to enable learner participation.
4) Early education aims to create a positive emotional environment and facilitate independence through games, objects, drawing, and modeling.
5) Approaches for special needs build on these principles with additional support and compensation for deficits.
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The document discusses the Child Poverty Bill, which aims to eradicate child poverty in the UK within 20 years. It outlines the challenges of defining child poverty measures in legislation given limitations of existing data. Key measures included are relative low income, absolute low income, material deprivation, and persistent poverty. Significant effort was required to communicate technical definitions to stakeholders and address debates during the bill's passage through Parliament.
Using Tellus data for National and Local IndicatorsMike Blamires
The document discusses several National Indicators in the UK that use data from the Tellus survey to measure outcomes for children and young people. It outlines the indicators on emotional health, bullying, participation in positive activities, substance misuse, and satisfaction with parks. For the indicator on participation in positive activities, it provides details on the questions and calculation method. Similarly, it describes the questions and calculation for the substance misuse indicator. It also notes challenges in using Tellus data for national indicators due to changes over time that affect comparisons.
The document summarizes changes made to the Tellus4 survey administered to children and young people in England. Key changes included moving the timing from summer to autumn, increasing the sample size, adding optional questions for local authorities and schools, and improving accessibility with versions in audio, symbol, and signed formats. Over 254,000 children and young people participated, answering questions on topics like emotional well-being, bullying, activities, substance use, and satisfaction with parks and play areas. Data was analyzed at the local authority level and used to calculate national indicators.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
D2 - Tony Nasta & Lynn Rogers (IOE): Impact of the LLUK/SVUK assessment regime on ITT curricula and the professional development of trainees across PCET providers in HE
1. UCET Project
Evaluating how the LLUK/SVUK
assessment regime is shaping ITT
curricula and the professional
development of trainees
Norman Lucas, Tony Nasta
and Lynne Rogers
2. Timescale
June-July 2009 – Collection of selected course documentation, together
with responses to a brief questionnaire from participating HEIs
September – October 2009 – Identification of key themes arising from
documentation
November 2009 – April 2010 – UCET workshop and other focus groups,
LLUK, SVUK, Institute for Learning to refine and extend analysis
Spring 2010 – Presentation of initial findings to UCET PCET meeting
September 2010 – Publication of report and recommendations
3. Questionnaire Returns
•Sent to all UCET HEIs in July
•Initial response was disappointing
•After autumn follow-up have received 18 responses
•One-third of the PCET sector (assuming 54 HEIs)
4. The Six Questions
• Please refer to the sheet
• Questions 1 to 3 – factual details of titles and levels of qualifications, the
nature of the modules and the extent of option choice if any
• Questions 4, 5 and 6 open-ended – seeking perceptions about
development of trainees’ specialist teaching skills, integration of theory
and practice and overall view of LLUK/SVUK assessment regime
5. Overview of HEIs: generic provision
• Analysis derived from SVUK data – based on 52 institutions
• 171 different qualifications listed
– PTLLS 20 listings: 15 standalone; 1 embedded; 3 plus introduction; 1
unit statement possible; 3 at Level 3
– CTLLS 25 listings: Level 4; 8 CTLLS plus - 1 at Level 5 - CTLLS +
University Award in Teaching in Lifelong Learning Sector (Level 5)
Service
– DTLLS accounts for the rest but wide variation in the titles used and the
levels – 5, 6 and 7
6. No. of centres Frequency
1 39
2 13
3 15
4 19
Number of delivery centres: 5 14
Average 5.7 6 26
7 6
8 5
9 7
10 1
12 5
13 2
16 8
17 4
23 2
24 1
33 1
35 1
7. Structure PTLLS
• In most HEIs PTLLS was embedded in the course – often linked to HEI
requirements
The University will not accredit a discrete PTLLS programme as its credit
rating is below the 60 minimum required.
• Some HEIs issued a transcript to students following successful
completion of PTLLs within an embedded course
Exit award only issued by department - University does not issue awards
below 60 credits.
• Within this survey three HEIs ran separate PTLLs provision.
E.g. 2-week PTLLS course that served as an access route into teacher
training: validated by EdExcel.
8. Structure – credits
Wide variation in credit structures
• Ten HEIs had a fixed number of credits for each module – these could
be 15 (5); 20 (4) or 30 (1). Hence the number of modules that students
take to gain the qualification also varies.
• Six HEIs had a mixture of different credits for each course. For instance:
– 10, 20 and 30 credit modules
– 6, 9, 10, 15, and 20 credit modules
– 1 at 10 credits, 4 at 20 credits and 1 at 30 credits
9. Titles and levels
• DTLLS (Diploma in teaching in the LLS) – level 5
• Cert. Ed (Certificate in Education) – level 5; level 6
• PGCE (Professional-Graduate Certificate in Education) – level 6
• PGCE (Post-Graduate Certificate in Education) – level 7 but 40 M level
credits; 60 M Level credits
11. Option module choice
• Only two HEIs offered a module choice. In both this was in Year 2 of the
programme. In one of the HEIs no-one had taken the module during
2008-09.
• The SVUK option modules were embedded within the modules offered –
all modules were compulsory. Issues: costs; number of students;
logistics.
• It would be too costly to run our programmes with options.
• We do not have the number of students or staffing resources either to offer
options, nor to create blended learning options.
• As far as students are concerned, all modules are compulsory and no
choice is offered as the logistics are too complex.
12. How the structure/assessment of the course supports the
development of trainees’ skills in teaching their specialist
area?
