This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
PLCs for a Change? Setting up and Maintaining a Professional Learning Communi...Susan Hillyard
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in your school will be discussed.
Pattern Language 3.0 and Fundamental Behavioral Properties (Takashi Iba, PURP...Takashi Iba
KEYNOTE “Pattern Language 3.0 and Fundamental Behavioral Properties” (Takashi Iba) in the World Conference PURPLSOC (Pursuit of Pattern Languages for Societal Change), at Danube University Krems, Austria, July, 2015
http://www.purplsoc.org
Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films (P...Takashi Iba
Takashi Iba, "Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films", presented in the PUARL2013 conference, Portland, Oregon, on Nov. 3rd, 2013
Welfare Pattern Languages by a Local Government (PURPLSOC2017)Takashi Iba
Takiguchi, Kazuo, Kitamura, Naohiro, Okada, Makoto, Takashi Iba, “Welfare Pattern Languages by a Local Government”, in the Second World Conference PURPLSOC2017 (Pursuit of Pattern Languages for Societal Change), at Danube University in Krems, Austria, 2017.
Slide Designed by Kazuo Takiguchi and Kazuki Toba with Takashi Iba and Makoto Okada.
Presented by Kazuki Toba & Takashi Iba.
The Show Must Go On: Using Principles of Dramatic Acting to Transform Us into...Lindsey Rae
Assuming the role of “teaching librarian” comes with its own set of unique challenges. Unlike school teachers or college professors, who have weeks to frame an educational context and build rapport with students, librarians often see students in a “one-shot” format. As an added obstacle, we also come up against librarian perceptions and stereotypes that can “freeze us out of instruction”; the anxious feelings students express toward research have been shown to negatively influence their impressions of the library and, by extension, librarians (Pagowsky & DeFrain). We must create a positive environment that supports student learning every time we enter the classroom from square one–a tall order to most of us, who received little or no training in what it takes to teach while we were becoming librarians.
The good news is, teaching is not an exercise in pass/fail. It’s a performance that unfolds and evolves over time to suit the needs of our students and our own needs as teaching librarians. This workshop prepares participants for teaching from “dress-rehearsal” to “opening night.” These activities will take teaching librarians on a journey inspired by acting exercises to gain self awareness. They will develop their teaching librarian personas, plan for potential challenges, and feel overall more empowered and confident about making intentional choices in the classroom.
Pre-conference workshop facilitated at WILU 2015 in St. John's, Newfoundland, Canada.
Owning the Stage: Using Dramatic Theory to Improve Teaching, LOEX 2014Lindsey Rae
William Shakespeare said “All the world’s a stage, / […] And one man in his time plays many parts.” That statement rings true in the classroom, and as librarians teaching one-shot sessions, we have many parts to play. This presentation focuses on utilizing dramatic theory to improve three interconnected principles of acting and teaching: connection, communication and confidence. From the perspectives of both educator and actor, intent is at the core of communication. Drawing from the literature and personal experience, this presentation will demonstrate through examples how the tenets of acting can help us better connect with students.
Presented at LOEX 2014, Grand Rapids, MI
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
PLCs for a Change? Setting up and Maintaining a Professional Learning Communi...Susan Hillyard
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in your school will be discussed.
Pattern Language 3.0 and Fundamental Behavioral Properties (Takashi Iba, PURP...Takashi Iba
KEYNOTE “Pattern Language 3.0 and Fundamental Behavioral Properties” (Takashi Iba) in the World Conference PURPLSOC (Pursuit of Pattern Languages for Societal Change), at Danube University Krems, Austria, July, 2015
http://www.purplsoc.org
Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films (P...Takashi Iba
Takashi Iba, "Evolution of Pattern Languages: Designing Human Actions, Dialogue, & Films", presented in the PUARL2013 conference, Portland, Oregon, on Nov. 3rd, 2013
Welfare Pattern Languages by a Local Government (PURPLSOC2017)Takashi Iba
Takiguchi, Kazuo, Kitamura, Naohiro, Okada, Makoto, Takashi Iba, “Welfare Pattern Languages by a Local Government”, in the Second World Conference PURPLSOC2017 (Pursuit of Pattern Languages for Societal Change), at Danube University in Krems, Austria, 2017.
Slide Designed by Kazuo Takiguchi and Kazuki Toba with Takashi Iba and Makoto Okada.
