The document discusses designing curriculum that develops "deep learning" skills. It advocates for curriculum that focuses on authentic, challenging problems; inquiry-based learning; flexible use of time, location, people and pedagogy; and explicit discussion of thinking skills and learning. Technology is seen as a tool to support this type of flexible, collaborative, student-centered learning approach. The goal is to help students develop skills like critical thinking, creativity, communication and character.
Presentation Delivered on 21st May 2012. The National Conference on ICT in Education.
Theme: formulating a viable national policy framewor for ICT in education.
Oraganised by Federal Ministry of Education
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
Presentation Delivered on 21st May 2012. The National Conference on ICT in Education.
Theme: formulating a viable national policy framewor for ICT in education.
Oraganised by Federal Ministry of Education
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
Presentation by Brian Stecher of RAND on the assessment of 21st century skills. Given at the January 2013 Global Cities Education Network Symposium in Seattle, WA.
Gifts of Technology in a Gifted Learning EnvironmentTracie Hightower
The investment placed towards the integration of technology is oftened questioned. This brief presentation outlines the potential for gifted learning environments to benefit from its adoption.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
Presentation by Brian Stecher of RAND on the assessment of 21st century skills. Given at the January 2013 Global Cities Education Network Symposium in Seattle, WA.
Gifts of Technology in a Gifted Learning EnvironmentTracie Hightower
The investment placed towards the integration of technology is oftened questioned. This brief presentation outlines the potential for gifted learning environments to benefit from its adoption.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences
Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
First of a series of 3 full day sessions, K-12
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Home assignment II on Spectroscopy 2024 Answers.pdf
Gareth Mills Walsall Keynote
1. How
fit
for
the
future
is
your
curriculum?
Teachers,
technology
and
the
design
of
powerful
learning
Walsall
ICT
Conference
Gareth
Mills
www.garethmillsonline.com
1. What
are
the
Deep
roots
of
learning?
2. Designing
powerful
learning
3. InnovaCon
–
what’s
working
and
why?
Compass
Learning
New
direcCons
in
learning
4. Positive attitudes - ‘character’
• Self-confident
• Self-motivated
• Adaptable and enterprising
• Resilient and resourceful
• Act with integrity
Fit
Skilful
for the • Literate and numerate
• Enquiry skills
future? • Analytical skills
• Creative and imaginative
• Collaborative skills
• Self -management skills
Knowledgeable
• Understand main branches
of human achievement
• About the ‘best’ (and worst)
of the past... accrued
‘wisdom’.
• Informed about contemporary
issues
5. Victorian
Britain
Proper5es
of
materials
The
Egyp5ans
Parts
of
a
plant
Magne5sm
Rivers
Rhythm
The
branches
of
knowledge
ReflecCng
major
areas
of
human
endeavour
and
ways
of
thinking
Enquiry
skills
Thinking
skills
Literacy
and
numeracy
skills
L2L
skills
Social
skills
Personal
skills
Enterprising
CreaCve
Resilient
Compassionate
Confident
Enterprising
6.
Developing
the
dearning
of
learning
Split
screen
l eep
roots
The
language
of
learning
The
‘deep
learning’
Goal
The
‘subject
or
discipline’
Goal
“Split
screen”
objecCves
from
an
idea
by
Guy
Claxton
7. The
language
of
learning
Helping
learners
to
help
themselves
‘helping
to
improve
students
learning
by
suppor5ng
their
learning,
is
not
the
same
thing
as
expanding
their
learning
capacity”
• If
there
a
too
few
opportuniCes
to
develop
this
autonomy
we
teach
dependency,
not
the
skills
for
learning.
8. Interna5onal
trends
in
Curriculum
Development
InternaConal
trends
• Singapore
-‐
Teach
Less
-‐
Learn
More
• Queensland
–
New
Basics
and
Rich
Tasks
• USA
-‐
PBL
–
Buck
InsCtute
of
Ed
• MicrosoP/Futurelab
–
Enquiring
minds
curriculum
• Apple
-‐
Challenge
based
learning
• NZ–
Principles
of
learning
design
• England
– Opening
Minds
RSA
– PLTS/Dimensions
(QCA
Co-‐development
networks)
– BLP
9. The take-away test and
Find
Out
Cri5cal
Crea5ve
• Research
• Select
• Analyse
• Gather
• See
paberns
• Evaluate
• Evaluate
• Verify
• Generate
ideas
• Synthesise
• Explore
opCons
• Make
and
do
The
language
of
learning
Reflect
and
Communicate
improve
&
Collaborate
• Improve
things
• Express
ideas
• Develop
ideas
• Persuade
• Get
unstuck
• Share
• Persist
• Present
• Rehearse
• Work
in
a
team
• PracCce
10. Technology rich and Learning rich
Change rapidly Ongoing
Book, library, Google, Wikis,
WWW Finding out
Critical and
Powerpoint
Spreadsheet, graphing package,
arts package, games
creative thinking
Email
Rubber, tip-ex, word
processor, shared drive
Reflecting
and improving
Wikipedia
Letter, Telephone, E Mail, Txt,
Social Network, Blog, Shared
document, iPhone4, flash,
Communicate
podcast, tweet, video and collaborate
11. Technology
rich…
learning
lite?
deep
• AuthenCc
and
real
problems
• Enquiry
based,
performance
based,
designed
based
• Real
audience
and
real
purpose
• AcCve
learning
-‐
make,
do,
create,
act
• Plugged
into
passions
• CollaboraCve
• Challenging
–
make
me
‘sweat’
• Autonomy
and
choice
13. ImaginaCve
planning
and
teaching!
