Integrated curriculum fuses all subject areas by having students drive the curriculum based on their interests and questions. It is different from traditional interdisciplinary units because it is completely student-centered and differentiates instruction for each student. The process involves students generating questions, deciding on a theme to study, connecting their topics of interest to state standards, and conducting research both independently and in groups. Teachers provide resources to build common background knowledge on the theme and guide students in relating their work back to academic standards in a way that maximizes engagement and problem-solving skills.
The lesson introduces students to the Common Core State Standards and Next Generation Science Standards through an inventory of their prior knowledge. It then explains the key shifts in focus and coherence required by the CCSS as well as the goals for student understanding outlined in the NGSS. Students participate in hands-on learning activities designed around the 5E instructional model to help them better understand and apply the new standards.
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
This document provides information about a workshop on building strong courses that connect to sustainability and social justice issues. The workshop is facilitated by Sarah Fortner, Richard Gragg, and Ellen Metzger of the National Association of Geoscience Teachers, and aims to help participants effectively incorporate sustainability and social justice issues into their courses through activities like backward course design. The workshop also provides information from educational research on student learning and high-impact teaching practices.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
This document provides an overview of key concepts in lesson design, including Universal Design for Learning (UDL), Understanding by Design (UbD), and Differentiated Instruction (DI). It discusses how UDL aims to remove barriers to learning by ensuring curriculum, assessment and tools promote learning for all. DI focuses on meeting the diverse needs of students through best practices for each learner considering variables like language, culture and learning styles. The document also summarizes the three stages of UbD: 1) identifying desired results like standards and understandings; 2) determining acceptable evidence like performance tasks; and 3) planning learning experiences and instruction.
This document outlines an innovative lesson plan about climate change. It begins with an introduction comparing how actors pretend in movies to how mankind has pretended climate change is not real, despite clear evidence. The document then lists intensifying droughts, ocean warming and acidification, rising methane plumes, extreme weather, and accelerating ice sheet melting as undeniable signs of climate change. The lesson plan aims to help students understand this topic through activating prior knowledge, monitoring comprehension, using a graphic organizer, asking questions, and analyzing a speech on climate change facts.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
Integrated curriculum fuses all subject areas by having students drive the curriculum based on their interests and questions. It is different from traditional interdisciplinary units because it is completely student-centered and differentiates instruction for each student. The process involves students generating questions, deciding on a theme to study, connecting their topics of interest to state standards, and conducting research both independently and in groups. Teachers provide resources to build common background knowledge on the theme and guide students in relating their work back to academic standards in a way that maximizes engagement and problem-solving skills.
The lesson introduces students to the Common Core State Standards and Next Generation Science Standards through an inventory of their prior knowledge. It then explains the key shifts in focus and coherence required by the CCSS as well as the goals for student understanding outlined in the NGSS. Students participate in hands-on learning activities designed around the 5E instructional model to help them better understand and apply the new standards.
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
This document provides information about a workshop on building strong courses that connect to sustainability and social justice issues. The workshop is facilitated by Sarah Fortner, Richard Gragg, and Ellen Metzger of the National Association of Geoscience Teachers, and aims to help participants effectively incorporate sustainability and social justice issues into their courses through activities like backward course design. The workshop also provides information from educational research on student learning and high-impact teaching practices.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
This document provides an overview of key concepts in lesson design, including Universal Design for Learning (UDL), Understanding by Design (UbD), and Differentiated Instruction (DI). It discusses how UDL aims to remove barriers to learning by ensuring curriculum, assessment and tools promote learning for all. DI focuses on meeting the diverse needs of students through best practices for each learner considering variables like language, culture and learning styles. The document also summarizes the three stages of UbD: 1) identifying desired results like standards and understandings; 2) determining acceptable evidence like performance tasks; and 3) planning learning experiences and instruction.
