ESD Pedagogy.pptx
•Download as PPTX, PDF•
0 likes•21 views
This document discusses education for sustainable development (ESD) and the implications for pedagogical practices. ESD involves holistic and transformative learning that addresses content, context, pedagogy, and global issues. It also discusses the skills students should develop for the 21st century, such as critical thinking, problem solving, and collaboration. The document advocates reorienting education towards sustainability by integrating ESD concepts and shifting from lecturing to transformative pedagogies that empower students through activities like problem-based learning, inquiry, and collaboration on real-world problems.
Report
Share
Report
Share
Recommended
Innovation_in_the_Classroom_Design_Think.pdf
This document discusses using design thinking as a model for 21st century learning. It notes that today's students are digital natives who learn differently than in the past. Traditional education focuses too much on rote learning and testing. Design thinking allows for more active, collaborative, and creative learning that develops important 21st century skills. The document reviews how design thinking integrates both academic content and skills like problem-solving, empathy, and creativity. Teachers can adopt this approach to make learning more engaging and relevant for today's students. Key considerations include how to allocate time and resources for this model within existing school structures and supporting teachers to develop expertise in these new methods.
2015 Learning, Teaching and Assessment
This document discusses trends and challenges in learning and teaching at Swinburne University, including increased use of blended and online learning, learning analytics, personalized learning, and digital literacies. It outlines the university's mission to transform teaching practice through activities like learning design workshops, authentic assessment seminars, and promoting open education. Key guiding pedagogies discussed are authentic learning, personalized learning, peer learning, and authentic assessment. The document also examines concepts of blended learning, learning spaces on and off campus, and changing mindsets for teachers, learners, and institutions.
Engage 2015: Emerging Technology and Online Learning Trends
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Making a Career out of This: Adventures with Learning Technologies
This document discusses Professor Mike Keppell's values and approach to learning technologies and transformations, including design thinking, personalised learning, being connected through networks, and changing mindsets. It emphasizes collaborative and evidence-based values, strategic design thinking to ensure relevance, developing digital literacies and self-regulated learning, and recognizing that knowledge exists within networks and connections beyond the individual.
CHS281Recap and assignment guidanceThis module addressed
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
E. Kyza: Motivating teacher and student science learning
The document summarizes lessons learned from two European Union-funded projects, CoReflect and PROFILES, about motivating teacher and student science learning. It discusses how participatory design of inquiry-based learning environments with customizable digital tools can engage students by situating concepts in authentic contexts. Studies found that such environments significantly increased student motivation to learn science and improved conceptual understanding compared to traditional methods. The projects also supported teacher professional development and continuous learning.
The Teacher Trainers’ Perceptions of the Challenges in Achieving Technologica...
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachers’ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
Vilnius_parlament2023.pptx
My presentation 2-3 March 2023 on Innovation education for blended learning for improving Media literacy, at the INTERNATIONAL SCIENTIFIC CONFERENCE
Media Literacy and Information Technology: Challenges and Solutions for the 21st Century, Vytautas Magnus University, Lithuania
Recommended
Innovation_in_the_Classroom_Design_Think.pdf
This document discusses using design thinking as a model for 21st century learning. It notes that today's students are digital natives who learn differently than in the past. Traditional education focuses too much on rote learning and testing. Design thinking allows for more active, collaborative, and creative learning that develops important 21st century skills. The document reviews how design thinking integrates both academic content and skills like problem-solving, empathy, and creativity. Teachers can adopt this approach to make learning more engaging and relevant for today's students. Key considerations include how to allocate time and resources for this model within existing school structures and supporting teachers to develop expertise in these new methods.
2015 Learning, Teaching and Assessment
This document discusses trends and challenges in learning and teaching at Swinburne University, including increased use of blended and online learning, learning analytics, personalized learning, and digital literacies. It outlines the university's mission to transform teaching practice through activities like learning design workshops, authentic assessment seminars, and promoting open education. Key guiding pedagogies discussed are authentic learning, personalized learning, peer learning, and authentic assessment. The document also examines concepts of blended learning, learning spaces on and off campus, and changing mindsets for teachers, learners, and institutions.
Engage 2015: Emerging Technology and Online Learning Trends
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Making a Career out of This: Adventures with Learning Technologies
This document discusses Professor Mike Keppell's values and approach to learning technologies and transformations, including design thinking, personalised learning, being connected through networks, and changing mindsets. It emphasizes collaborative and evidence-based values, strategic design thinking to ensure relevance, developing digital literacies and self-regulated learning, and recognizing that knowledge exists within networks and connections beyond the individual.