Presented by Kazuki Toba & Takashi Iba.
The Show Must Go On: Using Principles of Dramatic Acting to Transform Us into...Lindsey Rae
Assuming the role of “teaching librarian” comes with its own set of unique challenges. Unlike school teachers or college professors, who have weeks to frame an educational context and build rapport with students, librarians often see students in a “one-shot” format. As an added obstacle, we also come up against librarian perceptions and stereotypes that can “freeze us out of instruction”; the anxious feelings students express toward research have been shown to negatively influence their impressions of the library and, by extension, librarians (Pagowsky & DeFrain). We must create a positive environment that supports student learning every time we enter the classroom from square one–a tall order to most of us, who received little or no training in what it takes to teach while we were becoming librarians.
The good news is, teaching is not an exercise in pass/fail. It’s a performance that unfolds and evolves over time to suit the needs of our students and our own needs as teaching librarians. This workshop prepares participants for teaching from “dress-rehearsal” to “opening night.” These activities will take teaching librarians on a journey inspired by acting exercises to gain self awareness. They will develop their teaching librarian personas, plan for potential challenges, and feel overall more empowered and confident about making intentional choices in the classroom.
Pre-conference workshop facilitated at WILU 2015 in St. John's, Newfoundland, Canada.
Owning the Stage: Using Dramatic Theory to Improve Teaching, LOEX 2014Lindsey Rae
William Shakespeare said “All the world’s a stage, / […] And one man in his time plays many parts.” That statement rings true in the classroom, and as librarians teaching one-shot sessions, we have many parts to play. This presentation focuses on utilizing dramatic theory to improve three interconnected principles of acting and teaching: connection, communication and confidence. From the perspectives of both educator and actor, intent is at the core of communication. Drawing from the literature and personal experience, this presentation will demonstrate through examples how the tenets of acting can help us better connect with students.
Presented at LOEX 2014, Grand Rapids, MI
Introduction: Are You a Manager or a Leader?Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
This is a summary of an essentially practical session for dealing with discipline differences in the middle years. Drama is used as a means to train students in conflict resolution techniques and explore their own emotions and reactions. Fight techniques are developed, confrontations improvised and characters in crowd scenes role played.
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This talk brings together concepts from theatre, urban planning and software development in less time than reading your Facebook wall.
Audio from the talk:
https://soundcloud.com/liberatr/free-time-how-i-learned-to-stop-worrying-and-love-the-flywheel
Introduction: Are You a Manager or a Leader?Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
This is a summary of an essentially practical session for dealing with discipline differences in the middle years. Drama is used as a means to train students in conflict resolution techniques and explore their own emotions and reactions. Fight techniques are developed, confrontations improvised and characters in crowd scenes role played.
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This talk brings together concepts from theatre, urban planning and software development in less time than reading your Facebook wall.
Audio from the talk:
https://soundcloud.com/liberatr/free-time-how-i-learned-to-stop-worrying-and-love-the-flywheel
Generazioni Culturali Z, Y, X, Baby Boomer, Tradizionalisti Clay Casati
Alfa è la prima generazione del secondo millennio (nati dopo il 2010). La Generation We rappresenta la potenza emergente dei Millennials, che independenti — politicamente, socialmente, filosoficamente — intendono implementare un piano di cambiamenti radicali in America e in tutto il mondo.
Per la prima volta, nella storia, coesistono 5 differenti Generazioni Culturali: (1) Generazione Z - Internet Generation, (2) Generazione Y - the Millennials, (3) Generazione X - the Baby Busters, (4) Baby Boomers, (5) Tradizionalisti - Silent Generation.
Changing expectations of professional open youth work through the ages by Fil...POYWE
Presentation by Filip Coussée, University of Ghent, Belgium
@ the international POYWE seminar “Reflections on Expectations of youth work in Europe”, 23.- 25.2.2015, Rotterdam, NL
This is an edited version of my TedX talk at Beausoleil in Villars, Switzerland, on November 30, 2012, on the topic of redefining SUCCESS in a networked society. See more details http://www.tedxcollegebeausoleil.com/
This is about creativity management, need for more innovation in business and the web2.0 incorporating much of innovative concepts. much more information and webinks in the slide notes when downloaded
Contact us for your kids & family marketing projects and kids experiences. Dreammachine, www.dreammachine.be, gerda@dreammachine.be, +32 (0) 479 98 26 34.
