If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.
Question: How can we develop peer engagement in active learning?
Mathematics classes provide an opportunity for individuals to learn problem solving. These benefits coupled with other skills can give a considerable competitive advantage to start-ups if applied in a scientific manner. Please go over the presentation and see if this resonates with you.
A presentation prepared by Edzai Conilias Zvobwo, Chief Genius at MathsGenius Leadership Institute (MGLI) for the #YALITechCamp Pretoria to be held on the 21st and 22nd of October 2015
Platform Thinking strategies are necessary for organisations to scale and meaningfully deliver their value propositions to targeted constituencies. Successful companies are taking the platform route as it has been proven time and again to be efficient.
Presentation on platform thinking in maths education to South African maths teachers at the 2015 AMESA conference held on the 1st of July 2015 at the University of Limpopo.
Mathematics classes provide an opportunity for individuals to learn problem solving. These benefits coupled with other skills can give a considerable competitive advantage to start-ups if applied in a scientific manner. Please go over the presentation and see if this resonates with you.
A presentation prepared by Edzai Conilias Zvobwo, Chief Genius at MathsGenius Leadership Institute (MGLI) for the #YALITechCamp Pretoria to be held on the 21st and 22nd of October 2015
Platform Thinking strategies are necessary for organisations to scale and meaningfully deliver their value propositions to targeted constituencies. Successful companies are taking the platform route as it has been proven time and again to be efficient.
Presentation on platform thinking in maths education to South African maths teachers at the 2015 AMESA conference held on the 1st of July 2015 at the University of Limpopo.
How to work successfully in schools to address the problem of bullying by Consultant Sue Young.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo.
The CREST Conference was delighted to welcome Ann Finlayson, the CEO of SEEd to give a presentation on how we can help students develop sustainability competences and dispositions, that will prepare them for their futures.
Find out more: http://se-ed.co.uk/edu/
Parent and Child Maths MasterClass: Part 1 - Johannesburg (Mathematical Think...Edzai Conilias Zvobwo
The 1873 Network brings you the Parent and Child Maths MasterClass: Part 1 - Johannesburg.
Do you suffer from maths phobia and want to get rid of it?
Have you given up on trying mathematics?
Do you believe that mathematics is for a selected few?
Do you need to know how to support your child mathematically?
Do you need to find ways of recognizing mathematical genius and nurturing it?
Do you want to think and solve problems like a mathematician?
Do you need mathematical problem solving strategies?
Are you a teacher who wants to improve learner engagement in the maths class?
If your answer to any of the questions above is a YES, then join the award-winning Mathematical Evangelist, researcher, teacher, author and entrepreneur Edzai Conilias Zvobwo for the inspirational, motivational and strategy talk at Africa Heritage Society on the 28th of May 2016 from 08:30 AM to 12:30 (midday).
Edzai Zvobwo is the author of the sought-after books "The Mathematical Genius in You", "Spreading Mathematical Happiness" and "Thoughts of a Maths Genius"
Who should attend?
Parents, guardians and learners who are keen on learning more with regards to practical strategies of achieving mathematical success which is a cornerstone of wealth creation for the African child. The workshop will be delivered by experienced people who have walked the talk and have used mathematical thinking to solve problems in corporate and individual settings.
Objectives/Learning Outcomes/Capability Development
The workshop is designed to provide an overview of benefits Wealth Creation and mathematical thinking. The workshop enables attendees to develop a working knowledge of problem solving in the maths class and beyond.
At the conclusion of the course, the attendee should:
Have gained an appreciation of the general principles of mathematical thinking as a basis for Wealth Creation and Economic Freedom.
Be motivated, educated and equipped with the necessary skills to achieve in mathematics.
Identify the attributes required to succeeed in maths.
Understand the application of mathematics in real life and the workplace.
Display an understanding of the politics around mathematics education in Africa.
Be positioned to execute Individual Social Responsibilty (ISR) through sharing of learnt principles.
Gain an appreciation of the retention of value of wealth created through the development of a business
These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
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
How to work successfully in schools to address the problem of bullying by Consultant Sue Young.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo.
The CREST Conference was delighted to welcome Ann Finlayson, the CEO of SEEd to give a presentation on how we can help students develop sustainability competences and dispositions, that will prepare them for their futures.
Find out more: http://se-ed.co.uk/edu/
Parent and Child Maths MasterClass: Part 1 - Johannesburg (Mathematical Think...Edzai Conilias Zvobwo
The 1873 Network brings you the Parent and Child Maths MasterClass: Part 1 - Johannesburg.
