The document discusses new literacies, 21st century skills, and the curriculum process. New literacies refer to digital skills needed to identify questions, locate information, evaluate sources, synthesize information to answer questions, and communicate answers. These include digital, information, media, and visual literacies. 21st century skills emphasize skills like communication, collaboration, critical thinking, and creativity. The curriculum process involves planning, designing, implementing, and evaluating curriculum according to intended outcomes, content, learning activities, and assessments. It aims to systematically organize what is taught, to whom, and how.
Building Opportunities through Digital Literacyeslteach24
This document discusses strategies for building digital literacy, critical thinking, and workplace skills in adult English language learners. It defines digital literacy and resilience, and outlines foundational digital skills. It then provides five strategies for incorporating digital literacy into the classroom: 1) assess learner skills, 2) choose appropriate technology, 3) follow the POST model for lesson planning, 4) model technology use, and 5) extend learning beyond the classroom. Examples of projects and activities are also described. The document stresses that digital skills will be important for most future jobs and strategies should build these skills alongside English.
This document discusses the purposeful integration of 21st century skills into higher education. It defines four main 21st century skills - critical thinking, communication, collaboration, and creativity/innovation. For each skill, it provides definitions and examples of how they can be integrated into post-secondary teaching through assignments and activities that require students to apply the skills. The conclusion emphasizes that the skills are intertwined in practice and true education involves seeing connections between ideas and disciplines.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
The document discusses skills needed for 21st century learners and teachers. It identifies 8 key skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by sub-skills. The document also discusses characteristics of 21st century teachers, including being adaptable, visionary, collaborative, risk-taking, lifelong learners, communicators, models, and leaders. It emphasizes the importance of resources, skills, and integrating technology into the curriculum to facilitate 21st century learning.
From students to learners english youg learner 2Bang Zaenal
This document outlines 21st century skills and learning outcomes for K-12 education. It defines three categories of 21st century skills: learning and innovation skills, digital literacy skills, and career and life skills. It then provides examples of learning outcomes from two school districts, Sacramento and Napa, related to these skills. The document discusses how project-based learning can help foster 21st century skills, with students working in teams to solve complex, real-world problems. It describes the process of students engaging with a project, conducting research, collaborating, and presenting their work. Finally, it notes that new school designs are moving away from traditional classrooms towards more flexible learning environments.
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
The 21st century digital learner and Integrating 21st Century SkillsLilibeth Re
The document discusses the skills needed for the 21st century learner. It identifies 8 common skills across studies: creativity/innovation, critical thinking/problem solving, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It also discusses integrating these skills into core content areas through connecting to real-world problems, emphasizing deep understanding, using metacognition, technology, student creation, complex problem-solving, collaboration, self-directed learning, and cross-curricular connections. Instruction should incorporate varied learning, appropriate technology, project/problem-based learning, assessments, and collaborative environments both within and beyond the classroom.
The document discusses key 21st century skills and concepts for teachers including creativity and innovation, critical thinking, problem solving, communication and collaboration. It provides examples of digital tools that can support developing these skills in students, such as Glogster, Wiggio and Everloop. The document also summarizes ISTE NETS standards for teachers which focus on promoting creative and innovative thinking in students, engaging them in solving real-world problems, and using collaborative tools to support learning.
Building Opportunities through Digital Literacyeslteach24
This document discusses strategies for building digital literacy, critical thinking, and workplace skills in adult English language learners. It defines digital literacy and resilience, and outlines foundational digital skills. It then provides five strategies for incorporating digital literacy into the classroom: 1) assess learner skills, 2) choose appropriate technology, 3) follow the POST model for lesson planning, 4) model technology use, and 5) extend learning beyond the classroom. Examples of projects and activities are also described. The document stresses that digital skills will be important for most future jobs and strategies should build these skills alongside English.
This document discusses the purposeful integration of 21st century skills into higher education. It defines four main 21st century skills - critical thinking, communication, collaboration, and creativity/innovation. For each skill, it provides definitions and examples of how they can be integrated into post-secondary teaching through assignments and activities that require students to apply the skills. The conclusion emphasizes that the skills are intertwined in practice and true education involves seeing connections between ideas and disciplines.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
The document discusses skills needed for 21st century learners and teachers. It identifies 8 key skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by sub-skills. The document also discusses characteristics of 21st century teachers, including being adaptable, visionary, collaborative, risk-taking, lifelong learners, communicators, models, and leaders. It emphasizes the importance of resources, skills, and integrating technology into the curriculum to facilitate 21st century learning.
