Brainstorming about the following problem statement: High school graduants need a way to find their own identity because only then they know in which direction they want to develop and find a job
1) Julian feels that formal school education does not teach the most important skills required for work and that much of what is learned is not applicable.
2) While he sees getting a university degree as necessary to obtain his first job, Julian believes that higher education status is only important for competing against peers for initial employment and is not important beyond that.
3) Julian would consider graduate school only as a way to differentiate himself from his peers, but prefers to learn skills on his own rather than in a school setting, which he feels does not help students explore their self-aspirations or long-term goals.
Prototype and Test: Design Thinking Action Labteirem1
- A high school proposes a four-year business startup class where students will start their own businesses by their senior year with funding from banks and investors. Profits will go towards college funds.
- Another proposal involves a mentoring program where students are partnered with individuals like business leaders, retired professionals, and government employees for guidance on navigating career and education paths.
- Prototypes of the proposals were tested through student and teacher interviews and surveys. Feedback highlighted concerns about time commitment and support after graduation that need further consideration. The school will continue gathering input and developing the prototypes.
The document provides guidance for teachers on how to be an effective teacher from the first day of school. It emphasizes that a teacher's success is determined by their actions on the first days when they can win over the class. Key recommendations include having strong classroom management, clear rules and procedures, positive expectations for students, and using names and polite greetings with students. The document also cautions against making assumptions about students based on attributes like race, gender or background and stresses the importance of having high expectations for all students.
The document outlines an orientation program for new admissions counselors at a university. It includes the following stages: 1) an introduction to the university president and mission, 2) a one-week "Meet & Greet" to learn about departments and majors, 3) shadowing current counselors for a week, 4) a review of policies and procedures which includes an online assessment test, 5) a discussion of learning styles and how to effectively train counselors, and 6) a concluding knowledge assessment test and survey to evaluate the program's effectiveness.
The document outlines a lesson plan using an inquiry training model to teach students about the merits of cooperative societies, with phases including encountering the problem, gathering data through asking yes/no questions, group discussion and experimentation to form rules about the merits, and analysis of the inquiry process used. The lesson plan is designed to develop students' inquiry skills like observing and classifying while learning that cooperative societies ensure continuous existence, mobilize savings, protect members from exploitation, and give equal voting rights.
This document provides information and advice about planning for and applying to college. It recommends that students start thinking about college early in high school by taking rigorous courses, preparing for standardized tests, developing well-rounded extracurricular activities, and researching different college options. The document outlines factors that colleges consider in admissions like GPA, test scores, essays, activities, and recommendations. It also explains differences between community colleges, state universities, and private schools, as well as various application processes and timelines.
The document discusses alternatives to traditional assessment methods for 21st century learning environments. It notes research showing that traditional assessments do not adequately address social justice, learner agency, multimodal skills, authentic contexts, or student development. Alternative methods mentioned include online portfolios, journals, maps of student inquiries, and self and peer assessments. These alternatives are said to make assessment a more interactive, reflective process that places central importance on student responsibility and metacognition.
1) Julian feels that formal school education does not teach the most important skills required for work and that much of what is learned is not applicable.
2) While he sees getting a university degree as necessary to obtain his first job, Julian believes that higher education status is only important for competing against peers for initial employment and is not important beyond that.
3) Julian would consider graduate school only as a way to differentiate himself from his peers, but prefers to learn skills on his own rather than in a school setting, which he feels does not help students explore their self-aspirations or long-term goals.
Prototype and Test: Design Thinking Action Labteirem1
- A high school proposes a four-year business startup class where students will start their own businesses by their senior year with funding from banks and investors. Profits will go towards college funds.
- Another proposal involves a mentoring program where students are partnered with individuals like business leaders, retired professionals, and government employees for guidance on navigating career and education paths.
- Prototypes of the proposals were tested through student and teacher interviews and surveys. Feedback highlighted concerns about time commitment and support after graduation that need further consideration. The school will continue gathering input and developing the prototypes.
The document provides guidance for teachers on how to be an effective teacher from the first day of school. It emphasizes that a teacher's success is determined by their actions on the first days when they can win over the class. Key recommendations include having strong classroom management, clear rules and procedures, positive expectations for students, and using names and polite greetings with students. The document also cautions against making assumptions about students based on attributes like race, gender or background and stresses the importance of having high expectations for all students.
The document outlines an orientation program for new admissions counselors at a university. It includes the following stages: 1) an introduction to the university president and mission, 2) a one-week "Meet & Greet" to learn about departments and majors, 3) shadowing current counselors for a week, 4) a review of policies and procedures which includes an online assessment test, 5) a discussion of learning styles and how to effectively train counselors, and 6) a concluding knowledge assessment test and survey to evaluate the program's effectiveness.