Do you suffer from maths phobia and want to get rid of it?
Have you given up on trying mathematics?
Do you believe that mathematics is for a selected few?
Do you need to know how to support your child mathematically?
Do you need to find ways of recognizing mathematical genius and nurturing it?
Do you want to think and solve problems like a mathematician?
Do you need mathematical problem solving strategies?
Are you a teacher who wants to improve learner engagement in the maths class?
If your answer to any of the questions above is a YES, then join the award-winning Mathematical Evangelist, researcher, teacher, author and entrepreneur Edzai Conilias Zvobwo for the inspirational, motivational and strategy talk at Africa Heritage Society on the 28th of May 2016 from 08:30 AM to 12:30 (midday).
Edzai Zvobwo is the author of the sought-after books "The Mathematical Genius in You", "Spreading Mathematical Happiness" and "Thoughts of a Maths Genius"
Who should attend?
Parents, guardians and learners who are keen on learning more with regards to practical strategies of achieving mathematical success which is a cornerstone of wealth creation for the African child. The workshop will be delivered by experienced people who have walked the talk and have used mathematical thinking to solve problems in corporate and individual settings.
Objectives/Learning Outcomes/Capability Development
The workshop is designed to provide an overview of benefits Wealth Creation and mathematical thinking. The workshop enables attendees to develop a working knowledge of problem solving in the maths class and beyond.
At the conclusion of the course, the attendee should:
Have gained an appreciation of the general principles of mathematical thinking as a basis for Wealth Creation and Economic Freedom.
Be motivated, educated and equipped with the necessary skills to achieve in mathematics.
Identify the attributes required to succeeed in maths.
Understand the application of mathematics in real life and the workplace.
Display an understanding of the politics around mathematics education in Africa.
Be positioned to execute Individual Social Responsibilty (ISR) through sharing of learnt principles.
Gain an appreciation of the retention of value of wealth created through the development of a business
These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
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
Echo presentation hierarhical process modelling case studyRuth Deakin Crick
A case study of the application of HPM and Perimeta to school leadership in three English Academies...<a><img src="http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br />This work is licensed under a <a>Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper will describe the intellectual underpinning of learning and teaching at the School of Management, St Andrews which is ‘Responsible Enterprise’. We propose exploring with faculty (early in 2014) what scholarship/teaching/learning demands emerge for Responsible Enterprise in World 3: Only Connect. We will build on the School’s expertise in scenario planning and explore via personal interviews and a workshop the potential answer to the question posed with this being the basis for an interactive session at the conference itself.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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 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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Developing expectations
for peer learning
Andrew Middleton
Anglia Ruskin University
Active Learning Network
21 October 2021
#ARUALN
@andrewmid
2. Today’s takeaway
11 things
Question: How can we develop peer engagement in active learning?
1. Thing…
2. Thing…
3. Thing…
4. Thing…
5. Thing…
6. Thing…
7. Thing…
8. Thing…
9. Thing…
10.Thing…
11.Thing…
Develop Peer
Engagement by…
3. One minute silence
Just One Tip
How can we develop peer
engagement in active
learning?
Question: How can we develop peer engagement in active learning?
4. Scene setting
Peer – a fellow student; someone with whom we associate..?
Question: How can we develop peer engagement in active learning?
5. Scene setting
Engagement – paying attention; interested; making a commitment;
a pre-requisite of learning actively..?
Question: How can we develop peer engagement in active learning?
6. Scene setting
Active learning – dependent on engagement; student-
centred; stimulates and challenges; problem, inquiry, or design
focused; creates knowledge; applies and evaluates theory;
social; constructive..?
Question: How can we develop peer engagement in active learning?
8. Non-formal
active, authentic, socially situated and open-ended
Scene setting
Question: How can we develop peer engagement in active learning?
Formal Informal
Co-operation
Collaboration
affinity, friends and associates
open ended
conversational, empathetic, trust, and listening
‘working alongside’
‘working together’
task orientated
bounded and closed
self determined
self directed
directed
negotiated
making connections
accommodates attitudes,
dispositions, interests, expertise
working to the same end
assigned responsibilities and roles
clear
ambiguous
autonomy and empowerment
tacit
codified
9. Question:
How can we develop peer engagement in active learning?