From students to learners english youg learner 2Bang Zaenal
This document outlines 21st century skills and learning outcomes for K-12 education. It defines three categories of 21st century skills: learning and innovation skills, digital literacy skills, and career and life skills. It then provides examples of learning outcomes from two school districts, Sacramento and Napa, related to these skills. The document discusses how project-based learning can help foster 21st century skills, with students working in teams to solve complex, real-world problems. It describes the process of students engaging with a project, conducting research, collaborating, and presenting their work. Finally, it notes that new school designs are moving away from traditional classrooms towards more flexible learning environments.
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
The 21st century digital learner and Integrating 21st Century SkillsLilibeth Re
The document discusses the skills needed for the 21st century learner. It identifies 8 common skills across studies: creativity/innovation, critical thinking/problem solving, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It also discusses integrating these skills into core content areas through connecting to real-world problems, emphasizing deep understanding, using metacognition, technology, student creation, complex problem-solving, collaboration, self-directed learning, and cross-curricular connections. Instruction should incorporate varied learning, appropriate technology, project/problem-based learning, assessments, and collaborative environments both within and beyond the classroom.
The document discusses key 21st century skills and concepts for teachers including creativity and innovation, critical thinking, problem solving, communication and collaboration. It provides examples of digital tools that can support developing these skills in students, such as Glogster, Wiggio and Everloop. The document also summarizes ISTE NETS standards for teachers which focus on promoting creative and innovative thinking in students, engaging them in solving real-world problems, and using collaborative tools to support learning.
The document discusses the history and concepts of digital literacy. It analyzes frameworks of literacy and presents a case study of the Open University's digital and information literacy framework. The framework includes 5 competencies and a taxonomy of learning activities. It aims to provide a common reference point for curriculum development and evaluating progression in digital literacy. The document concludes with a discussion of issues around conceptualizing and integrating digital literacy into formal education.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills and strategies for 21st century learning. It identifies seven key survival skills for the 21st century: critical thinking, collaboration, agility, initiative, communication, assessing information, and curiosity. It also discusses the importance of innovation, brain research that supports experiential learning, 21st century skills like problem solving and communication, and digital and media literacy. Finally, it advocates for collaboration as a key to overcoming global challenges.
This document discusses 21st century skills and the role of teachers in a digital learning environment. It identifies key 21st century skills like creativity, critical thinking, communication, collaboration and cultural awareness. It also outlines the qualities of a 21st century teacher, including being an adaptor, visionary, collaborator, risk-taker, learner, communicator and leader. Educators consider technical skills, pedagogical skills and contributions from teachers and students when implementing technology in education.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
This document discusses participatory culture and its implications for education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting the sharing of creations, and passing knowledge from experienced to novice members. It discusses forms of participatory culture like affiliations, expressions, collaborative problem-solving, and circulations. It also covers the participation gap, transparency problem, and ethics challenge participatory culture poses for education. Finally, it discusses new skills needed like play, performance, simulation, and appropriation and how educators might address these new literacies.
The document discusses the skills needed for the 21st century, including creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It emphasizes integrating these skills with core content through authentic projects, collaboration, metacognition, technology use, problem-solving, and developing self-directed learners. To prepare students, instruction should incorporate varied activities, technology, project-based learning, cross-curricular connections, inquiry, collaborative environments, and visualization.
The document discusses the skills needed for the 21st century learner and describes how instruction should change to prepare students. It identifies 8 key skills: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Instruction should incorporate real-world problems, deep understanding, collaboration, visualization, formative assessment, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who facilitates learning with resources, skills, and curriculum focused on 21st century skills.
The document outlines the objectives and skills needed for 21st century digital learners. The objectives are to identify common skills, cite the importance of educational technology, and participate in a game. It then defines eight common skills: creative thinking, critical thinking and problem solving, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Specific literacy skills are also detailed, including information literacy, media literacy, and ICT literacy.
