What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
My proposal for an individually designed major in Behavior Design at Stanford University in Spring 2011.
Only approved IDM in 2011.
Designed first and only major in Behavior Design at Stanford.
Thank you to my advisors BJ Fogg, Jeremy Bailenson, Clifford Nass, and Carol Dweck.
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
My proposal for an individually designed major in Behavior Design at Stanford University in Spring 2011.
Only approved IDM in 2011.
Designed first and only major in Behavior Design at Stanford.
Thank you to my advisors BJ Fogg, Jeremy Bailenson, Clifford Nass, and Carol Dweck.
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
Konfor alanının tanımı, bize etkileri, bunu oluşturan sebepler ve bu alandan çıkmak için yapabileceklerimiz üzerine, AgileTurkey buluşmaları çerçevesinde gerçekleştirdiğim bir sunum.
The Digital Arts and Humanities structured PhD programme hosted its annual Institute in University College Cork, 3-4 September 2014. The theme, "Reflecting on Transformations: careers, disciplines, and methods" reflects the significant transformations that have taken place in the arts and humanities over the last number of decades.
This two day event included presentations by students as well as international and national speakers from the digital arts and humanities community as well as practical sessions on digital preservation and project management.
Dr. Mike Cosgrave, 'It's teaching, Jim, but not as we know it".
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1.4 modern child centered education - mahatma gandhi-2.pptx
Designing Fun
1. Designing Fun
Sandra Roberts
Kaleidoscope Learning
NSTA STEM EXPO
May 19, 2012
2. The Goals
• To create science activities
that emphasizes design,
innovation and creativity.
• To engage students with
activities that present
interesting, challenging
problems to be explored.
• To guide students in a way
that encourages them to
lead with their ideas and
develop critical thinking
skills.
3. The Buzz
• Inquiry-Based Education
• Problem-Based Learning
• 21st Century Skills
• Child-centered or
student-led learning
• Differentiated
Instruction
• Hands-on Learning
4. The Problem
From Dan Meyer’s TED Talk “Math class needs a makeover,” March 2012
http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html
5. The Problem
• Many textbooks use “recipes” rather than
experiments.
• Procedures lead students to the answers
and provide only the data they need to
some obvious problem.
• Supplies and variables are limited.
6. An Example
From Glencoe Science, Chapter Resources, Force and Newton’s
Laws, Hands-On Activities, Reproducible Student Pages
9. Science vs. Engineering
From “21st Century Skills” by Bernie Trilling and Charles Fadel, pgs. 92, 93.
10. The Heart of Design
• Consider engineering
– Select a problem to solve.
– Select an item, process or
system to modify, adapt
or improve.
– Set a challenge by
limiting materials, placing
time constraints or
adjusting other variables.
11. Project Cycle
“At the heart of an effective
learning project is the project
cycle: define, plan, do, and
review — the ‘wheels’ of the
project for both students and
teachers. ‘Steering’ the project
is the real world question or
problem that drives students
to research and find
appropriate answers or
solutions. The gauges of
project progress are the
formative evaluations and
assessments that guide the
learning along the way, the
‘brakes’ determine the pace of
the project, and the learning
‘gear’ is the sum of the
From “21st Century Skills” by Bernie Trilling learning resources, human
and technological, available to
and Charles Fadel, pgs. 96-107. support the project work.”
13. Engineering Design Process
From NASA. http://www.nasa.gov/ From PBS Design Squad Teacher’s
audience/foreducators/plantgrowth/reference/ Guide,
Eng_Design_5-12.html http://pbskids.org/designsquad/
14. Design Cycle
“Our recommended
approach for solving
problems is the
design loop. Learners
can enter the loop at
any point because
ideas can originate
from anywhere. It
should also be noted
that there are a
myriad of miniloops
within this model.
The mini-loop of
testing, modification,
and retesting is
common in most
design projects.”
From “Inquiry by Design Briefs” by Julia Gooding and Bill Metz in
Science Scope, November 2007
16. Scientific Method vs. Design Cycle
• What kinds of topics or
projects are better suited
to a design cycle, rather
than the scientific method?