CHS281Recap and assignment guidanceThis module addressed
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
E. Kyza: Motivating teacher and student science learning
The document summarizes lessons learned from two European Union-funded projects, CoReflect and PROFILES, about motivating teacher and student science learning. It discusses how participatory design of inquiry-based learning environments with customizable digital tools can engage students by situating concepts in authentic contexts. Studies found that such environments significantly increased student motivation to learn science and improved conceptual understanding compared to traditional methods. The projects also supported teacher professional development and continuous learning.
The Teacher Trainers’ Perceptions of the Challenges in Achieving Technologica...
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachers’ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
Vilnius_parlament2023.pptx
My presentation 2-3 March 2023 on Innovation education for blended learning for improving Media literacy, at the INTERNATIONAL SCIENTIFIC CONFERENCE
Media Literacy and Information Technology: Challenges and Solutions for the 21st Century, Vytautas Magnus University, Lithuania
Effective best practices 1
This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.
Educational Research Topics: Navigating the Path to Knowledge and Innovation
Educational Research Topics: Navigating the Path to Knowledge and InnovationFuture Education Magazine
Here are 10 Diverse Educational Research Topics: 1. Technology Integration in Education 2. Inclusive Education 3. Student Motivation and Engagement 4. Assessment and Evaluation PracticesBringing an entrepreneurial focus in sustainability education enanpad 2018
This is a presentation of the paper Hermann and Bossle (2019) https://doi.org/10.1016/j.jclepro.2019.119038
Presentation by Marilia Bonzanini Bossle at the ENANPAD conference 2018
243126e education research and foresight
This document discusses pedagogies for developing 21st century skills. It argues that traditional lecture-based models are ineffective for teaching skills like critical thinking, collaboration, and problem solving. Effective pedagogies engage learners through real-world experiences, collaboration, and opportunities to apply knowledge. These include personalized learning, collaborative learning, and informal learning. The document outlines an overall vision for 21st century pedagogy based on personalization, participation, and productivity. It emphasizes learning through authentic contexts, projects, and problem solving. Quality education requires competent teachers using active pedagogies. Participatory learning through social media can foster connection, collaboration, and knowledge building among learners.
Training teachers using action research.pdf
Action research is a crucial authentic training tool in teacher
education programmes. The visual arts in early childhood education
(ECE) are important to release children’s creativity and help their
engagement skills. This case study examines the experiences of two
preservice teachers in the UAE who completed action research projects
during their final year of teacher training. Their participants consisted of
four groups of children aged between four to six years. The preservice
teachers were required to conduct interviews, do classroom observations,
and do journalling, while their progress was monitored by a supervising
instructor. The NVivo 12 software was used in the analysis of final
reflections and interview responses. Three main themes and several
important observations emerged from the experiment. The findings
suggest that preservice teachers value action research as an authentic
practical field research experience. Action research can positively impact
literacy teaching using visual arts and 21st-century skills in early
childhood despite challenges such as limited space and resources. These
should be addressed to enhance implementation
Innovation at St. Mary’s Catholic Primary School, North Sydney
The document discusses innovation in schools and education. It outlines that innovation and change are central to the role of school leaders according to professional standards. Reasons for building innovation capacity include improving learning outcomes, enhancing equity and equality, and keeping education relevant. One approach to measuring innovation looks at changes in practice reported in international studies. Countries with greater innovation see increases in student achievement and outcomes. The document advocates for collaboration as key to encouraging innovation and discusses applying principles of redesigning education at St. Mary's with a focus on measuring the impact of flexible, innovative practices on student learning.
#1 Group Output CIN 606.docx
1) The document discusses curriculum implementation processes and practices in different regions and schools. It includes reports on curriculum implementation reviews and sharing of experiences from various workplaces and subject areas.
2) Various models of curriculum implementation are examined, including the systems model, leadership obstacle course model, organizational development model, and concerns-based adoption model. Factors like teachers' acceptance of changes and innovation are discussed.
3) Challenges in curriculum implementation mentioned include the "palakasan" system of favoritism, lack of qualified leaders and subject experts, weak internet connectivity limiting technology integration, and disunity among teachers. Strategies used include crafting instructional materials and innovative projects to enhance skills.