The document discusses the skills needed for the 21st century. It notes that the digital age has led to unprecedented growth in technology and information. Several studies have identified key life, career and learning skills needed for success in this environment. These include skills like critical thinking, communication, collaboration, accessing and evaluating information, and being able to use technology effectively. The document outlines these skills in more detail and discusses how instruction should incorporate things like real-world applications, deeper understanding, technology, and project/problem-based learning to help students develop these abilities. It also discusses the characteristics expected of 21st century teachers, such as adapting to new tools, understanding different learning styles, taking risks, and modeling behaviors for students.
This document discusses 21st century learning and the essential competencies of digital and media literacy. It outlines five competencies: access, analyze & evaluate, create, reflect, and act. Educators need new skill sets like facilitation, flexibility, and commitment to lifelong learning. Constructionism is an approach where students learn by designing projects within a community using technological tools to create new ways of thinking. The document advocates for 21st century learning spaces that are participatory, research-driven, promote active learning locally and globally, are youth-centered, and integrated/interdisciplinary. It provides references on topics like constructionism and digital literacy.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
Project Based Learning Ppt For Oct 20 And 22ndragogli
The document discusses project-based learning and integrating 21st century skills. It outlines the rationale for using project-based learning, including allowing students to develop deep knowledge and critical thinking skills. It also describes common elements of effective projects, such as aligning them with standards and assessing students. The document then discusses instructional approaches for projects and outlines various 21st century skills, including learning and innovation skills, information/media/technology skills, and life and career skills.
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.
Digital literacy includes visual, electronic, and digital forms of expression and communication. It requires a lifelong commitment to remain literate as technology and culture change. Digital literacy provides benefits like higher performance with digital tasks, greater involvement with others, and more opportunities to participate and express opinions. However, there is no single definition of literacy that applies to all people and remains static over time. Constant updating of concepts and skills is needed to stay literate in the evolving information environment.
NEW DESIGNS FOR LEARNING reported by Maria Angela B. Caparas BSE III EnglishCaparas222
This powerpoint presentation tackles about the different methods of high tech teaching in a low tech classroom. This also discusses how the 21st century educational system contributes to the learning of the students.
This document summarizes 21st century skills, including learning and innovation skills, information and media literacy skills, and life and career skills. Learning and innovation skills include creativity, critical thinking, problem solving, and communication and collaboration. Information and media literacy skills involve information literacy, media literacy, and ICT literacy. Life and career skills comprise flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility. The document provides detailed descriptions and examples of each of these skills.
The document discusses how creativity and innovation skills are important for students according to the Common Core standards. It provides examples of how standards encourage creative thinking and real-world problem solving using technology. The document advocates integrating interests, rigor, and digital tools to foster creative productivity in students.
This document discusses strategies for preparing students for 21st century skills. Key points:
- Schools should focus on preparing students for the modern workforce rather than solely college. Critical thinking, collaboration, and problem solving are emphasized.
- Effective teaching uses multiple strategies to help students make connections and move information from working to long-term memory. These include experiential learning, visualizations, and opportunities for interaction.
- 21st century skills include critical thinking, communication, collaboration, creativity, and learning self-reliance. Innovation requires both incremental and disruptive changes. Students need opportunities to develop these skills through practice on real-world projects.
This document discusses building coherence in education systems through focusing on high leverage skills for students in a digital age. It emphasizes aligning goals, practices, and measures across three domains: student goals and learning, professional practices, and organizational systems. Specifically, it recommends:
1) Focusing on critical skills like problem solving, communication, and digital literacy as high leverage goals for student learning.
2) Aligning assessments and measures to evaluate progress on these priority goals.
3) Connecting instructional practices and strategies to teaching and developing the focused skills.
4) Ensuring professional goals, evaluation, and support are also aligned to student learning priorities.
5) Having organizational plans and resource allocation reflect
This document discusses the benefits of using technology in education. It outlines how technology can improve communication, instruction, and efficiency. It also allows students to learn at their own pace. The document discusses how technology can be used as a productivity tool to manage materials, present information, and provide feedback. It emphasizes that technology should be used to help students become producers, not just consumers, through constructivist learning where they learn by doing. The document provides examples of how students can use technology to demonstrate creativity, communicate and collaborate, conduct research, think critically, and become good digital citizens. It stresses the importance of teaching students technology operations and concepts.