This document outlines an innovative lesson plan about climate change. It begins with an introduction comparing how actors pretend in movies to how mankind has pretended climate change is not real, despite clear evidence. The document then lists intensifying droughts, ocean warming and acidification, rising methane plumes, extreme weather, and accelerating ice sheet melting as undeniable signs of climate change. The lesson plan aims to help students understand this topic through activating prior knowledge, monitoring comprehension, using a graphic organizer, asking questions, and analyzing a speech on climate change facts.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage students to take an active role in building understanding from their prior knowledge and experiences through techniques like group work and reflection. Teachers act as guides to challenge students to expand their knowledge. The 5E model provides a framework for constructivist lesson planning, including engaging students, allowing exploration, explaining concepts, extending understanding, and evaluating learning.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, and social interaction. Teachers act as guides for students to build on prior knowledge and challenge understandings. Lessons are designed for students to make connections and reflect on learning experiences.
The document discusses constructivism, which is a learning theory where students actively construct their own understanding and knowledge through experiences and reflection. Key theorists who contributed to constructivism are identified, including Piaget, Vygotsky, Bruner, Dewey, and Brooks. Constructivism encourages active, reflective, collaborative, inquiry-based learning where students evolve their own understandings. Benefits of constructivism include students enjoying and retaining knowledge better through involvement in real-world learning.
This document outlines a 5th grade science unit on matter and its interactions. Students will learn about solids, liquids, gases and their particle nature through hands-on activities. They will conduct a group investigation and present their findings. The unit aims to develop students' understanding of physical science concepts while encouraging curiosity, questioning and multiple forms of communication. It incorporates various teaching strategies to engage different learning styles and develop key skills like critical thinking, collaboration and creativity.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivism posits that learning is an active process where learners build on prior knowledge through experiences. For teachers, this implies facilitating learning through meaningful lessons and encouraging collaboration. The 5Es model - engage, explore, explain, elaborate, evaluate - provides a framework for lesson planning based on constructivist principles.
A Guide to Success in History Courses.pdfSophia Diaz
This document provides guidance for students on success in history courses, including research, writing, and argumentation skills. It discusses taking effective notes, developing strong theses and arguments, structuring papers with topic sentences and evidence-based paragraphs, and writing conclusions that convey the importance of the topic. The document is intended to help students adapt to college-level historical thinking and writing from their previous experience with memorizing facts.
The document discusses various hands-on activities teachers can use to engage students in learning science. It describes activities that encourage curiosity, allow skills development through manipulation, foster cooperation, help develop scientific concepts, and relate lessons to everyday life. Examples include observing the effect of smoking on cotton in a bottle, classifying devices that overcome human limitations, recreating the solar system with students representing planets, investigating how plant shoots respond to light, and determining which materials conduct heat well. The conclusion emphasizes that learning science is most meaningful when done through hands-on activities led by a facilitative teacher to enhance understanding and long-term memory.
This document discusses the importance of field trips, excursions, science fairs and exhibitions for enhancing the learning experience of students. It notes that such activities provide hands-on, experiential learning opportunities outside the classroom. Specifically, field trips allow students to directly observe concepts they have learned, while science fairs and exhibitions give students a chance to pursue their own research interests and share their work with others. The document also provides guidance on planning effective field trips and developing strong science fair projects through components like display boards and written reports. Overall, it emphasizes that these supplemental activities help create knowledge by bringing academic topics to life and allowing students to actively engage with scientific ideas.
This document discusses various teaching strategies and methods for teaching science. It defines science as involving logical thinking and testing of hypotheses based on observations. It also discusses the goals of science education as developing students' knowledge, process skills, and scientific attitudes. The document then outlines several teaching strategies for science education, including enhancing context strategies, collaborative grouping strategies, questioning strategies, inquiry strategies, and assessment strategies. It also discusses two approaches to teaching science: inquiry-based learning and problem/issue-based learning. Finally, it discusses several methods for teaching science, such as lecturing, demonstrating, collaborating, debriefing, and using laboratories.