First minute:
Using the Chat type:
your tip(s)…
Then, second minute:
Like
1. Thing…
2. Thing…
3. Thing…
4. Thing…
5. Thing…
6. Thing…
7. Thing…
8. Thing…
9. Thing…
10.Thing…
11.Thing…
Develop Peer
Engagement by…
T
Then, add to: https://bit.ly/3piBZrk
Editor's Notes
Developing expectations for peer learning
https://docs.google.com/document/d/1A7v0NPA7lMDOtGzC9O3PRXJ8F2mywZoG9TapYI_hOkg/edit?usp=sharing
If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.
Question: How can we develop peer engagement in active learning?
The session will also report back on a review of the Video Summaries experiment conducted in our September ALN meeting and share guidance of how to apply it in your own practice.
Active Learning Network @ ARU, 21 October 2021, 13:00 – 14:00
Join Microsoft Teams Meeting (Links to an external site.)
The session will be open to colleagues from the UK ALN
#ARUALN#ARUALN
We will generate a Tip List we can use or we can share with academic colleagues
11 things?
At least two ideas will amount to the same thing
10 seems so final
Because there’s always another good idea!
Just to make sure!
To begin… a little quiet for thinking…
We came here today because we are curious…
We are curious we are motivated…
We have at least one idea each – don’t we?
Please write down on a notepad or somewhere just one response to our key question.
Question: How can we develop peer engagement in active learning?
Write your answer as a single coherent and crafted Tip if you can. Try to make it specific and original!
***We will return to you idea later in the session
A moment of solitude and contemplation in a busy day – space we need for creative thinking
Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. New York: Penguin Press.
Scene setting
Let’s define a few ideas
Scene setting
Let’s define a few ideas
Making curious
Exciting and making fun
Being clear
Making tasks realistic
Relevant, useful to me and others
Scene setting
Let’s define a few ideas
Active learning:
dependent on engagement – it should be clear to all that they have a role to play and the learning experience will be poorer without them
student-centred
; stimulates and challenges; problem, inquiry, or design focused; creates knowledge; applies and evaluates theory; social; constructive;…
Rhetorical question:
Peer Learning – what do mean? What do we expect? What do we communicate?
Participation
Collaboration
Contribution
Co-operation
Outer circle
Formal
Informal
Non-Formal
Scene setting
Active learning doesn't stop at the door… neither do peer relationships
Formality is not a binary in a student-centred learning environment – it is an organisational term, not experiential
****
Non-formality follows the learner and their curiosity, interest, and commitment. It is active, authentic, socially situated and open-ended.
****
Co-operation: friends and associates, affinity, open ended, empathetic, listening, ‘working alongside’, negotiated, self-directed, self-determined, conversational, making connections, attitudes, dispositions, interests, expertise, tacit
****
Collaboration: task orientated, bounded, closed, skills, working to the same end, sharing responsibilities, team work, group work, assigned roles and responsibilities, regular, clear
Reference:
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113 - 136.
Middleton, A. (2018). Reimagining spaces for learning in higher Education. Basingstoke: Palgrave.
Noble, M. & Ross, C. (2021). From principles to participation: 'The Statement on the Cooperative Identity’ and Higher Education Co-operatives. Journal of Co-operative Organization and Management, 9
So,
How can we develop peer engagement in active learning?
Consider the idea you brought into the session. Modify it if necessary.
Type it into the Chat
Begin with an asterisk * so the answers stand out
Then, Review and like
Then add to the shared Google Doc:
https://docs.google.com/document/d/1A7v0NPA7lMDOtGzC9O3PRXJ8F2mywZoG9TapYI_hOkg/edit?usp=sharing
By the way I have 11! Just in case!
Develop peer engagement by:
Setting a clear expectation of what to do
Establishing ground rules to ensure inclusivity
Being there to encourage creativity and risk-taking while ensuring and a sense of safety
Intriguing peers and making them equally curious – consider conundrums, problems, humour
Ensuring the situation appeals to the students – it invites, it is relevant and inspires
Accommodating peers in focused and productive effort - working together is evidently a good use of time, for all
People know many hands make light work: the challenge embrace diverse knowledge, skills and/or dispositions
Being together involves a fair exchange of knowledge and effort. It feels reciprocal and mutually beneficial
Allowing for moments of excitement, fun, fluency and irony to promote self-efficacy
Modelling what is expected
Being realistic about what can be successfully achieved
Creating a empathetic space in which friendships and collaborations can grow