This document outlines the agenda and notes from a workshop focused on 21st century competencies. The agenda includes revisiting plans and sharing artifacts from teachers, exploring technology tools, and setting new goals. Teachers shared examples of how they incorporated critical thinking and collaboration in the classroom. Criteria for artifacts were discussed. Technology like Career Cruising, Office 365, LinkedIn, and online resources were explored. Teachers provided updates on projects like a career fair and discussed next steps for professional development.
Using Twitter to Engage Students in Scholarly DiscourseJustin Davis
Using Twitter to Engage Students in Scholarly Discourse
To get to the Knowledgebase document with directions on how to add a Twitter feed to you D2L homepages, go to the following URL:
https://kb.uwp.edu/page.php?id=47351
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
Using Twitter to Engage Students in Scholarly DiscourseJustin Davis
Using Twitter to Engage Students in Scholarly Discourse
To get to the Knowledgebase document with directions on how to add a Twitter feed to you D2L homepages, go to the following URL:
https://kb.uwp.edu/page.php?id=47351
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
Tools and strategies to enhance learning through digital capabilityJisc
Speakers:
Antoine Rivoire, lecturer and technology enhanced learning mentor, South Eastern Regional College (SERC)
Gillian Auld, deputy head of learning academy, South Eastern Regional College (SERC)
This session will be conducted as an interactive workshop during which you will be encouraged to use your own device to experience first-hand how technology enhanced learning is transforming the classroom.
As a technology enhanced learning mentor at SERC, Antoine will discuss the strategies best suited to these technologies in order to boost learner engagement and foster different styles of learning.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of...Daniel Davis
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of Supporting Learning Outcomes.
Presented in June 2018 at Learning @ Scale in London, England.
What do you see when you think of the crucifixion of Jesus? Do you see the wickedness of men? Do you see the suffering of the sinless Son of God? Do you see the great love of God? Do you see man-kinds only hope? This lessons focuses on the wickedness of men in crucifying Jesus.
Tools and strategies to enhance learning through digital capabilityJisc
Speakers:
Antoine Rivoire, lecturer and technology enhanced learning mentor, South Eastern Regional College (SERC)
Gillian Auld, deputy head of learning academy, South Eastern Regional College (SERC)
This session will be conducted as an interactive workshop during which you will be encouraged to use your own device to experience first-hand how technology enhanced learning is transforming the classroom.
As a technology enhanced learning mentor at SERC, Antoine will discuss the strategies best suited to these technologies in order to boost learner engagement and foster different styles of learning.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of...Daniel Davis
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of Supporting Learning Outcomes.
Presented in June 2018 at Learning @ Scale in London, England.
What do you see when you think of the crucifixion of Jesus? Do you see the wickedness of men? Do you see the suffering of the sinless Son of God? Do you see the great love of God? Do you see man-kinds only hope? This lessons focuses on the wickedness of men in crucifying Jesus.
The Danger of Procrastination - God presents us with opportunities to obey Him - The devil always strives to make certain that a convenient time to obey the Lord will never come!
[Romans8:12-17; Ephesians 5:15-21] — Clearly the Bible teaches that the Holy Spiirit indwells, influences and leads the child of God. The question is how does the Bible, (the Holy Spirit’s revelation) tell us He does it. — AUDIO PART 1 / AUDIO PART 2 / PPT / KEYNOTE / PDF - 12/25/2016
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. Agenda:
1. Our Plan:
• Revisit our CD Action Plan for 21st Century Competencies
• Share and Reflect on our own sample Artifact that we were to prepare for the meeting. (Round Table)
• Critical Thinking Reflection regarding Artifact.
• 21 CC Artifact Criteria and Review Samples
2. Tech Time:
● Revisit Tech Tools and share online resources to support professional development
● Teachers explore/share online resources, tech tools, apps and how they connect to our plan. Time for
planning, collaborating, supporting our CD Action Plan.
3. Action Plans:
● Regroup and reflect on progress
● Set goal(s) to continue to meet/plan
4. Reflect onWorkshop/ Feedback Form for Day 3
5. CD PLT Meeting
3. Our Plan – 21 CC
What do I plan
to do?
By June 2014, our Career Development PLT Team will investigate processes and tools in support
of the creation of Career Development e-Portfolios while incorporating the competencies of
critical thinking and collaboration.
What have I
done?
Last school year, our Sun West Career Development PLT Team worked collaboratively to create
paper-based CD Portfolio Exemplars (3 in total) to be used by CD Teachers and students when
helping young people build their CD portfolios from Grades 10 through 12.
Where am I
now?
As a group, we have the exemplars and access to Career Cruising, and our new Office 365
suite as resources. We come to this year’s goal with various levels of knowledge, experience
and expertise with the Career Development program, CD portfolios, and with the concept if e-
portfolios.
Where do I
need to go?
As a group, we need to better map out our goal and determine our plan then figure out a way
to document, share, and reflect on findings while keeping in mind the need for us and our
students to create a publishable artifact.
How am I going
to get there?
As a team, we will work towards the common goal by focusing on one another’s strengths. All
team members will contribute to our overall goal. (Respect ideas, collaborate as a team,
employ effective research skills, engage in positive communication, utilize relevant tech tools,
engage in positive digital citizenship, embrace lifelong learning).