Pgcap session 4 powerpoint slides (3)
The document outlines an agenda for an active learning session. It will include activities to review current needs, design new teaching experiences, and get peer feedback. It also discusses different active learning strategies like cooperative learning and problem-based learning that promote analysis, synthesis and evaluation. The session aims to connect the content to assignments. A copy of the session plan will be shared to exemplify constructive alignment.
Fiona Grant
Presentation for Inner South Principals' Network
2008 New Zealand Conference
16th October 2008
Auckland
Teaching strategies & pedagogy
This document provides an overview of pedagogy and various pedagogical models and teaching strategies. It defines pedagogy as the combination of knowledge and skills required for effective teaching. Several pedagogical models are summarized, including Productive Pedagogies, Primary and Middle School Inquiry Based Model, and the Multiliteracies Model. It also summarizes various teaching strategies such as De Bono's Thinking Hats, Bloom's Taxonomy, Gardner's Multiple Intelligences, and others. The document aims to give teachers a reference point for integrating technology into classroom practice by outlining established pedagogical frameworks and strategies.
2016 New Designs for New Times
This document discusses trends in 21st century learning spaces and designs. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It outlines trends like blended learning and challenges in designing learning spaces. It discusses guiding pedagogies like authentic and personalized learning. It provides principles for designing learning spaces like comfort, aesthetics, and blending technological and face-to-face resources. It emphasizes empowering learners with knowledge, skills, and attitudes to continue learning.
Teaching and Learning beyond the pandemic RNKizito 30092022.pptx
Post - pandemic, the existing higher education practice is going to require re-organisation if we are to build lasting practices for future generations
Position paper garcia_gros
This document presents a research proposal to study a co-design approach involving teachers, students, and researchers to generate inquiry-based learning scenarios for universities. The proposal aims to 1) study and propose an inquiry-based model to inform new learning scenario designs, 2) develop and analyze a co-design strategy involving key stakeholders, and 3) design and analyze scenarios promoting mature, autonomous ICT use by students. The research would apply a design-based methodology to explain the co-design process and support changes to teaching practices.
2015 Global Mindset: Models of Blended and Online Learning
This document discusses designing learning opportunities through online and blended learning. It defines blended learning as the blurring of face-to-face and online learning, presenting opportunities for higher education. Blended learning can provide flexibility in time, pace, place and mode of study. The document outlines different forms of blending, from activity-level to institutional-level blending. It also discusses enabling, enhancing and transforming blends through learning designs. Finally, it addresses changing mindsets among teachers, learners and institutions to fully embrace blended learning.
Pgcap new session 4 powerpoint slides (4)
The document outlines an agenda for an active learning session. It includes:
- Welcoming participants and sharing learning aims
- Recalling prior knowledge
- Presenting active learning strategies
- Two activities for participants to design new teaching experiences
- Peer feedback on the activities
- Connecting the session to an assignment
The tutor's session plan will be shared at the end to exemplify constructive alignment.
Designing Blended Learning Opportunities
The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions.
Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience.
Teachers need to adopt a design perspective in the blended learning and teaching environment. Design thinking by its nature is strategic and future focussed. It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.
Blended Learning Models for Holistic Learning
Blended Learning Models for Holistic LearningThe Gandhigram Rural Institute (Deemed to be University)
This document discusses how blended learning can be used to create holistic learning experiences. It defines blended learning as combining traditional face-to-face learning with online learning. Blended learning has evolved with technological advances and allows for more flexible, personalized education. The document explores different blended learning models and how they can support holistic development by addressing diverse learning styles and enhancing higher-order thinking skills. It argues that blended learning has potential to prepare students for the complex world by developing well-rounded, adaptable individuals.Selected reading workshop by viv rowan
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Not on technology alone
Not on Technology Alone – ‘The Pedagogy of Augmented Learning’ - Evaluation of an Experimental Program
Transforming Teaching and Learning Towards Sustainable Development
G-STIC Conference Keynote Address on Transforming Teaching and Learning Towards Sustainable Development
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
More Related Content
Similar to ESD Pedagogy.pptx
Effective best practices 1
This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.