The document discusses the history and concepts of digital literacy. It analyzes frameworks of literacy and presents a case study of the Open University's digital and information literacy framework. The framework includes 5 competencies and a taxonomy of learning activities. It aims to provide a common reference point for curriculum development and evaluating progression in digital literacy. The document concludes with a discussion of issues around conceptualizing and integrating digital literacy into formal education.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills and strategies for 21st century learning. It identifies seven key survival skills for the 21st century: critical thinking, collaboration, agility, initiative, communication, assessing information, and curiosity. It also discusses the importance of innovation, brain research that supports experiential learning, 21st century skills like problem solving and communication, and digital and media literacy. Finally, it advocates for collaboration as a key to overcoming global challenges.
This document discusses 21st century skills and the role of teachers in a digital learning environment. It identifies key 21st century skills like creativity, critical thinking, communication, collaboration and cultural awareness. It also outlines the qualities of a 21st century teacher, including being an adaptor, visionary, collaborator, risk-taker, learner, communicator and leader. Educators consider technical skills, pedagogical skills and contributions from teachers and students when implementing technology in education.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
This document discusses participatory culture and its implications for education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting the sharing of creations, and passing knowledge from experienced to novice members. It discusses forms of participatory culture like affiliations, expressions, collaborative problem-solving, and circulations. It also covers the participation gap, transparency problem, and ethics challenge participatory culture poses for education. Finally, it discusses new skills needed like play, performance, simulation, and appropriation and how educators might address these new literacies.
The document discusses the skills needed for the 21st century, including creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It emphasizes integrating these skills with core content through authentic projects, collaboration, metacognition, technology use, problem-solving, and developing self-directed learners. To prepare students, instruction should incorporate varied activities, technology, project-based learning, cross-curricular connections, inquiry, collaborative environments, and visualization.
The document discusses the skills needed for the 21st century learner and describes how instruction should change to prepare students. It identifies 8 key skills: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Instruction should incorporate real-world problems, deep understanding, collaboration, visualization, formative assessment, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who facilitates learning with resources, skills, and curriculum focused on 21st century skills.
The document outlines the objectives and skills needed for 21st century digital learners. The objectives are to identify common skills, cite the importance of educational technology, and participate in a game. It then defines eight common skills: creative thinking, critical thinking and problem solving, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Specific literacy skills are also detailed, including information literacy, media literacy, and ICT literacy.
The document discusses the skills needed for the 21st century. It notes that the digital age has led to unprecedented growth in technology and information. Several studies have identified key life, career and learning skills needed for success in this environment. These include skills like critical thinking, communication, collaboration, accessing and evaluating information, and being able to use technology effectively. The document outlines these skills in more detail and discusses how instruction should incorporate things like real-world applications, deeper understanding, technology, and project/problem-based learning to help students develop these abilities. It also discusses the characteristics expected of 21st century teachers, such as adapting to new tools, understanding different learning styles, taking risks, and modeling behaviors for students.
This document discusses 21st century learning and the essential competencies of digital and media literacy. It outlines five competencies: access, analyze & evaluate, create, reflect, and act. Educators need new skill sets like facilitation, flexibility, and commitment to lifelong learning. Constructionism is an approach where students learn by designing projects within a community using technological tools to create new ways of thinking. The document advocates for 21st century learning spaces that are participatory, research-driven, promote active learning locally and globally, are youth-centered, and integrated/interdisciplinary. It provides references on topics like constructionism and digital literacy.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
Project Based Learning Ppt For Oct 20 And 22ndragogli
The document discusses project-based learning and integrating 21st century skills. It outlines the rationale for using project-based learning, including allowing students to develop deep knowledge and critical thinking skills. It also describes common elements of effective projects, such as aligning them with standards and assessing students. The document then discusses instructional approaches for projects and outlines various 21st century skills, including learning and innovation skills, information/media/technology skills, and life and career skills.
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.
Digital literacy includes visual, electronic, and digital forms of expression and communication. It requires a lifelong commitment to remain literate as technology and culture change. Digital literacy provides benefits like higher performance with digital tasks, greater involvement with others, and more opportunities to participate and express opinions. However, there is no single definition of literacy that applies to all people and remains static over time. Constant updating of concepts and skills is needed to stay literate in the evolving information environment.