Edu 5701 7 Dunn & Dunn Learning Styles Model[1]Barbara M. King
The document describes the Dunn and Dunn Learning Style Model, which identifies various factors that influence how individuals learn, including environmental, emotional, sociological, physiological, and psychological factors. It then discusses two main learning styles - global and analytic. Global learners prefer holistic, creative approaches to learning, while analytic learners prefer logical, step-by-step methods. The document provides teaching strategies for each style and ideas for introducing lessons in ways that appeal to both global and analytic learners. It also describes programmed learning sequences as an individualized instruction method that can accommodate different learning styles.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Jigsaw, learning centers, and experiments are learner-centered instructional strategies. Jigsaw involves assigning students to "expert groups" to learn about different parts of a topic and then return to "home groups" to teach their topic to peers. Learning centers allow independent and self-directed learning through materials in designated classroom spaces. Experiments involve students collecting data or making observations through guided inquiry questions in groups. These strategies aim to make learning more interactive, collaborative, and student-driven.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". The theory proposes that there are different types of learning (intellectual skills, cognitive strategies, verbal information, motor skills, attitudes) which require different instructional conditions. Gagné identified eight types of learning (signal, stimulus-response, chaining, verbal association, discrimination, concept, rule, problem solving) and nine events of instruction that are effective for different types. The theory provides guidance for designing instruction to optimize learning. However, it has been criticized for not accounting for self-learning or discovery-based learning.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". The theory outlines five categories of learning and eight types of learning that require different instructional conditions. Gagné believed that learning progresses from simple to complex and that each type of learning builds on lower levels. The theory provides guidelines for instructors to gain attention, present objectives, stimulate recall, provide guidance, elicit performance, and assess learning. However, the theory has been criticized for not accounting for self-learning or discovery-based learning.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
This document discusses the need for and importance of field trips, excursions, science fairs, and exhibitions to support experiential learning outside the classroom. It describes the purposes and types of field trips, and the steps to conduct them. Science fairs and exhibitions allow students to pursue curiosity and share their projects. Key components of science fair projects include a display, exhibit materials, and written report. These activities provide hands-on learning experiences, develop observation skills, and facilitate knowledge creation through direct interaction outside the formal classroom.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
This document provides information about a science learning module on matter for 7th grade students, including:
- The module was developed by the Private Education Assistance Committee to be used in online, blended, and remote learning.
- It encourages independent and self-regulated learning as well as developing 21st century skills.
- The module covers topics like scientific values, the scientific method, and designing experiments through various learning activities and assessments.
The document discusses curriculum compacting as a strategy for differentiated instruction. It defines curriculum compacting as modifying or streamlining curriculum to allow students to move at a quicker pace and have time for enrichment. There are two types of compacting: basic skills compacting which tests for proficiency in skills like spelling, and content compacting which tests for understanding of concepts to be learned more quickly. The process involves identifying student strengths, documenting mastery of basic material, and providing alternate enrichment activities for students to pursue independently.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage students to take an active role in building understanding from their prior knowledge and experiences through techniques like group work and reflection. Teachers act as guides to challenge students to expand their knowledge. The 5E model provides a framework for constructivist lesson planning, including engaging students, allowing exploration, explaining concepts, extending understanding, and evaluating learning.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, and social interaction. Teachers act as guides for students to build on prior knowledge and challenge understandings. Lessons are designed for students to make connections and reflect on learning experiences.
The document discusses constructivism, which is a learning theory where students actively construct their own understanding and knowledge through experiences and reflection. Key theorists who contributed to constructivism are identified, including Piaget, Vygotsky, Bruner, Dewey, and Brooks. Constructivism encourages active, reflective, collaborative, inquiry-based learning where students evolve their own understandings. Benefits of constructivism include students enjoying and retaining knowledge better through involvement in real-world learning.
This document outlines a 5th grade science unit on matter and its interactions. Students will learn about solids, liquids, gases and their particle nature through hands-on activities. They will conduct a group investigation and present their findings. The unit aims to develop students' understanding of physical science concepts while encouraging curiosity, questioning and multiple forms of communication. It incorporates various teaching strategies to engage different learning styles and develop key skills like critical thinking, collaboration and creativity.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivism posits that learning is an active process where learners build on prior knowledge through experiences. For teachers, this implies facilitating learning through meaningful lessons and encouraging collaboration. The 5Es model - engage, explore, explain, elaborate, evaluate - provides a framework for lesson planning based on constructivist principles.