How will I know
I have arrived?
As a team, we will create a reflective showcase of our findings and suggestions for use with
students next school year. We have a target of having select students create a reflective post-
career fair eportfolio artifact involving critical thinking and collaboration.
4. Artifact
Share and Reflect
Task (as emailed out as meeting prep):
Choose an artifact that provides evidence of something you
have learned since the beginning of the school year.
Come prepared to share your reflection.
5. Artifact
Triangulation of Evidence
Let’s talk about listening to students talk (have conversations) about their product(s) can help them explain what they knew and/or
understood. How can these conversations lead to increased teacher knowledge about student learning?
“Gather evidence from multiple sources over time. When we triangulate our evidence and collect it over time, valuing both
qualitative and quantitative evidence of learning, we can be confident our findings are reliable and valid. We are then able to share
our findings, using evidence people value.” - Anne Davies, Beth Parrott Reynolds, and Sandra Herbst
Observations
Products/PerformancesConversations
6. Artifact
Share and Reflect
Buddy up with someone
Enter into a conversation about your artifact.
Consider these questions (take about 3 minutes/question):
1. Describe the artifact.
2. What does this artifact provide evidence of?
3. In what ways does the artifact provide evidence of how you teach or
lead?
4. In what ways does this artifact provide evidence of how you learn?
5. In what ways does your artifact connect to an idea that we have
talked about during our time together? (Today or this year…)
7. Artifact
Critical Thinking
Reflect on Questions
1. Describe the artifact.
2. What does this artifact provide evidence of?
3. In what ways does the artifact provide evidence of how you teach or
lead?
4. In what ways does this artifact provide evidence of how you learn?
5. In what ways does your artifact connect to an idea that we have
talked about during our time together? (Today or this year…)
What do you notice? Can you make connections to Bloom’s Taxonomy?
8. Artifact
Critical Thinking
In thinking about our CD work with students in the form of CD portfolios both
traditional and electronic, let’s talk about the types of questions we could ask our
student learners in order to have them think and talk about a piece of their work or
their learning process.
9. The 21 CC Artifact
• "Knowledge often comes to us via transcribed content or artifacts, which is derived from other's
knowledge. These are facts, concepts, processes, procedures, and principles (Clark & Chopeta,
2004). Thus, artifacts are used in the learning process for creating knowledge, while in turn,
knowledge creates new artifacts." – Don Clark
• Strengthening teaching practices and positively impacting student learning is a constant goal of
professional development. During the 2013-14 school year, 100% of Sun West teachers have
been given an additional two days to work with their Learning Coaches to enhance critical
thinking and collaboration skills in the classroom.
• As the culmination of the Sun West School Division's focus on the 21st Century Competencies,
educators across the Division are submitting an educational artifact as a way to collectively
showcase our achievements this year. The artifacts are intended to represent the many ways in
which teachers were able to take what they learned this year and apply it to their classrooms.
Students in every grade level, in every subject, have benefitted from the focus on critical thinking
and opportunities for increased collaboration.
10. The 21 CC Artifact
Please use the following criteria for submitting your own artifact this year:
• Provide a brief summary of action plan (e.g. goal).
• Summarize how you integrated critical thinking and collaboration.
• Identify curriculum outcomes connected to the plan.
• Identify subject area and grade levels connected to plan.
• Include student feedback (their reactions if possible)
• Attach lesson and/or unit plan, picture or video, link to blog, etc.
• Be sure to reference sources.
12. The 21 CC Artifact
Connection to Technology
Are there any tech tools that might support
the reflection process in relation to CD portfolios
and/or our 21 CC Artifact?
Think Critical Thinking and Collaboration!
13. Tech Time
Career Cruising:
1. Career Development Portfolios
Grade 10 through 12
2. Resource to support both Traditional and e-Portfolios
25. Reflection & Feedback
1. Share with the group where you are
at.
2. Technology Feedback
3. Complete the Day 3 Feedback Form
https://docs.google.com/forms/d/1EJFZG-
QhpDQttv81wWvDPeTPbIcQRaW4M7IA1Rmhh2Y/edit
26.
27. CD PLT Meeting
1. Career Fair
2. Wiki/Blog/Moodle
3. Matters of Business
4. Learning Together
5. Wrap up and Evaluation
28. Career Fair 2014
By June 2014, our Career Development PLT
Team will organize, implement, and evaluate
the fourth Sun West School Divisino ROADS
TO SUCCESS Career Fair offered to Grade 10
and 11 students.
Tuesday, May 6 (setup May 5) Rosetown, SK
31. Matters of Business
What is on your mind?
- CWEX
- Career Counselling
- Career Education
Let’s Talk!
32. Learning Together
Ted Talk:
How to find and do work you love!
(as shared by Blair)
https://www.youtube.com/watch?v=jpe-LKn-4gM
33. Wrap Up
Upcoming Meetings:
CD PLT BRIDGIT MEETING – re. Career Fair – Day 2 -
CD LEAD Teacher Meeting – April 2 - Kenaston
CD PLT Meeting - May 16
CD LEAD Teacher Meeting – June 3 – Rosetown
Evaluation & Safe Travel Home