NEW DESIGNS FOR LEARNING reported by Maria Angela B. Caparas BSE III EnglishCaparas222
This powerpoint presentation tackles about the different methods of high tech teaching in a low tech classroom. This also discusses how the 21st century educational system contributes to the learning of the students.
This document summarizes 21st century skills, including learning and innovation skills, information and media literacy skills, and life and career skills. Learning and innovation skills include creativity, critical thinking, problem solving, and communication and collaboration. Information and media literacy skills involve information literacy, media literacy, and ICT literacy. Life and career skills comprise flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility. The document provides detailed descriptions and examples of each of these skills.
The document discusses how creativity and innovation skills are important for students according to the Common Core standards. It provides examples of how standards encourage creative thinking and real-world problem solving using technology. The document advocates integrating interests, rigor, and digital tools to foster creative productivity in students.
This document discusses strategies for preparing students for 21st century skills. Key points:
- Schools should focus on preparing students for the modern workforce rather than solely college. Critical thinking, collaboration, and problem solving are emphasized.
- Effective teaching uses multiple strategies to help students make connections and move information from working to long-term memory. These include experiential learning, visualizations, and opportunities for interaction.
- 21st century skills include critical thinking, communication, collaboration, creativity, and learning self-reliance. Innovation requires both incremental and disruptive changes. Students need opportunities to develop these skills through practice on real-world projects.
This document discusses building coherence in education systems through focusing on high leverage skills for students in a digital age. It emphasizes aligning goals, practices, and measures across three domains: student goals and learning, professional practices, and organizational systems. Specifically, it recommends:
1) Focusing on critical skills like problem solving, communication, and digital literacy as high leverage goals for student learning.
2) Aligning assessments and measures to evaluate progress on these priority goals.
3) Connecting instructional practices and strategies to teaching and developing the focused skills.
4) Ensuring professional goals, evaluation, and support are also aligned to student learning priorities.
5) Having organizational plans and resource allocation reflect
This document discusses the benefits of using technology in education. It outlines how technology can improve communication, instruction, and efficiency. It also allows students to learn at their own pace. The document discusses how technology can be used as a productivity tool to manage materials, present information, and provide feedback. It emphasizes that technology should be used to help students become producers, not just consumers, through constructivist learning where they learn by doing. The document provides examples of how students can use technology to demonstrate creativity, communicate and collaborate, conduct research, think critically, and become good digital citizens. It stresses the importance of teaching students technology operations and concepts.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. New Literacies
and the
21st Century Skills
and the
Curriculum
Process
Start
New
literacies
Start
Start
Prepared
by: GROUP
3
2. C
CHANGING NATURE OF NEW LITERACY (Before)
The ability to read, write,
comprehend and communicated
through languages
CHANGING NATURE OF LITERACY (Now)
The ability to read, write, comprehend
and communicated through languages.
Continually changing views of reading
and writing with the advent of internet
innovative text formats (multiple media or
hybrid texts) New reader expectation
(reading nonlineary) New activities
(Websites publication)
C
NEW LITERACIES DEFINITION
The ability to use digital
technologies to “Identify questions,
locate information, evaluate the
information, synthesize information
to answer questions, and
communicate the answers of others.
NEW LITERACIES
• Digital literacy
• Information literacy
• Media literacy
• Social media literacy
• Visual literacy
• 21st Century literacy
• Computer Literacy
C
ONENTS OF NEW LITERACIES USE ICTs to:
1. Identify question
2. Locate information
3. Evaluate information
4. Synthesize information to
answer question
5. Communicate the answer
to others.
Skills recquired for
students who are fluent
in new literacies
Cognitive skills: Logical thinking,
problem solving and analytical
reasoning skills
Technological skills: Operation and
troubleshooting of the technology
systems
New
literacies
Discussant:
Liezl Ducut
Back
3. C
CHANGING NATURE OF NEW LITERACY (Before)
The ability to read, write,
comprehend and communicated
through languages
CHANGING NATURE OF LITERACY (Now)
The ability to read, write, comprehend
and communicated through languages.
