This slide contains all the information about pre-primary schooling and what are good practices adopted throughout the world. It contains description about playway method, Waldorf and Montessori method. It also contain description about existing challenges
This slide contains all the information about pre-primary schooling and what are good practices adopted throughout the world. It contains description about playway method, Waldorf and Montessori method. It also contain description about existing challenges
Teaching is an intimate contact between teacher and student. In this process of education, teacher helps in developing in the student’s personality by this intimate contact.
This PPT covers the meaning ,definition characteristics of inclusive education. It also includes teaching learning strategies and role of teachers for inclusive setting.
Teaching is an intimate contact between teacher and student. In this process of education, teacher helps in developing in the student’s personality by this intimate contact.
This PPT covers the meaning ,definition characteristics of inclusive education. It also includes teaching learning strategies and role of teachers for inclusive setting.
Cultivating a Culture of Learning: Apprenticeships for the new digital ageEducation Consulting
In a world of unprecedented change and digital disruption, talent is the only resource you have with unlimited potential to improve. Cultivating a culture of learning by implementing an apprenticeship program will give your organization a significant competitive advantage. Discover the 6 key elements that the apprenticeship culture of learning values most.
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
A group of a dozen educators got together on August 7, 2012 in Chippewa Falls, WI to develop a plan to shift educational paradigms. This slideshow was prepared by Jim Adams, Barney Slowey, and Tamara Sharp.
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
This slideshow shall be repurposed locally and used for training women on e-Learning.
Women of Wiki, Calicut runs a Women Empowerment Project by Mrs. Roslinda, Retd. Deputy Head Mistress of GVHSS for Girls, Nadakkavu and her team of volunteers at Panakals Education Trust.
Let's push some boundaries for education in the futureDerek Wenmoth
Workshop slides from my presentations at the Masterton Schools TOD on Tuesday 4 June, 2024. Focusing on providing tools and strategies for teachers to use when looking to become more future focused in their work, and anticipate the changes ahead etc.
Dynamic Education Leadership in a Changing WorldDerek Wenmoth
Keynote presentation to the Manawatu Principals Association, May 2024. Explores three key questions about principalship as a system leadership responsibility.
Agency By Design Masterclass - USBE, March24Derek Wenmoth
Slides used for the USBE Masterclass held in Salt Lake City, March 2024. This masterclass used a variety of activities to engage participants in unpacking the contents of the book: Agency By Design: An Educator's Handbook.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
Final keynote presentation at the ULearn23 conference held in Manukau, October 2023. Begins by telling the story of the beginning of CORE Education, then reflecting on the boundaries we need to be pushing in order to make educational experiences for our young people authentic, equitable and future focused. Ends with a challenge for all educators to become future makers in the work they do.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
Workshop presentation at the JCPS Deep Learning Conference in Louisville, Kentucky, 1-3 August 2023. Introducing the Friction Free Transformation framework and thoughts about how to achieve simple, fast and frugal change .
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
DLL -Shifting the Ownership of LearningDerek Wenmoth
Slides used in the Insight workshop at the NPDL Deep Learning Lab in Anaheim, April 2023. The focus of the workshop was on the shifts we need to make in order to enable truly agentic learning in our schools and classrooms.
Deep learning innovation in challenging timesDerek Wenmoth
Mobilizer presentation to the NPDL Deep Learning Lab (DLL) in Anaheim, April 2023. Explores the innovative approaches taken by three New Zealand teachers when classes were disrupted by COVID and extreme weather events.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. • What would kids
Future School Site learn?
• How would they learn?
• When would they learn?
• Who would they learn with?
• What would they learn on or
with?
• Where would they learn?
• How will they/we know what
they’ve learned?
• Who decides?
• Etc…
3. Shut them down?
Alvin Toffler’s School of Tomorrow
These are the fundamentals of the futurist’s vision
for education in the 21st century:
• Open 24 hours a day
• Customized educational experience
• Kids arrive at different times
• Students begin their formalized schooling at
different ages
• Curriculum is integrated across disciplines
• Non-teachers work with teachers
• Teachers alternate working in schools and in
business world
• Local businesses have offices in the schools
• Increased number of charter schools
h"p://blog.core-‐ed.org/derek/2009/10/1546.html
5. Two key questions…
Education in the Education for the
Future: Future:
• What will our schools What must we be doing
be like? today to ensure that
• Where will learning our students are
occur? equipped with the skills
• What will be the role and knowledge required
of teachers?
to function in the world
• What technology will
be used? of tomorrow?