A Guide to Success in History Courses.pdfSophia Diaz
This document provides guidance for students on success in history courses, including research, writing, and argumentation skills. It discusses taking effective notes, developing strong theses and arguments, structuring papers with topic sentences and evidence-based paragraphs, and writing conclusions that convey the importance of the topic. The document is intended to help students adapt to college-level historical thinking and writing from their previous experience with memorizing facts.
The document discusses various hands-on activities teachers can use to engage students in learning science. It describes activities that encourage curiosity, allow skills development through manipulation, foster cooperation, help develop scientific concepts, and relate lessons to everyday life. Examples include observing the effect of smoking on cotton in a bottle, classifying devices that overcome human limitations, recreating the solar system with students representing planets, investigating how plant shoots respond to light, and determining which materials conduct heat well. The conclusion emphasizes that learning science is most meaningful when done through hands-on activities led by a facilitative teacher to enhance understanding and long-term memory.
This document discusses the importance of field trips, excursions, science fairs and exhibitions for enhancing the learning experience of students. It notes that such activities provide hands-on, experiential learning opportunities outside the classroom. Specifically, field trips allow students to directly observe concepts they have learned, while science fairs and exhibitions give students a chance to pursue their own research interests and share their work with others. The document also provides guidance on planning effective field trips and developing strong science fair projects through components like display boards and written reports. Overall, it emphasizes that these supplemental activities help create knowledge by bringing academic topics to life and allowing students to actively engage with scientific ideas.
This document discusses various teaching strategies and methods for teaching science. It defines science as involving logical thinking and testing of hypotheses based on observations. It also discusses the goals of science education as developing students' knowledge, process skills, and scientific attitudes. The document then outlines several teaching strategies for science education, including enhancing context strategies, collaborative grouping strategies, questioning strategies, inquiry strategies, and assessment strategies. It also discusses two approaches to teaching science: inquiry-based learning and problem/issue-based learning. Finally, it discusses several methods for teaching science, such as lecturing, demonstrating, collaborating, debriefing, and using laboratories.
Edu 5701 7 Dunn & Dunn Learning Styles Model[1]Barbara M. King
The document describes the Dunn and Dunn Learning Style Model, which identifies various factors that influence how individuals learn, including environmental, emotional, sociological, physiological, and psychological factors. It then discusses two main learning styles - global and analytic. Global learners prefer holistic, creative approaches to learning, while analytic learners prefer logical, step-by-step methods. The document provides teaching strategies for each style and ideas for introducing lessons in ways that appeal to both global and analytic learners. It also describes programmed learning sequences as an individualized instruction method that can accommodate different learning styles.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Jigsaw, learning centers, and experiments are learner-centered instructional strategies. Jigsaw involves assigning students to "expert groups" to learn about different parts of a topic and then return to "home groups" to teach their topic to peers. Learning centers allow independent and self-directed learning through materials in designated classroom spaces. Experiments involve students collecting data or making observations through guided inquiry questions in groups. These strategies aim to make learning more interactive, collaborative, and student-driven.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". The theory proposes that there are different types of learning (intellectual skills, cognitive strategies, verbal information, motor skills, attitudes) which require different instructional conditions. Gagné identified eight types of learning (signal, stimulus-response, chaining, verbal association, discrimination, concept, rule, problem solving) and nine events of instruction that are effective for different types. The theory provides guidance for designing instruction to optimize learning. However, it has been criticized for not accounting for self-learning or discovery-based learning.
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". The theory outlines five categories of learning and eight types of learning that require different instructional conditions. Gagné believed that learning progresses from simple to complex and that each type of learning builds on lower levels. The theory provides guidelines for instructors to gain attention, present objectives, stimulate recall, provide guidance, elicit performance, and assess learning. However, the theory has been criticized for not accounting for self-learning or discovery-based learning.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
This document discusses the need for and importance of field trips, excursions, science fairs, and exhibitions to support experiential learning outside the classroom. It describes the purposes and types of field trips, and the steps to conduct them. Science fairs and exhibitions allow students to pursue curiosity and share their projects. Key components of science fair projects include a display, exhibit materials, and written report. These activities provide hands-on learning experiences, develop observation skills, and facilitate knowledge creation through direct interaction outside the formal classroom.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
This document provides information about a science learning module on matter for 7th grade students, including:
- The module was developed by the Private Education Assistance Committee to be used in online, blended, and remote learning.