Continually changing views of reading
and writing with the advent of internet
innovative text formats (multiple media or
hybrid texts) New reader expectation
(reading nonlineary) New activities
(Websites publication)
C
NEW LITERACIES DEFINITION
The ability to use digital
technologies to “Identify questions,
locate information, evaluate the
information, synthesize information
to answer questions, and
communicate the answers of others.
NEW LITERACIES
• Digital literacy
• Information literacy
• Media literacy
• Social media literacy
• Visual literacy
• 21st Century literacy
• Computer Literacy
C
ONENTS OF NEW LITERACIES USE ICTs to:
1. Identify question
2. Locate information
3. Evaluate information
4. Synthesize information to
answer question
5. Communicate the answer
to others.
Skills recquired for
students who are fluent
in new literacies
Cognitive skills: Logical thinking,
problem solving and analytical
reasoning skills
Technological skills: Operation and
troubleshooting of the technology
systems
New
literacies
Discussant:
Liezl Ducut
Back
4. C
CHANGING NATURE OF NEW LITERACY (Before)
The ability to read, write,
comprehend and communicated
through languages
CHANGING NATURE OF LITERACY (Now)
The ability to read, write, comprehend
and communicated through languages.
Continually changing views of reading
and writing with the advent of internet
innovative text formats (multiple media or
hybrid texts) New reader expectation
(reading nonlineary) New activities
(Websites publication)
C
NEW LITERACIES DEFINITION
The ability to use digital
technologies to “Identify questions,
locate information, evaluate the
information, synthesize information
to answer questions, and
communicate the answers of others.
NEW LITERACIES
• Digital literacy
• Information literacy
• Media literacy
• Social media literacy
• Visual literacy
• 21st Century literacy
• Computer Literacy
C
COMPONENTS OF NEW LITERACIES USE ICTs to:
1. Identify question
2. Locate information
3. Evaluate information
4. Synthesize information to
answer question
5. Communicate the answer
to others.
Skills recquired for
students who are fluent
in new literacies
Cognitive skills: Logical thinking,
problem solving and analytical
reasoning skills
Technological skills: Operation and
troubleshooting of the technology
systems
New
literacies
Discussant:
Liezl Ducut
Back
5. C
21st CENTURY SKILLS
c
The term “21st century skills”
is generally used to refer to
certain core competencies
that advocates believe
schools need to teach to help
students thrive in today’s
word.
21st CENTURY SKILLS 4 C’s
Communication
Collaboration
Critical Thinking
Creativity
C
CRITICAL THINKING
• Information and discovery
• Interpretation and analysis
• Reasoning
• Constructing arguments
• Problem solving
• System thinking
CREATIVITY
• Idea generation
• Idea design and refinement
• Opennes & courage to
explore
• Work creatively with others
• Creative production and
innovation
C
COMMUNICATION
• Effective listening
• Delivering oral presentations
• Communicate using digital
media
• Engaging in a conversations
and discussions
• Communicating in diverse
environments
COLLABORATION
• Leadership and initiative
• Cooperation
• Flexibility
• Responsibility and productivity
• Collaborate using digital media
• Responsiveness and
Constructive feedback
21st
Century
skills
Discussant:
Jessamae
Guintu
Back
6. C
21st CENTURY SKILLS
c
The term “21st century skills”
is generally used to refer to
certain core competencies
that advocates believe
schools need to teach to help
students thrive in today’s
word.
21st CENTURY SKILLS 4 C’s
Communication
Collaboration
Critical Thinking
Creativity
C
CRITICAL THINKING
• Information and discovery
• Interpretation and analysis
• Reasoning
• Constructing arguments
• Problem solving
• System thinking
CREATIVITY
• Idea generation
• Idea design and refinement
• Opennes & courage to
explore
• Work creatively with others
• Creative production and
innovation
C
COMMUNICATION
• Effective listening
• Delivering oral presentations
• Communicate using digital
media
• Engaging in a conversations
and discussions
• Communicating in diverse
environments
COLLABORATION
• Leadership and initiative
• Cooperation
• Flexibility
• Responsibility and productivity
• Collaborate using digital media
• Responsiveness and
Constructive feedback
21st
Century
skills
Discussant:
Jessamae
Guintu
Back
7. C
21st CENTURY SKILLS
c
The term “21st century skills”
is generally used to refer to
certain core competencies
that advocates believe
schools need to teach to help
students thrive in today’s
word.