Presentation given by Gerda Van Damme (Dreammachine Kids) at the Kids & Family Marketing Congress, organized by Dreammachine Kids in Brussels, September 2016.
Seven principles for survival in the XXI CenturyGerard Prins
A call to action to young people today. We need your brains, energy, skill and creativity.
We understand old-school leaders may frustrate you, but fear not. They are coaching and protecting you in their own, particular manner.
Incorporate these seven, simple principles and be on your way.
Keep in mind though, that even if they may sound simple, they're hard to practice.
Good luck!
Just a test to see how we can publish the EAB meeting slides on-line. Again, just a test (ie. this one is public, if we want to make private w/passwords it's a little bit of $, but well worth it)
Keynote for the Third International Conference on ICT in Education - ticEDUCA2014, at the Institute of Education of the University of Lisbon, on 15 November 2014.
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
Introduction: Are you a Manager or a Leader? Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
Readers' Theatre. An alternative to the school play pcSusan Hillyard
1. Definition
2. The value of RT in ELT
3. The value of RT for developing literacy skills
4. The value of RT for education
5. How to prepare an RT performance
a) Procedure
b) Selection of Materials
c) Scripting
d) Creating self made scripts
e) Staging
f) Rehearsal
g) Performance
Readers' Theatre. An alternative to the school play pcSusan Hillyard
This presentation covers the following areas of Readers' Theatre:
1. Definition
2. The value of RT in ELT
3. The value of RT for developing literacy skills
4. The value of RT for education
5. How to prepare an RT performance
a) Procedure
b) Selection of Materials
c) Scripting
d) Creating self made scripts
e) Staging
f) Rehearsal
g) Performance
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Games for the 21st Century Creative Learner: Use it or Lose it!
1. Games and SLA:Games and SLA:
The Creative 21The Creative 21stst
Century LearnerCentury Learner
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
Amazing MindsAmazing Minds
Brazil 2011Brazil 2011
4. All Our Futures (1999)All Our Futures (1999)
Our aim must be to create a nationOur aim must be to create a nation
where the creative talents of all thewhere the creative talents of all the
people are used to build a truepeople are used to build a true
enterprise economy for the twentyfirstenterprise economy for the twentyfirst
Century where we compete onCentury where we compete on
brains, not brawn.brains, not brawn.
The Prime Minister, the Rt. HonThe Prime Minister, the Rt. Hon Tony Blair MPTony Blair MP
5. All Our Futures (1999)All Our Futures (1999)
If we are to prepare successfully for theIf we are to prepare successfully for the
twenty-first century we will have to do moretwenty-first century we will have to do more
than just improve literacy and numeracythan just improve literacy and numeracy
skills. We need a broad, flexible andskills. We need a broad, flexible and
motivating education that recognisesmotivating education that recognises
the different talents of all children and deliversthe different talents of all children and delivers
excellence for everyone.excellence for everyone.
http://www.cypni.org.uk/downloads/alloutfutures.pdfhttp://www.cypni.org.uk/downloads/alloutfutures.pdf
6. ...we cannot rely on a small elite, no...we cannot rely on a small elite, no
matter how highly educated or highlymatter how highly educated or highly
paid. Instead we need the creativity,paid. Instead we need the creativity,
enterprise and scholarship of all ourenterprise and scholarship of all our
people.people.
Rt. Hon David Blunkett MP,Rt. Hon David Blunkett MP, EmploymentEmployment
7. Recent Evidence (2009)Recent Evidence (2009)
Creativity and innovation have been a key focus ofCreativity and innovation have been a key focus of
attention across the globe in recent years. This isattention across the globe in recent years. This is
partly due to the need to further develop humanpartly due to the need to further develop human
capital.capital.
Human capital includes those competences such asHuman capital includes those competences such as
innovation and possessing knowledge whichinnovation and possessing knowledge which
contribute to economic performance and socialcontribute to economic performance and social
cohesion. Innovation and knowledge have beencohesion. Innovation and knowledge have been
recognised as the driving forces for sustainablerecognised as the driving forces for sustainable
growth in the framework of the Lisbon strategy forgrowth in the framework of the Lisbon strategy for
the future of Europe.the future of Europe.