Educational Research Topics: Navigating the Path to Knowledge and Innovation
Educational Research Topics: Navigating the Path to Knowledge and InnovationFuture Education Magazine
Here are 10 Diverse Educational Research Topics: 1. Technology Integration in Education 2. Inclusive Education 3. Student Motivation and Engagement 4. Assessment and Evaluation PracticesBringing an entrepreneurial focus in sustainability education enanpad 2018
This is a presentation of the paper Hermann and Bossle (2019) https://doi.org/10.1016/j.jclepro.2019.119038
Presentation by Marilia Bonzanini Bossle at the ENANPAD conference 2018
243126e education research and foresight
This document discusses pedagogies for developing 21st century skills. It argues that traditional lecture-based models are ineffective for teaching skills like critical thinking, collaboration, and problem solving. Effective pedagogies engage learners through real-world experiences, collaboration, and opportunities to apply knowledge. These include personalized learning, collaborative learning, and informal learning. The document outlines an overall vision for 21st century pedagogy based on personalization, participation, and productivity. It emphasizes learning through authentic contexts, projects, and problem solving. Quality education requires competent teachers using active pedagogies. Participatory learning through social media can foster connection, collaboration, and knowledge building among learners.
Training teachers using action research.pdf
Action research is a crucial authentic training tool in teacher
education programmes. The visual arts in early childhood education
(ECE) are important to release children’s creativity and help their
engagement skills. This case study examines the experiences of two
preservice teachers in the UAE who completed action research projects
during their final year of teacher training. Their participants consisted of
four groups of children aged between four to six years. The preservice
teachers were required to conduct interviews, do classroom observations,
and do journalling, while their progress was monitored by a supervising
instructor. The NVivo 12 software was used in the analysis of final
reflections and interview responses. Three main themes and several
important observations emerged from the experiment. The findings
suggest that preservice teachers value action research as an authentic
practical field research experience. Action research can positively impact
literacy teaching using visual arts and 21st-century skills in early
childhood despite challenges such as limited space and resources. These
should be addressed to enhance implementation
Innovation at St. Mary’s Catholic Primary School, North Sydney
The document discusses innovation in schools and education. It outlines that innovation and change are central to the role of school leaders according to professional standards. Reasons for building innovation capacity include improving learning outcomes, enhancing equity and equality, and keeping education relevant. One approach to measuring innovation looks at changes in practice reported in international studies. Countries with greater innovation see increases in student achievement and outcomes. The document advocates for collaboration as key to encouraging innovation and discusses applying principles of redesigning education at St. Mary's with a focus on measuring the impact of flexible, innovative practices on student learning.
#1 Group Output CIN 606.docx
1) The document discusses curriculum implementation processes and practices in different regions and schools. It includes reports on curriculum implementation reviews and sharing of experiences from various workplaces and subject areas.
2) Various models of curriculum implementation are examined, including the systems model, leadership obstacle course model, organizational development model, and concerns-based adoption model. Factors like teachers' acceptance of changes and innovation are discussed.
3) Challenges in curriculum implementation mentioned include the "palakasan" system of favoritism, lack of qualified leaders and subject experts, weak internet connectivity limiting technology integration, and disunity among teachers. Strategies used include crafting instructional materials and innovative projects to enhance skills.
Pgcap session 4 powerpoint slides (3)
The document outlines an agenda for an active learning session. It will include activities to review current needs, design new teaching experiences, and get peer feedback. It also discusses different active learning strategies like cooperative learning and problem-based learning that promote analysis, synthesis and evaluation. The session aims to connect the content to assignments. A copy of the session plan will be shared to exemplify constructive alignment.
Fiona Grant
Presentation for Inner South Principals' Network
2008 New Zealand Conference
16th October 2008
Auckland
Teaching strategies & pedagogy
This document provides an overview of pedagogy and various pedagogical models and teaching strategies. It defines pedagogy as the combination of knowledge and skills required for effective teaching. Several pedagogical models are summarized, including Productive Pedagogies, Primary and Middle School Inquiry Based Model, and the Multiliteracies Model. It also summarizes various teaching strategies such as De Bono's Thinking Hats, Bloom's Taxonomy, Gardner's Multiple Intelligences, and others. The document aims to give teachers a reference point for integrating technology into classroom practice by outlining established pedagogical frameworks and strategies.
2016 New Designs for New Times
This document discusses trends in 21st century learning spaces and designs. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It outlines trends like blended learning and challenges in designing learning spaces. It discusses guiding pedagogies like authentic and personalized learning. It provides principles for designing learning spaces like comfort, aesthetics, and blending technological and face-to-face resources. It emphasizes empowering learners with knowledge, skills, and attitudes to continue learning.
