My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/portfolios & http://www.pearltrees.com/shellyterrell/digital-portfolios/id13562228
Jump Aboard the Global Train
Do you want to incorporate global themes, concepts, and issues into your social studies class while still addressing your entire curriculum? Are you interested in achieving “distinguished” status on your NC Teacher Evaluation? Do you want tech rich tools that will help promote global literacy? If so, this session is for you! Jump aboard the global train and learn about some of the tech rich, project based strategies and resources that can be used to incorporate global awareness into your social studies classroom.
Presenter: Ashley Ponscheck - Porter Ridge Middle School – Indian Trail, NC
Slides from a professional development seminar for Marsden State High School teachers. Part of the Crossing Boundaries with Reading project. See cbwr.edu.au
"Technology in the Classroom is NOT the end goal, enabling learning EVERYWHERE is the goal" Andrew Barras
Who said that “the little ones” can’t collaborate, communicate, connect, create and use technology tools to support their learning and critical thinking skills? Be surprised when you read, see and hear elementary school students blog, backchannel, skype, podcast, design tutorials, become collaboration coordinators, information researchers and scribes to support their own learning.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/portfolios & http://www.pearltrees.com/shellyterrell/digital-portfolios/id13562228
Jump Aboard the Global Train
Do you want to incorporate global themes, concepts, and issues into your social studies class while still addressing your entire curriculum? Are you interested in achieving “distinguished” status on your NC Teacher Evaluation? Do you want tech rich tools that will help promote global literacy? If so, this session is for you! Jump aboard the global train and learn about some of the tech rich, project based strategies and resources that can be used to incorporate global awareness into your social studies classroom.
Presenter: Ashley Ponscheck - Porter Ridge Middle School – Indian Trail, NC
Slides from a professional development seminar for Marsden State High School teachers. Part of the Crossing Boundaries with Reading project. See cbwr.edu.au
"Technology in the Classroom is NOT the end goal, enabling learning EVERYWHERE is the goal" Andrew Barras
Who said that “the little ones” can’t collaborate, communicate, connect, create and use technology tools to support their learning and critical thinking skills? Be surprised when you read, see and hear elementary school students blog, backchannel, skype, podcast, design tutorials, become collaboration coordinators, information researchers and scribes to support their own learning.
Ever assign a Current News Event to your students? Do you want more than cutting out an article from a newspaper or copying and pasting an online one? Do you want deeper thinking than regurgitating a summary of "What Happened"?
In comes Google Maps. Students can connect the events to geography, cultures and categories. Discuss how individual events are interrelated to each other? Where do the news sources come from? How do news stories differ in perspective according to their geographic origin or media source?
Three new 21st century literacies need focused integration in curriculum and teaching: digital, media, and global. Do you wish to engage your school into DIGITAL LITERACY upgrades? How do we help our students critique and create MEDIA that prepares them for future careers and college? Do you want to GLOBALIZE your classroom? These questions will be addressed in this lively and hands-on session Michael Fisher and Silvia Tolisano will share Dr. Heidi Hayes Jacobs' newest model that provides practical steps in identifying each literacy in classroom practice as they intersect in dynamic projects for our learners K-12.
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
Is traditional reading and writing enough to be considered literate in the 21st century? We need to rethink our notion of critical literacy, develop authentic learning and assessment opportunities, upgrade and amplify our curriculum.
Let’s explore the why and how of globally connected learning. From Global Competencies, connections, collaborations and communication to tools and projects designed and created for your students to investigate the world, bring in perspective, knowledge, skill and disposition.
Looking at the “Now” literacies, , including digital, media and global literacy, we are preparing students for a time when what they know is not as important, in comparison, to what they can do with what they know. We are becoming a society where consumers have become producers and increasingly are required to being contributors. How does this translate into the classroom? What does this mean in terms of professional development and continued learning for teachers? How do we become leaders in the NEW literacies and make them NOW literacies in our schools?
We are looking at these NOW literacies through the lens of SHARING. How can we use the power of networks to raise awareness and support our students in experiencing these skills? What would happen if no one shared?
Global Classroom 2014-15 Stories and Project Launch #GlobalEd14Michael Graffin
The Global Classroom Project 2014-15 was launched on November 20 at the Global Education Conference.
Now entering our fourth year, we are proud to share our teachers' stories and projects.
The Globally Connected Educator- Beyond Plugging In Towards Global PedagogySilvia Rosenthal Tolisano
With the increasingly interconnected nature of our global society and the need for a very different kind of literacy for our students, extending teaching and learning beyond the walls of our classrooms is especially vital in this digital age.
If you want globally connected students, you need globally connected teachers who are capable of communicating, collaborating and connecting to experts and peers from around the world. These educators are harnessing the power of global connections for their own learning in order to bring the world to their students.
What does collaboration, communication and connections mean in a connected world? What are the steps in becoming a globally connected educator? How do we move from being consumers to producers and contributors? How do we modernize and globalize our classroom practices while expanding our professional learning network to include colleagues from around the world?
Want to Work with Me? Contact me via http://globallyconnectedlearning.com
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
Ever assign a Current News Event to your students? Do you want more than cutting out an article from a newspaper or copying and pasting an online one? Do you want deeper thinking than regurgitating a summary of "What Happened"?
In comes Google Maps. Students can connect the events to geography, cultures and categories. Discuss how individual events are interrelated to each other? Where do the news sources come from? How do news stories differ in perspective according to their geographic origin or media source?