- It encourages independent and self-regulated learning as well as developing 21st century skills.
- The module covers topics like scientific values, the scientific method, and designing experiments through various learning activities and assessments.
The document discusses curriculum compacting as a strategy for differentiated instruction. It defines curriculum compacting as modifying or streamlining curriculum to allow students to move at a quicker pace and have time for enrichment. There are two types of compacting: basic skills compacting which tests for proficiency in skills like spelling, and content compacting which tests for understanding of concepts to be learned more quickly. The process involves identifying student strengths, documenting mastery of basic material, and providing alternate enrichment activities for students to pursue independently.
Similar to Group 5 social studies instructional materials.pptx (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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WHAT IS INTERDISCIPLINARY TEACHING?
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the teaching method is based on presenting issues, theme and problems that to
address or answer require skills and knowledge from more than one subject.
Depending on grade level and your area of expertise, this may involve working
with a colleague in a different department to occasionally teach one another’s
class.
Regardless, the purpose of this pedagogy is to encourage students to make
connections between academic disciplines. For example, you could task your class
with determining why a powerful historical figure made certain decisions.
Completing this activity may require insights from politics, economic and
sociology, as well as history.
On top of the aforementioned benefits, they will likely build informed and
completer understandings of the topics they’re studying.
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The instruction style typically takes the form of an entire unit, but there are
also class-long exercises and short activities you can run. Examples and
instructions are below.
So, how can you teach
using the interdisciplinary
approach?
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News Analysis
Stack of newspapers. Start your class with this minds-on
exercise that provides real-world interdisciplinary problems. To launch
the exercise, you must play a news clip that discusses a local,
national or international topic. Then, give students a related question
to solve either individually or in teams.
For example, the clip can be about a store shutting down. Using
skills and concepts from different subjects, ask students to determine
an ideal new location for it. They can volunteer to present their
solutions, answering questions from classmates.
Time: 30 – 45 Minutes
Age Range: 5th Grade and Up
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Historical Pen Pals
Personalize history class — developing creative writing skills in
the process — by dedicating time to this ongoing activity. Each
student takes the role of a historical figure and writes to a classmate
about events he or she faced.
Drawing on resources such as videos and textbooks, the
exercise allows the writer to process content from different and
relevant subjects. Let’s say a student takes the role of Galileo Galilei.
He or she can write about the polymath’s discoveries, building
knowledge of math and other subjects in the process.
Time: 45 Minutes
Age Range: 3rd Grade and Up
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Math Gym
Close-up of a yellow and blue soccer ball while a PE teacher and his
four students talk near a soccer net. Combine math and science with
physical education by delivering ongoing lessons that explain and explore
certain motions.
Let’s say it’s time to practice long jumps. You can briefly delve into
physics and body mechanics, using a spring to illustrate the downward
application of force. Then, students can exercise their math skills by
estimating and measuring how far they jumped. These demonstrations and
activities can also supplement lessons about lifting, throwing and other
actions — potentially interesting students who don’t enjoy gym.
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World Traveller
Let students plan vacations, building research skills while
touching on core subjects.You need to designate time for independent
study in a library or computer room, as students work to create week-
long travel itineraries to their ideal destinations.
The product should, for example, include information about:
Landmarks and their historical significances
Popular foods, dishes and the predominant cuisine
Languages or dialects spoken in the area or country
Cultural events that take place in the area or country
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This interdisciplinary activity lends itself to second-language classes.
For example, students could write itineraries in French for a trip to
Paris or Montréal. To wrap up the exercise, you can explore some
destinations with your class using technology such as Google Earth.
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Leaning Tower
Sunset over the Leaning Tower of Pisa with three birds flying
above.
Bolster the last activity — delving into more subjects — by
asking students to examine one of Italy’s famous landmarks.