21st CENTURY SKILLS 4 C’s
Communication
Collaboration
Critical Thinking
Creativity
C
CRITICAL THINKING
• Information and discovery
• Interpretation and analysis
• Reasoning
• Constructing arguments
• Problem solving
• System thinking
CREATIVITY
• Idea generation
• Idea design and refinement
• Opennes & courage to
explore
• Work creatively with others
• Creative production and
innovation
C
COMMUNICATION
• Effective listening
• Delivering oral presentations
• Communicate using digital
media
• Engaging in a conversations
and discussions
• Communicating in diverse
environments
COLLABORATION
• Leadership and initiative
• Cooperation
• Flexibility
• Responsibility and productivity
• Collaborate using digital media
• Responsiveness and
Constructive feedback
21st
Century
skills
Discussant:
Jessamae
Guintu
Back
8. C
CURRICULUM PROCESS
The curriculum development
process systematically
organizes:
What will be taught?
Who will be taught?
How it will be taught?
4 PHASES OF CURRICULUM
PHASE 1: PLANNING
PHASE 2: DESIGNING
PHASE 3: EVALUATING
PHASE 4: IMPLEMENTING
C
PHASE 1: CURRICULUM PLANNING
“Nobody plans to fail but failure results from
a failure to plan”
The planning phase lays the foundation
for all of the curriculum development
steps. The steps in this phase include:
Step 1. Identify Issue/Problem/Need
The need for curriculum development usually emerges from
a concern about a major issues or problem of one or more
target audience.
Step 2. Form a Curriculum Development Team
• The role and function of team members
• Process for selecting members
• Principles of collaboration and teamwork
Step 3. Conduct Needs Assessment and Analysis
C
ASE 2: CURRICULUM DESIGNING
Way curriculum is conceptualized to
include the selection of:
Intended outcome
Content
Learning experiences or activities
Assessment procedure and tools to
measure achieved learning outcomes.
ended outcome
er will be able to learn to do as a result of participating
m activities,
ontent
e primary questions are: “If the intended outcome is to
hat will the learner need to know? What knowledge,
and behaviours will need to be acquired and practiced?’’
Experiential Method
s and activities appropriate for each style;
of activities (With description);
gn worksheet for facilitators; and
n on learning environments and delivery modes
CURRICULUM
PROCESS
Discussant:
Jasmin Gaco
Charrel Galang
Back
9. C
CURRICULUM PROCESS
The curriculum development
process systematically
organizes:
What will be taught?
Who will be taught?
How it will be taught?
4 PHASES OF CURRICULUM
PHASE 1: PLANNING
PHASE 2: DESIGNING
PHASE 3: EVALUATING
PHASE 4: IMPLEMENTING
C
PHASE 1: CURRICULUM PLANNING
“Nobody plans to fail but failure results from
a failure to plan”
The planning phase lays the foundation
for all of the curriculum development
steps. The steps in this phase include:
Step 1. Identify Issue/Problem/Need
The need for curriculum development usually emerges from
a concern about a major issues or problem of one or more
target audience.
Step 2. Form a Curriculum Development Team
• The role and function of team members
• Process for selecting members
• Principles of collaboration and teamwork
Step 3. Conduct Needs Assessment and Analysis
C
ASE 2: CURRICULUM DESIGNING
Way curriculum is conceptualized to
include the selection of:
Intended outcome
Content
Learning experiences or activities
Assessment procedure and tools to
measure achieved learning outcomes.
ended outcome
er will be able to learn to do as a result of participating
m activities,
ontent
e primary questions are: “If the intended outcome is to
hat will the learner need to know? What knowledge,
and behaviours will need to be acquired and practiced?’’
Experiential Method
s and activities appropriate for each style;
of activities (With description);
gn worksheet for facilitators; and
n on learning environments and delivery modes
CURRICULUM
PROCESS
Discussant:
Jasmin Gaco
Charrel Galang
Back
10. C
CURRICULUM PROCESS
The curriculum development
process systematically
organizes:
What will be taught?