Three new 21st century literacies need focused integration in curriculum and teaching: digital, media, and global. Do you wish to engage your school into DIGITAL LITERACY upgrades? How do we help our students critique and create MEDIA that prepares them for future careers and college? Do you want to GLOBALIZE your classroom? These questions will be addressed in this lively and hands-on session Michael Fisher and Silvia Tolisano will share Dr. Heidi Hayes Jacobs' newest model that provides practical steps in identifying each literacy in classroom practice as they intersect in dynamic projects for our learners K-12.
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
Is traditional reading and writing enough to be considered literate in the 21st century? We need to rethink our notion of critical literacy, develop authentic learning and assessment opportunities, upgrade and amplify our curriculum.
Let’s explore the why and how of globally connected learning. From Global Competencies, connections, collaborations and communication to tools and projects designed and created for your students to investigate the world, bring in perspective, knowledge, skill and disposition.
Looking at the “Now” literacies, , including digital, media and global literacy, we are preparing students for a time when what they know is not as important, in comparison, to what they can do with what they know. We are becoming a society where consumers have become producers and increasingly are required to being contributors. How does this translate into the classroom? What does this mean in terms of professional development and continued learning for teachers? How do we become leaders in the NEW literacies and make them NOW literacies in our schools?
We are looking at these NOW literacies through the lens of SHARING. How can we use the power of networks to raise awareness and support our students in experiencing these skills? What would happen if no one shared?
Global Classroom 2014-15 Stories and Project Launch #GlobalEd14Michael Graffin
The Global Classroom Project 2014-15 was launched on November 20 at the Global Education Conference.
Now entering our fourth year, we are proud to share our teachers' stories and projects.
The Globally Connected Educator- Beyond Plugging In Towards Global PedagogySilvia Rosenthal Tolisano
With the increasingly interconnected nature of our global society and the need for a very different kind of literacy for our students, extending teaching and learning beyond the walls of our classrooms is especially vital in this digital age.
If you want globally connected students, you need globally connected teachers who are capable of communicating, collaborating and connecting to experts and peers from around the world. These educators are harnessing the power of global connections for their own learning in order to bring the world to their students.
What does collaboration, communication and connections mean in a connected world? What are the steps in becoming a globally connected educator? How do we move from being consumers to producers and contributors? How do we modernize and globalize our classroom practices while expanding our professional learning network to include colleagues from around the world?
Want to Work with Me? Contact me via http://globallyconnectedlearning.com
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
This talk outlines ways to make yourself known effectively on the Internet and create the image you want rather than the one that is built by your friends or your travels.
Interested in working with Silvia? Contact her via http://www.globallyconnectedlearning.com
Teachers and administrators struggle to find time to work and learn together in meaningful ways. There are plenty of meetings scheduled. Many teachers leave these meetings though with the feeling of “could have spent my time doing more important things”. How do we squeeze in one more meeting to help teachers grow as professionals? How do we add one more opportunity for teachers to learn important new skills, listen to one more educational consultant, one more expert on a new initiative? How do we give teachers the time to learn with and from their own colleagues? How can teachers learn from what is going on in the classroom next door?
Build a Professional Development Learning Hub for your school!
#BLC17
Interested in working with Silvia? Contact her at http://www.globallyconnectedlearning.com
Blogging is inherently a platform that encourages communication and reflection. We are taking “blogging” beyond a technology platform,and seeing it as a shift directly related to teaching and learning in modern times. It becomes a platform for learning, creating, reflecting and sharing with a global audience. The transparency of sharing one’s successes and failures openly while being a responsible digital citizen embodies risk-taking and, at the same time, opens up and invites global feedback and perspective in to develop critical thinkers.
Blogging can support the strategies, techniques and approaches to facilitate the learning in your classroom no matter what grade level, age group and subject area. Blogging supports four primary areas:
Reading
Writing
Reflecting
Sharing
Interested in working with Silvia? Contact Silvia http://www.globallyconnectedlearning.com
The term sketchnoting describes a style of visual note-taking recently gaining popularity among conference attendees. Contrary to popular belief, you do not have to be an artist to sketchnote and to take advantage of a different type of learning and making content connections beyond conference keynotes . Sketchnoting is helping make your thinking visible and shareable as you are reading a professional book, watching a movie clip, reading an educational blog post or article or listening to a lecture of conference keynote.
Interested in working with Silvia Rosenthal Tolisano? Social Media Coach for Schools
Social Media FOR Schools- Pan American School of Bahia, Brazil
Day 2-3
Interested in working with Silvia Rosenthal Tolisano? Social Media Coach for Schools
Social Media FOR Schools- Pan American School of Bahia, Brazil
Day 1
Tidbits to get started using twitter to look for learning, capture learning, reflect on learning and share our learning.
Connecting educators in the AASSA region via social media. Connecting beyond the physical days of the AASSA Educators' Conference in Lima, Peru.
AASSA- Association of American Schools in South America Social Media
Recent presentation for Parent Community at Academia Cotopaxi, Quito Ecuador.
Interested in working with Silvia Rosenthal Tolisano? Contact Silvia via http://www.globallyconnectedlearning.com
Presentation given at the Academia Cotopaxi, Quito Ecuador.
Interested in working with Silvia Rosenthal Tolisano? Contact Silvia via http://www.globallyconnectedlearning.com
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
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!
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.
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.
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.
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.
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
Embracing GenAI - A Strategic ImperativePeter 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.