A mainstay interdisciplinary activity for some teachers, this exercise
focuses on independent research into the Leaning Tower of Pisa.
Specifically, it can involve:
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Investigating the physics or structure of the tower, determining if or
when it will fall; Exploring the tower’s history and cultural significance
to Pisa and Tuscany; Developing an itinerary for a trip to Pisa, similar
to the last activity
Setting a budget for the trip- For lower grades, you can divide the
activity into distinct exercises and allow students to work in groups.
For higher grades, you can assign this as an in-class project for
students to tackle either individually or in pairs.
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Incentives
Touch on business, philosophy and social studies with this
introspective activity.
The exercise starts by dividing your students into small groups and
classroom into three stations.
Each group has tokens totaling $1,000, which they must
choose to spend at the stations. Each station has a unique category
of cards you’ve pre-made, representing a distinct incentive. An
economic incentive could be to get faster transportation to school for
$150, whereas a social incentive could be to host a party for $200
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A moral incentive could be to make a charity donation for
$100. Once every group has spent $1,000, tally the
purchases to see which station sold the most incentives.
This opens the door to two reflection exercises. First, as a
class, discuss how each group spent its money. Second, ask
each student to write about why he or she wanted specific
incentives.
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Field Study
Green gorge with trees and waterfalls. Introduce new learning
environments by using an outdoor field study as the basis for a short
unit.
Like any unit that uses an interdisciplinary approach, it must be
rooted in an organizing centre — a defined focus or purpose. For
example, the field study can concentrate on finding local bugs and
animals.
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Then, you can base your unit on exploring a specific theme related to
wildlife. Students could:
Read and evaluate relevant poetry
Write and submit profiles about wildlife they spotted
Watch and discuss documentaries about animals, such as
Planet Earth
Research and deliver presentations about how certain
environments sustain wildlife
To launch the in-class part of the unit, you can hold a class-wide
discussion about how the field study connected with past lessons.
Perfect for gratifying outdoorsy students.
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All About Weather
Connect science with social studies by presenting a unit that
explores the impact of weather.
Many elementary science curricula have units about weather
and atmosphere, which you can supplement by studying how they
affect societies.
For example, examine diverse regions and countries, looking
into how climate influences labour, agriculture and cultural practices.
Students can deliver products that depict how weather has historically
shaped life and ecology in the area.
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More than a “Just” Book-
Teacher helping three students learn while he holds a globe and points to a section of a
book.
Make language arts class more memorable by examining a book’s underlying contexts,
running engaging exercises while reading it.
Each book lends itself to unique interdisciplinary activities. Start by dissecting the setting.
For example, if it takes place several centuries ago, students can recreate the era’s scientific
breakthroughs by making small windmills or simple telescopes. A book’s theme can also draw on
different subjects. Let’s say you’re reading George Orwell. You can set up learning stations that
teach political ideologies. For a light-hearted approach, students can re-enact scenes from
dialogue-heavy novels, putting themselves in characters’ shoes. Who knew English class could be
so versatile?
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Study-Free Test Preparation
Prepare your students for an upcoming exam or standardized test by
exploring how to prepare aside from studying, giving them methods to use
throughout their academic careers.
Regardless of specific structure, this unit’s lessons and activities should be
based on one guiding question or organizing centre: “As well as studying, what
are the best ways to prepare oneself for an upcoming test?” You can focus on
stress, sleep, nutrition, active listening and other factors that influence
performance. To culminate the unit, each student can give a research-backed
presentation about a study-free preparation tactic.
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Typically demanding a spark of creativity
coupled with experimentation,
interdisciplinary teaching can be an
ambitious approach to use in your
classroom. Fortunately, there are activities
you can implement relatively easily that
deliver research-backed benefits. These
include:
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1. Improved Critical Thinking — Students should improve their
analysis abilities by using approaches from different disciplines.
2. Better Bias Recognition — To solve a problem that demands an
interdisciplinary approach, students must typically use information
rooted in a range of perspectives. This can often challenge their
pre-existing ideas to help them identify bias in themselves in
others.
3. Preparation for Future Problems — Using skills and knowledge
from different disciplines is practice for solving problems outside
school walls.
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