Who will be taught?
How it will be taught?
4 PHASES OF CURRICULUM
PHASE 1: PLANNING
PHASE 2: DESIGNING
PHASE 3: EVALUATING
PHASE 4: IMPLEMENTING
C
PHASE 1: CURRICULUM PLANNING
“Nobody plans to fail but failure results from
a failure to plan”
The planning phase lays the foundation
for all of the curriculum development
steps. The steps in this phase include:
Step 1. Identify Issue/Problem/Need
The need for curriculum development usually emerges from
a concern about a major issues or problem of one or more
target audience.
Step 2. Form a Curriculum Development Team
• The role and function of team members
• Process for selecting members
• Principles of collaboration and teamwork
Step 3. Conduct Needs Assessment and Analysis
C
PHASE 2: CURRICULUM DESIGNING
Way curriculum is conceptualized to
include the selection of:
Intended outcome
Content
Learning experiences or activities
Assessment procedure and tools to
measure achieved learning outcomes.
Step 4. State intended outcome
• What the learner will be able to learn to do as a result of participating
in the curriculum activities,
Step 5. Select Content
• At this point, the primary questions are: “If the intended outcome is to
be attained, what will the learner need to know? What knowledge,
skills attitude, and behaviours will need to be acquired and practiced?’’
Step 6. Design Experiential Method
• Learning styles and activities appropriate for each style;
• A list of types of activities (With description);
• An activity design worksheet for facilitators; and
• Brief discussion on learning environments and delivery modes
CURRICULUM
PROCESS
Discussant:
Jasmin Gaco
Charrel Galang
Back
11. C
PHASE 3: CURRICULUM IMPLEMENTING
Step 7. Produce Curriculum Product
• Putting into action the plan which is based on
the curriculum design in the classroom setting
or the learning environment.
Step 8. Test and revise curriculum
• Suggestion to select test sites and conduct a
formative evaluation.
• Curriculum is used as a design guides
(Teachers and students) to what will transpire
in the classroom with the end in view of
achieving the intended learning outcomes.
Step 9. Recruit and Train Facilitators
• Suggestion for recruiting appropriate facilitators are provided with a
sample three-day training program.
• It involves the activities that transpire in every teacher’s classroom
where learning becomes an active process
Step 10. Implement curriculum
C
HASE 4: CURRICULUM EVALUATING
This phase determines the extent to which
the desired outcomes have been achieved.
Step 11. Design Evaluation Strategies
• Find out the progress of learning
(Formative) or the mastery of learning
(summative).
• Along the way, evaluation will determine
the factors that have hindered or
supported the implementation.
rting and Securing Resources
ement in an evaluation strategy is “delivering the
also pinpoint where improvement can be made
ive measures, introduced.
of evaluation is very important for decision-
urriculum and implementers. Discussant:
Jasmin Gaco
Charrel Galang
Back
CURRICULUM
PROCESS
12. C
PHASE 3: CURRICULUM IMPLEMENTING
Step 7. Produce Curriculum Product
• Putting into action the plan which is based on
the curriculum design in the classroom setting
or the learning environment.
Step 8. Test and revise curriculum
• Suggestion to select test sites and conduct a
formative evaluation.
• Curriculum is used as a design guides
(Teachers and students) to what will transpire
in the classroom with the end in view of
achieving the intended learning outcomes.
p 9. Recruit and Train Facilitators
Suggestion for recruiting appropriate facilitators are provided with a
ample three-day training program.
involves the activities that transpire in every teacher’s classroom
where learning becomes an active process
p 10. Implement curriculum
C
PHASE 4: CURRICULUM EVALUATING
This phase determines the extent to which
the desired outcomes have been achieved.
Step 11. Design Evaluation Strategies
• Find out the progress of learning
(Formative) or the mastery of learning
(summative).
• Along the way, evaluation will determine
the factors that have hindered or
supported the implementation.
Step 12. Reporting and Securing Resources
• The final element in an evaluation strategy is “delivering the
pay off”
• Results will also pinpoint where improvement can be made
and corrective measures, introduced.
• The results of evaluation is very important for decision-
making of curriculum and implementers.
Discussant:
Jasmin Gaco
Charrel Galang
Back
CURRICULUM
PROCESS