• Physics: forces & motion, friction,
gravity, simple machines, waves and
fluids
• Chemistry: molecular structure,
materials
• Biology: genetics
• Earth Science: distillation, water
filtration, solar energy, telescopes
• Math: area and perimeter, geometry
17. Transforming an Activity
• Dig out the problem; find
the challenge
– What is your “ah ha” moment?
– What do you want your students
to discover?
– What concept do you want
students to explore deeply?
– Where is there room for creativity?
– What variables have a lot of
opportunity for modification?
• Make the challenge clear
to everyone.
18. Transforming an Activity
• Give the students room to
innovate.
– Leave the activity open ended.
Don’t make the path too clear.
Model the activity with care.
– Provide a wide variety of
materials. Let students bring in
materials.
– Allow time! Break the project into
several sessions if needed.
– Provide support materials. Let the
students research.
– Encourage collaboration between
students and between groups.
This isn’t a competition.
19. Transforming an Activity
• Let students ask questions.
• Use prompts.
– How can we. . .
– In what ways can we. . .
– Can we make a item that will. . .
• Ask students questions.
– What does the item do? How does
it act?
– How can you change the materials
to affect the action of the item?
– How could we measure the change
in the item or how the item works
as we change materials?
– What observations can we collect?
20. Transforming an Activity
• Design the groups well.
– Encourage positive
interdependence.
– Support and guide
interactions within groups.
– Make sure each students has
a job.
• Know when groups
aren’t needed.
– Consider partnerships or
individual design.
• Allow groups to merge
or divide.
21. Transforming an Activity
• Take breaks!
– It’s important to evaluate
results regularly.
– Encourage students to share
their knowledge and growing
understanding.
– Help students build the
vocabulary needed to express
their ideas.
– Build new questions and
challenges as you go! Be
flexible.
22. Transforming an Activity
• Flip the classroom.
– Give students resources to help
them review and explore concepts
between classes.
• Assess the results.
– Construct a rubric. Consider
“Novice, Apprentice, Master,
Expert” rather than numerical
values.
– Consider breaking from a
traditional lab report.
• Can they make a video, photo collage,
poster or
power point presentation instead?
• Can they design questions for a game or
quiz?
• Can the class create a website, blog or wiki
on the project?
23. Warning!!!
• You will hear, “I can’t.”
• There will be
frustration.
• Some groups will “fail”
at the task.
• Some students will
struggle to be creative.
• That’s ok!
24. A Demonstration
• What can we
explore?
– Force and
motion
– Friction
– Gravity
– Lift, weight,
thrust and drag
– Angular motion
26. Challenge Ideas
• Student designed challenges
– Who’s balloon can go fastest? Slowest?
– Who can use the smallest or lightest balloon
to travel the distance?
– Who can use the largest or heaviest balloon
to travel the distance without hitting the wall?
– Who can design a balloon that does “tricks?”
• Teacher designed challenge
– Who can make their balloon reliably stop over
an X placed under the line on the floor?
27. Questions and Answers
• What are some
“recipes” you’d like
to transform?
• What are some
successes you can
share?
28. References and Resources
• Meyer, D. 2012. Math class needs a makeover. TED Talks. http://
www.ted.com/talks/dan_meyer_math_curriculum_
makeover.html
• Fadel, C. and B. Trilling. 2009. 21st Century Skills.
San Francisco: Wiley.
• Everlove, S., N. Frey, and D. Fisher. 2009. Productive Group
Work. Alexandria: ASCD.
• Design Thinking for Educators. 2011. Riverdale Country School
and IDEO.
• Gooding, J. and B. Metz. 2007. Inquiry by Design Briefs. Science
Scope. 45(3), 35-39.
• Flannagan, J. and R. McMillan. 2009. From Cookbook to
Experimental Design. Science and Children. 46(6), 46-50.
• Capobianco, B. and N. Tyrie. 2009. Problem Solving by Design.
Science and Children. 47(2), 38-41.