Teaching and Learning beyond the pandemic RNKizito 30092022.pptx
Post - pandemic, the existing higher education practice is going to require re-organisation if we are to build lasting practices for future generations
Position paper garcia_gros
This document presents a research proposal to study a co-design approach involving teachers, students, and researchers to generate inquiry-based learning scenarios for universities. The proposal aims to 1) study and propose an inquiry-based model to inform new learning scenario designs, 2) develop and analyze a co-design strategy involving key stakeholders, and 3) design and analyze scenarios promoting mature, autonomous ICT use by students. The research would apply a design-based methodology to explain the co-design process and support changes to teaching practices.
2015 Global Mindset: Models of Blended and Online Learning
This document discusses designing learning opportunities through online and blended learning. It defines blended learning as the blurring of face-to-face and online learning, presenting opportunities for higher education. Blended learning can provide flexibility in time, pace, place and mode of study. The document outlines different forms of blending, from activity-level to institutional-level blending. It also discusses enabling, enhancing and transforming blends through learning designs. Finally, it addresses changing mindsets among teachers, learners and institutions to fully embrace blended learning.
Pgcap new session 4 powerpoint slides (4)
The document outlines an agenda for an active learning session. It includes:
- Welcoming participants and sharing learning aims
- Recalling prior knowledge
- Presenting active learning strategies
- Two activities for participants to design new teaching experiences
- Peer feedback on the activities
- Connecting the session to an assignment
The tutor's session plan will be shared at the end to exemplify constructive alignment.
Designing Blended Learning Opportunities
The blurring of face-to-face learning and teaching and online learning is a significant shift for both learners and staff of universities. This disintegration of the distinction and the growing acceptance that learning occurs in different ‘places’ presents both exciting and challenging opportunities for higher education. In this presentation I will deconstruct the concept of blended learning in the higher education setting and seek to focus on the opportunities it provides to learners, teachers and institutions.
Blended learning involves the integration of both on-campus face-to-face learning and teaching and off-campus virtual learning environments utilising the ‘affordances’ of each environment to enhance the student experience. Blended learning and teaching can occur at four levels of granularity. These include: activity-level blending, subject/course-level blending, program/degree-level blending and institutional-level blending (Graham, 2006). A blended learning design may also be enabling, enhancing or transformative. A combination of physical/virtual, formal/informal would be considered in these spaces to optimise the student experience.
Teachers need to adopt a design perspective in the blended learning and teaching environment. Design thinking by its nature is strategic and future focussed. It is a thoughtful and considered pedagogical approach to ensure relevance for both learners and teachers. This presentation will discuss authentic learning experiences and pedagogical principles including: interactive learning (learner-to-content), networked learning (learner-to-learner, learner-to-teacher), learner-generated content (learners-as-designers), connected learner approaches (knowledge-is-in-the-network) and assessment-as-learning.
Blended Learning Models for Holistic Learning
Blended Learning Models for Holistic LearningThe Gandhigram Rural Institute (Deemed to be University)
This document discusses how blended learning can be used to create holistic learning experiences. It defines blended learning as combining traditional face-to-face learning with online learning. Blended learning has evolved with technological advances and allows for more flexible, personalized education. The document explores different blended learning models and how they can support holistic development by addressing diverse learning styles and enhancing higher-order thinking skills. It argues that blended learning has potential to prepare students for the complex world by developing well-rounded, adaptable individuals.Selected reading workshop by viv rowan
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Not on technology alone
Not on Technology Alone – ‘The Pedagogy of Augmented Learning’ - Evaluation of an Experimental Program
Transforming Teaching and Learning Towards Sustainable Development
G-STIC Conference Keynote Address on Transforming Teaching and Learning Towards Sustainable Development
Similar to ESD Pedagogy.pptx (20)
Educational Research Topics: Navigating the Path to Knowledge and Innovation
Educational Research Topics: Navigating the Path to Knowledge and Innovation
Bringing an entrepreneurial focus in sustainability education enanpad 2018
Bringing an entrepreneurial focus in sustainability education enanpad 2018
Innovation at St. Mary’s Catholic Primary School, North Sydney
Innovation at St. Mary’s Catholic Primary School, North Sydney
Teaching and Learning beyond the pandemic RNKizito 30092022.pptx
Teaching and Learning beyond the pandemic RNKizito 30092022.pptx
2015 Global Mindset: Models of Blended and Online Learning
2015 Global Mindset: Models of Blended and Online Learning
Transforming Teaching and Learning Towards Sustainable Development
Transforming Teaching and Learning Towards Sustainable Development
Recently uploaded
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Temple of Asclepius in Thrace. Excavation results
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 Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Wound healing PPT
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.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Recently uploaded (20)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ESD Pedagogy.pptx
- 1. B Y D R M C H A U R A Y A & D R G T A R U G A R I R A ESD Competencies: Implications for Practice
- 2. Education for Sustainable Development (ESD) Education for sustainable development (ESD) involves “inclusive and integrative approaches to learning and teaching, using applied, futures-oriented, critical and participatory pedagogies” (Tillbury and Ryan, http://efsandquality.glos.ac.uk/user_quide_to_this_resource.htm) “ESD is holistic and transformational education that addresses learning content and outcomes, pedagogy and the learning environment” (UNESCO 2017, p. 7) or “content, context, pedagogy, global issues, and local priorities” (UNESCO 2005, p. 16).