Context:
HMI Survey of 2003
• The current system of FE teacher training does not provide a satisfactory
foundation of professional development for FE teachers at
the start of their careers. While the tuition that trainees receive on the taught
elements of their courses is generally good, few opportunities
are provided for trainees to learn how to teach their specialist subjects
and there is a lack of systematic mentoring and support in the workplace.
LLUK standards and assessment units
• Development by LLUK of bank of specialist options for inclusion on ITT
courses
13. Playing the game?
‘Assessment throughout the programme is based upon the acquisition,
development and demonstration, by trainees, of achievement of the
relevant learning outcomes and professional competences.
Assessment therefore, involves the development of a range of types
and methods of assessment, ensuring that all trainees meet all of the
competences specified. Assessment is structured and progressive a
well as academically and professionally challenging. Items of
assessment based on their practical placement experiences and
associated reading and research’.
14. Results from questionnaire
•Overwhelming reliance on developing the trainee’s
specialist skills through mentoring, observation of
teaching, professional portfolio and workplace
support.
•No examples of specialist options related to context
(e.g. 14-19, prison education or subject/occupation)
•Some examples of subject clustering, VLE and
subject networking
15. An honest and typical response
‘The development of subject-specific teaching skills is over-dependent
on trainees being able to apply generic issues to their own teaching
and assessment, on specific support and observation by subject
mentors and by the structuring of specific subject and action research
projects into the course structure. There are not opportunities for
trainees with common vocational/subject teaching to get together in
sub-groups either at the college or at a wider partnership level.
Creating subject networks across the partnership is an initiative that the
University wishes to develop.’
16. Subject specialist support
Has anything really changed from ofsted report?
Are subject clusters and networks working?
Has mentoring and workplace support improved?
The evidence suggests limited progress in
developing specialist options or upon focussing
upon trainees’ subject-specialist teaching skills.
How would you explain this?
17. To what extent have the criteria for assessment helped trainees on ITT
courses to see the links between theory and practice?
• All but one said LLUK criteria prescriptive and this
narrowed opportunities.
• Some theory was introduced but through university criteria
‘Elements of theory are developed in different
assignments… however, the overall picture is of
fragments of theory/knowledge rather than a
sustained approach to the development of specific
learning theories’.
18. What is the understanding of theory?
LLUK standard AP4.1. Tteachers in the lifelong learning sector ‘use
relevant theories of learning to support the development of practice in
teaching and learning’. Some university criteria want to see ‘theory
and research based evidence used’
From handbooks
Is theory reflective practice, teacher knowledge, being critical, lesson
planning?
How can theory not be introduced at M level?
What theory?
19. Question for discussion
The findings suggest that at best
educational theory plays a relatively
marginal role in ITT courses. Is that the
group’s perception and if so, why?
20. Outward conformity or willing compliance?
Examples of comments from HEI/FE teacher educators
The LLUK framework provides domains that enable learners to hang their professional development
strengths, weaknesses and action planning on. It encourages them to examine their own practice as
professionals with nationally recognised codes of practice which give them status. However, the
standards are so detailed and verbose that most students find them intimidating and difficult to pick
through.
The professional standards are fine. That would have been sufficient for HEIs to set up new, exciting and
challenges programmes of study. The units of assessment are a step too far and imply a high level of
prescription that I don’t think is warranted. I think that we have been creative in the use of tasks and
assignments across the programme so that trainees are not over burdened – otherwise there is a
danger that the programme becomes a BTEC. We provide a more over and above the LLUK
framework – naturally due to the level of qualification but also in experiential workshops that enable
trainees to try things out and take risks. Not sure that the LLUK framework encourages risk taking.
From a practical perspective the endorsement process and mapping of all assessment criteria was a
nightmare.
21. Outward conformity or willing
compliance?
Examples of comments from teacher educators
I would like to take this opportunity to focus on the structure of the ITE qualification route. It simply does
not work. The Diploma is relevant however it does need to be reviewed. Some trainees complain that
the pace changes from year 1 to year 2. The Certificate is essentially a redundant qualification. The
PTLLS is very popular but essentially pointless. Whilst there are opportunities for CTLLS trainees to
access the DTLLS it is time consuming and expensive. I advocate a PT programme which has
recognisable exit and entry points.
Overall I believe the course structure and progression from stages 1, 2 and 3 before these reforms all
worked well in most ways. I can’t think of anything which has got better as a result of the most recent
changes at all. We modified the course last year, and are doing it again this year, and will hopefully be
back to a more coherent and balanced course by the start of 2009/10. This is a huge indictment on
the recent changes.
22. Focus group questions
Groups 1 and 2
1. Is the degree of unevenness found by the survey too great for a
national professional qualification? To what extent has it become
easier for trainees to transfer between ITT courses in different parts of
England?
2. The survey does not suggest clear distinctions between what is
expected of trainees gaining qualifications at different levels (5, 6 and
7) Is this an accurate picture of your ITT courses? If so, why?
3. The responses so far suggest that the standards and assessment units
have not led to greater consistency? How would you explain this?
23. Focus group questions
Groups 3 and 4
1. Our findings suggest that the CTLLS qualification linked to
associate lecturer status does not appear not to have
become established? Does this tally with your experience?
If so, why?
2. The evidence suggests limited progress in developing
specialist options or upon focussing upon trainees’ subject-
specialist teaching skills. How would you explain this?
3. The findings suggest that at best educational theory plays
a relatively marginal role in ITT courses. Is that the group’s
perception and if so, why?