6. Future School Scenarios
Status
Quo
Re-‐schooling
De-‐schooling
Status
quo,
Schools
as
core
Learning
networks
and
BureaucraLc
social
centres
network
society
systems
conLnue
Meltdown
scenario
Schools
as
focused
learning
Extended
Market
Model
organisaLons
Source:
OECD
–
Six
Scenarios
7. If you really could
start from scratch
without the
constraint of
inherited plant,
existing buildings
and dedicated real
estate, you are
pushed back to
first principles.
8. Perspectives
Buildings and
Curriculum
architecture
Vision, planning
and governance ICT Infrastructure
Pedagogy
and space
9. Vision and planning
• Vision needs to be outcome focused and learner-
centric
• Establish a vision which is inclusive of all
stakeholders but exploit the opportunity
presented by creative tension
• Adaptive leadership of change vision holder
• Intelligent client role via the change programme
implementer
• Governance committed to the vision and support
of the leadership
10. Lack of coherent vision…
Technological change is not
additive, it is ecological.
A new technology doesn’t
just change something…
… it changes everything!
But do we really believe this…?
How is this belief reflected in policy?
11. Competing philosophies
Philosophy A Philosophy B
Education Broken, but can be fixed Long term investment in the
(quickly) future
Technology Drives change Enables, supports and
accelerates change
Teachers Another problem to be Supported professionals
fixed
Learners The future workforce More than just the future
workforce
Innovation Let a thousand flowers Got to be scalable and
flourish sustainable
Success Input targets and Wider long-term benefits
attainment
Curriculum Don’t trust teachers - Guidance and support for
‘package’ it up teachers
12. Competing philosophies
Philosophy A Philosophy B
Education Broken, but can be fixed Long term investment in the
(quickly) future
Technology Drives change Enables, supports and
accelerates change
Teachers Another problem to be Supported professionals
fixed
Learners The future workforce More than just the future
workforce
Innovation Let a thousand flowers Got to be scalable and
flourish sustainable
Success Input targets and Wider long-term benefits
attainment
Curriculum Don’t trust teachers - Guidance and support for
‘package’ it up teachers
13. Vision and values
“Organisations that are
built to change have a
clear sense of who they
are and what they stand
for.”
Lawler & Worley, 2009, p.193
14. Beyond the stable state
The loss of the stable state means
that our society and all of its
institutions are in continuous
processes of transformation.
We cannot expect new stable
states that will endure for our own
lifetimes.
We must invent and develop
institutions which are ‘learning
systems’, that is to say, systems
capable of bringing about their
own continuing transformation.
Beyond the stable state, Donald Schon, 1973
15. Ask yourself…
• Do your employees seem unmotivated or uninterested in their
work?
• Does your workforce lack the skill and knowledge to adjust to new
jobs?
• Do you seem to be the only one to come up with all the ideas?
• And does your workforce simply follow orders?
• Do your teams argue constantly and lack real productivity?
• Or lack communication between each other?
• And when the "guru" is off do things get put on hold?
• Are you always the last to hear about problems?
• Or worst still the first to hear about customer complaints?
• And do the same problems occur over and over?
16. A learning organisation
Feature Conventional Learning
Awareness At leadership level Throughout the
organisation
Environment Centralised, mechanistic, Flatter structures,
structures open-ness encouraged
Leadership Centralised, autocratic Shared, committed
resources
Empowerment Hierarchical view of Locus of controls shifts
power to workers
Learning Not a focus – emphasis Learning labs – small
on productivity scale real-life settings
17. • Provides a process
for whole school
review and
development as a
learning organisation.
• Involves all
stakeholders as
learners in the
h"p://eps2.core-‐ed.org
process
19. Getting the balance right
New Technology Potential
Rampant Realised
Technology
Innovation Creativity
Old Resisted Frustrated
Old New
Approach
Ref:
h"p://www.makingthenetwork.org
20. Curriculum
Personalised Curriculum offerings
Curriculum is co-constructed with students
Integrated curriculum- avoid the silos
Authentic- Real world context, multiple
sources of information, exposure to a range
of experts
Quality assurance of your chosen model
21. Effective teaching and learning
Effective teaching and learning…
occurs when…
Teacher asks open-
Student autonomy Students engage in
ended questions
and initiative dialogue with
and allows wait
accepted and teacher and each
time for response
encouraged. other
Knowledge and ideas emerge only from a
situation in which learners have to draw
them out of experiences that have Students are
meaning and importance to them. engaged in
experiences that
challenge
Class uses raw hypotheses
data, primary
Higher level thinking sources, physical
is encouraged and interactive
materials.