- 3. Skills for 21st Century: What students should learn (Centre for Curriculum Redesign, June 2015)
- 4. Some global issues for integration into the curriculum Climate change Global warming Health Poverty Gender equality Quality education Human rights Peace and justice Global citizenship
- 5. Re-orienting Education Towards Sustainability Global moves to re-orient education curricula towards sustainability-integration of ESD issues and concepts in higher education curricula Key dimensions of what students should learn in the 21st Century and beyond: Knowledge; Competencies; and Values David Orr (1991): The goal of education is not mastery of subject matter, but of one's person. … knowledge carries with it the responsibility to see that it is well used in the world Our local initiatives: Competence-based curriculum (MoPSE) Education 5.0 (MHTE) Education 5.0 compliant programmes (MSU)
- 6. Didactic Re-orientation ‘The process of transforming teaching strategies and practice toward integration of sustainability in higher education and learning’ (Lovren, 2019) ‘Didactic reorientation refers not only to renewal of higher education curricula but also to rethinking and changing of teaching strategies and methods while “supporting the acquisition of competencies that enable people to live and act in a sustainable way” (Dannenberg and Grapentin, 2016, p. 8)’. (cited in Lovren 2019) ‘It involves re-thinking about: the “importance of what is taught, how it is taught and why it is taught, and the question of what you educate for” (Schnack, cited in Madsen 2013, p. 3772)’,
- 7. ESD Competencies for 21st Century and Beyond Communication Collaboration Critical thinking Problem solving Creativity Innovation Information literacy Media literacy Technology literacy Enterprising skills Flexibility and adaptability Initiative and self-direction Social and cross-cultural skills Productivity and accountability Leadership and responsibility Self-respect and the respect for others Tolerance and mutual respect Responsibility, transparency and integrity
- 8. Shifting pedagogical practices From lecturing/transmission to transformative pedagogy ‘Transformative pedagogy is defined as an activist pedagogy combining the elements of constructivist and critical pedagogy that empowers students to examine critically their beliefs, values, and knowledge with the goal of developing a reflective knowledge base, an appreciation for multiple perspectives, and a sense of critical consciousness and agency.’ (Khedkar & Nair, 2016: 1) ‘To operationalize education associated with sustainability, teaching approaches must focus on elements relating to the processes of learning, rather than the accumulation of knowledge—to develop graduates with capabilities to improvise, adapt, innovate, and be creative.’ (Khedkar & Nair, 2016: 1)
- 9. ESD and Education 5.0 compliant pedagogical practices Active learning pedagogical practices that involve learners in: Problem based learning Discovery learning Inquiry-based learning Investigation and experimentation Project-based learning Case-based learning Knowledge integration activities Simulation ** (UNESCO, 2012) Class discussions ** Story telling ** Issue analysis **
- 10. Some specific students’ learning activities Problem solving activities; Inquiry and investigation; Collaboration – in solving realistic problems Relevant research projects – e.g. practical projects that result in some innovations Debates e.g. on viability of some enterprising ventures Technological enterprising e.g. developing new computer packages/software for solving identified problems Resolving real-life problems and issues; Analysing realistic situations, e.g. how profitable and viable are current entrepreneurship practices in Zimbabwe Decision making and agency
- 11. THANK YOU