Creativity is central to innovation.Creativity is central to innovation.
www.europublic.comwww.europublic.com
8. Finding your Creative SelfFinding your Creative Self
““Every animal leaves traces of what it was;Every animal leaves traces of what it was;
man alone leaves traces of what he created.”man alone leaves traces of what he created.”
BronowskiBronowski
““Imagination is more important thanImagination is more important than
knowledge. For knowledge is limited,knowledge. For knowledge is limited,
whereas imagination embraces the entirewhereas imagination embraces the entire
world”world”
EinsteinEinstein
9. Why PLAY?Why PLAY?
Various theories e.g. CATHARTIC, ongoingVarious theories e.g. CATHARTIC, ongoing
traditional theory cited by many. Attempts bytraditional theory cited by many. Attempts by
the child to re-experience, resolve, master,the child to re-experience, resolve, master,
difficult, even traumatic, situationsdifficult, even traumatic, situations
10. Play and GamesPlay and Games
Stanley Hall:Stanley Hall: Recapitulation TheoryRecapitulation Theory i.e. playi.e. play
reflects the course of evolution in each andreflects the course of evolution in each and
every child.every child.
Spencer:Spencer:Expenditure of Surplus Energy TheoryExpenditure of Surplus Energy Theory i.e.i.e.
the employment of normal patterns ofthe employment of normal patterns of
behaviour, often repeated but with no goal.behaviour, often repeated but with no goal.
Groose:Groose: Instinct TheoryInstinct Theory i.e. preparation for adulti.e. preparation for adult
performance.performance.
Reynolds:Reynolds: Simulative Mode TheorySimulative Mode Theory i.e. thei.e. the
child simulates behaviours he observes fromchild simulates behaviours he observes from
other affective/behavioural systems, outside theother affective/behavioural systems, outside the
context.context.
11. Drama Games and Drama PlayDrama Games and Drama Play
GamesGames
warm upswarm ups
ice breakersice breakers
concentrationconcentration
drilldrill
fluencyfluency
soundscapessoundscapes
mime and movementmime and movement
PlayPlay
DialoguesDialogues
Role playRole play
ImprovisationImprovisation
StorydramaStorydrama
Process dramaProcess drama
Mantle of the ExpertMantle of the Expert
Forum TheatreForum Theatre
PresentationsPresentations
12. Flipping the ClassroomFlipping the Classroomhttp://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.htmlhttp://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
NOWNOW
Teacher presents content inTeacher presents content in
the classroomthe classroom
Students follow up withStudents follow up with
homework at homehomework at home
IN THE FUTUREIN THE FUTURE
Teacher as PerformerTeacher as Performer
Content is presented at homeContent is presented at home
by a virtual teacher who hasby a virtual teacher who has
prepared the lesson onprepared the lesson on
video/youtube/voicethread/video/youtube/voicethread/
WIZIQWIZIQ
Students follow up withStudents follow up with
interactive tasks in theinteractive tasks in the
classroom with the realclassroom with the real
teacher.teacher.
13. Play is a special way of violatingPlay is a special way of violating
fixityfixity
BrunerBruner
The sick, the bewildered, theThe sick, the bewildered, the
frightened child does not playfrightened child does not play
GarveyGarvey
16. What is a game?What is a game?
Four elements:Four elements:
1) Cooperation or Competition1) Cooperation or Competition
2) Chance or Skill2) Chance or Skill
3) Uncertainty3) Uncertainty
4) Reward: Intrinsic or Concrete4) Reward: Intrinsic or Concrete
23. Teacher’s Role
• kid observer
• facilitator
• informant
• referee
A
f
f
e
c
t
i
v
e
A
c
t
i
v
e
L
e
a
r
n
i
n
g
Life Skills
Locus of Control
Transferable skills
Self Esteem Cooperation
NIE
MotivationProgress
Competence
Curriculum
Latent
24. A i m s
Working together
Completing something
Reproducing something
Ordering sequences
Finding
Solving
Finishing First
Getting points
Surviving
elimination
Avoiding penalties
Cooperative Competitive
25. I n t e r a c t i o n
• Everyone together
• Group
• Group with group
• Duo with rest
• Team with team
• Individual against rest
• Individuals as individuals
•Teams against teams
•Groups against groups
Cooperative Competitive
26. F u n c t i o n s
Giving instructions
Following instructions
Exchanging info.
Producing formal L.
Questioning
Quick conclusions
Responding correctly
Justifying
Cooperative Competitive