John
Dewey
–
Construc1vist
Pedagogy,
1916
22. Effective Pedagogy
• Creating a supportive learning
environment
• Encouraging reflective thought and
action
• Enhancing the relevance of new
learning
• Facilitating shared learning
• Making connections to prior
learning and experience
• Providing sufficient opportunities to
learn
• Teaching as inquiry
Source:
New
Zealand
Curriculum
document
23. Resolving the tensions
Technology
–
constant
change
and
development
requiring
new
skills
and
learning
Pedagogy–
new
instrucLonal
methods,
learner
centric
focus.
Curriculum
–
competency-‐based,
flexile,
holisLc
24. TPACK
Captures some of the
essential qualities of
knowledge required
by teachers for
technology
integration in their
teaching.
h"p://www.tpck.org
26. Learning Settings
Learning occurs in a variety of settings,
requiring flexible use of space
h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf
27. Linking Principles to place
Understanding how we use space to support
pedagogical practice
h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf
28. Albany
Senior
High
School
–
open
spaces
that
can
be
conLnually
re-‐
organised
and
re-‐shaped
according
to
pedagogical
need.
29. Albany
Senior
High
School
–
open
spaces
that
can
be
conLnually
re-‐
organised
and
re-‐shaped
according
to
pedagogical
need.
30. Albany
Senior
High
School
–
library
space
adjacent
to
learning
areas,
with
specialised
spaces
connected
for
media
producLon
etc.
31. Buildings and architecture
• Learning
• Synergy and respect between learning
professionals and design professionals
• Student voice, engagement and ownership in
everything from visioning, outcomes and
practice
• It’s not worth doing if it is not an improvement
• Me, we, see.
32. Leigh Academy
Leigh
Academy,
London
–
schools-‐
within-‐school
concept,
strong
focus
on
technology
integraLon.
33. Discovery School
Discovery
School,
Hong
Kong
–
school
designed
and
built
before
staff
were
appointed,
strong
emphasis
on
design
features,
modificaLons
required
to
fit
with
pedagogical
intent.
34. Albany
Senior
High
School
–
uLlitarian
design,
with
opportuniLes
for
evolving
use
of
internal
space.
35. Albany
Senior
High
School
–
operaLng
in
the
cloud,
so
no
need
for
server
racks
and
expensive
air
condiLon
systems
etc.
36. ICT infrastructure
• Flexible agile simple
• Reliable sustainable scalable
• Open-ness
• Ubiquitous seamless access
• Litmus test is “do your outcomes meet your
vision?”
38. Benefits of cloud computing?
Sobware
licensing
Greater
choice,
Decreased
reliance
agility
re:
on
school
ICT
staff
applicaLons
used
Reduce
barriers
to
Expand
parLcipaLon,
sharing,
resource
collaboraLon
sharing
Shared
management
Version
control
systems
Ubiquitous
and
updates
access
http://blog.core-ed.net/derek/2009/06/8-ways-cloud-computing-may-change-schools.html
41. The emerging paradigm…
Then Now Next
F2F
Classrooms
Intranets Networked
Teaching Education
e Learning
focus on process focus on teaching and
focus on learner
of instruction learning
Extranets Schools
Distance
Education
42. Networked Schools
Examines the next phase
of schooling – providing
guidance for those moving
toward networked school
communities
h"p://networkedschooling.ning.com/
43. A School’s “Loop”
Internet
School A
School
KAREN
School A
School
Aggrega1on
University
Point
Services
Public
Library
School A
School
49. LCO Handbook
A guide for schools
seeking establish local
online learning
communities and to
become a part of the
virtual schools network
50. Dangerous Enthusiasms
• Interesting stories of major
failures
• Some reasons:
– Over-stated benefits
– Bigger doesn’t mean better
– Bigger the project, bigger the
scale of risk
– “Capture” of key people
h"p://www.otago.ac.nz/press/booksauthors/2006/dangerous_enthusiasms.html
51. If you want to build a ship, don't
drum up the people to gather
wood, divide the work and give
orders. Instead, teach them to
yearn for the vast and endless
sea.
Antoine de Saint Exupery
ACEA VIRTUAL CONFERENCEKeynote AddressDesigning a Break-the-Mould School for the FutureEmeritus Professor Hedley Beare
Information and the technology that supports its collection, communication and analysis is a core concern of modern government, making e-government (meaning electronically enabled government) fundamental to the ongoing 'reinvention' of public administration. But the quest for e-government opens up a range of issues - whether to take a 'big bang' or an incremental approach to computerisation, how to deal with security and privacy concerns, how to reconfigure the machinery of government to fit ICT practices - and decisions - hardware and software procurement, software architecture, access by whom to what. The spending of public money is always intriguing and perhaps money spent on ICT has been the most intriguing of all, with some spectacular failures costing millions. This book is written for a general audience and takes a critical look at policies, problems and prospects for e-government in a series of case studies. Why have ICT failures in the public sector occurred and what lessons do they provide for the future?