Using
technology
to
open
up
schooling
metronomic Flexible use of time:
Time? matched to learning
and routine
regular/often and deep/immersive
Classroom
Range of
Place? locations
permeable school - flexible spaces – cyberspace
the class teacher
People? 30 -1
School as broker
community, employer, artist, experts, peers, vertical groups
Wide range of
Pedagogy? Small range
approaches to
learning
subject based, project based, enquiry based, multidisciplinary,
co-constructed, student initiated, mantle of the expert etc
14. Innovation… what’s working?
Pupil voice and choice
Learners as… leaders,
Time well matched designers, teachers etc…
to learning (mantle of the expert, coaches,
lecturers)
Teachers as researchers...
capturing the energy and innovation
ideas of users as co-
developers The permeable school...
are teachers the only
‘Connected learning’ such as teachers?
community service’ – seen as
relevant real audience and purpose Technology enabled– when, where,
who
Explicit dialogue about learning e.g. AfL, L2L, thinking skills
16. Curriculum
innova5ons
Learning
• Children
as
stakeholders
in
their
own
learning
Belonging • Informal
–
formal
learning
(space
for
child
ini5ated
• I’m cared for learning)
• I’m known and valued • Children
as…
teachers,
designers,
ac5ve
par5cipants
• My voice is heard • Children
with
responsibili5es
• I have a stake in this • ‘Human
Scale
Educa5on’
-‐
community mentors
and
coaches
• I’m trusted Technology
• I can make a
• Shared
and
collabora5ve
spaces
contribution
and
projects
–
wiki’s,
blogs,
• Exhibi5on
spaces
–
on-‐line
galleries
and
‘broadcast’
spaces
• Pupil
voice
–
e.g.
Futurelab’s
million
futures
17. Curriculum
innova5ons
Learning
• Learning
and
assessment
experiences
that
develop
‘growth
mind
sets’
Beliefs
• Itera5ve
development
–
prac5ce
• I can succeed
makes
perfect
• Talk
‘quality’
not
‘labels’
• Intelligence is
• L2L
–
explicit
talk
about
thinking
malleable
and
learning
• I can learn through
mistakes
Technology
• .... And for teachers
• These children can
• The
malleability
of
digital
content
-‐
succeed
undo,
save
as,
history
=
explore,
experiment,
model,
try-‐out,
what-‐ • Intelligence is
if?
=
malleable
• Peer
assessment
–
online
communi5es
and
feedback
18. Curriculum
innova5ons
Learning
• Working
on
authen5c
problems
in
authen5c
contexts
Being the • Being
shown
‘quality’
–
in
schoolwork,
in
learning
in
and
outside
best you can be school
• Highly
developed
skills
of
cri5cal
and
• Competence and fluency crea5ve
thinking
• Finding a talent and being
acknowledged as being good Technology
at something
• Working
on
authen5c
problems
in
• Personal best –progress authen5c
contexts
–
partners,
(ar%sts/
• Appreciating what ‘quality’ businesses/parents)
showcase
and
looks like celebrate
• Opening
a
‘window’
of
the
world
of
• Being part of something
possibility
beyond
place
bigger than yourself
19. I
believe
I
can
make
a
Negative
Positive
difference…
• Despondency
• OpCmism
and
hope
to
my
own
life…
• Helplessness
• Propensity
to
act
• OpCng
out
•
tAspiraCons
o
my
community…
• AlienaCon
• Generosity
orld.
to
the
w
20. We
need
a
connected
curriculum…
• Connected
to
the
development
of
the
whole
person.
• Connected
to
local
communiCes
where
young
people
are
valued
as
acCve
contributors
• Connected
to
the
world
of
work,
enterprise
and
creaCvity
• Connected
to
the
wider
world
and
the
contemporary
challenges
• Connected
to
young
people’s
own
talents,
interests
and
passions
• Connected
to
innovaCon
in
teaching
and
learning
Connected
through
the
imaginaCve
and
discriminaCng
use
of
technology
21. Thank
you
For
more
informaCon
contact:
Gareth
Mills
www.garethmillsonline.com
garethmillsonline@googlemail.com
Compass
Learning
New
direcCons
in
learning