The document outlines a lesson plan using an inquiry training model to teach students about the merits of cooperative societies, with phases including encountering the problem, gathering data through asking yes/no questions, group discussion and experimentation to form rules about the merits, and analysis of the inquiry process used. The lesson plan is designed to develop students' inquiry skills like observing and classifying while learning that cooperative societies ensure continuous existence, mobilize savings, protect members from exploitation, and give equal voting rights.
This document provides information and advice about planning for and applying to college. It recommends that students start thinking about college early in high school by taking rigorous courses, preparing for standardized tests, developing well-rounded extracurricular activities, and researching different college options. The document outlines factors that colleges consider in admissions like GPA, test scores, essays, activities, and recommendations. It also explains differences between community colleges, state universities, and private schools, as well as various application processes and timelines.
The document discusses alternatives to traditional assessment methods for 21st century learning environments. It notes research showing that traditional assessments do not adequately address social justice, learner agency, multimodal skills, authentic contexts, or student development. Alternative methods mentioned include online portfolios, journals, maps of student inquiries, and self and peer assessments. These alternatives are said to make assessment a more interactive, reflective process that places central importance on student responsibility and metacognition.
Managing a paradigm shift in assessment: a matter or mindsetIsabela Villas Boas
This document discusses managing a paradigm shift from a traditional assessment system to a more formative approach at Casa Thomas Jefferson language school in Brazil. The traditional system involved high-stakes summative exams every 10 weeks that focused on grammar and caused student anxiety. A pilot program implemented more frequent, lower-stakes assessments throughout each module to provide ongoing feedback. While most teachers and students supported the changes, some resisted due to beliefs about how assessment and learning should work. The document emphasizes examining underlying mental models to better manage resistance to change.
Statement of Purpose Guidelines for Study Abroad - msmbasop.pdfTeammsmbasop
The document provides guidance on writing an effective Statement of Purpose (SOP) for graduate school applications. It discusses key points to address in the SOP, including discussing formative experiences that sparked your interest in the field and how you can contribute. The SOP should demonstrate your fit for and enthusiasm about the specific university and program. It also outlines common mistakes to avoid, such as exceeding the word limit, using negative language, or focusing too much on past failures. Proofreading is emphasized as important to catch any errors.
The document discusses issues around how mentor teachers assess student teachers during professional experiences. It notes that mentor judgements can vary depending on the school/site and individual mentor's experience. Student results also differed based on their relationship with the mentor and the mentor's personal views. Interviews found that while most placements go well, some mentors are too lenient or harsh in their assessments. Developing clearer assessment criteria and understanding the student-mentor relationship could help improve consistency between mentor judgements.
The document summarizes the Aspengrove School PYP Exhibition for 2010/2011. It explains that the exhibition requires students to conduct an inquiry into a self-selected topic related to the human body and extend their learning into real-world issues. Students synthesize and apply their learning from previous years. They demonstrate the key elements of the PYP through a written piece, oral presentation, and examples of models or experiments. The timeline, mentor support, and home learning requirements are outlined. Parents are encouraged to support and celebrate their child's learning. Student work will be assessed both through process and final products.
This document provides guidance on interview skills for education majors. It emphasizes the importance of making a good first impression through professional appearance and conduct. Proper preparation includes knowing your strengths and the schools or districts you want to teach at. Researching the interviewers and being prepared to discuss your teaching philosophy, classroom management skills, and subject knowledge are also advised. Examples of common interview questions are given along with tips on providing strong, concrete answers that relate experiences back to the role of being an effective teacher.
Performance assessments measure students' skills through authentic tasks that require applying knowledge, such as activities, exercises, problems or projects. These assessments are more valid than selected response tests because students must actively demonstrate their understanding. Effective performance assessments utilize rubrics to evaluate student work against specific criteria.
Get Me To College Part 4: What Else Colleges Look ForRebecca Joseph
This is Part 4: What Else Colleges Look For of a five part powerpoint presentation, Get Me To College: A College Readiness primer. Dr. Rebecca Joseph, a college admissions and access expert, designed this presentation and invites you to use it as long as you cite her.
GET ME IN: Non academic factors affecting competitive college admissionsRebecca Joseph
This is my powerpoint for my keynote address at Arcadia High School in Aprl 2010 about competitive college readiness It focuses on non-academic readiness to help students distinguish themselves as powerful members of the community, including major activities and powerful college applications.
The document discusses several key ideas around learning:
1. In times of change, learners who are willing to learn and adapt will succeed, while those who only rely on past knowledge may struggle.
2. There are many ways to be intelligent and many styles of learning. Effective learning involves emotion and takes an active approach.
3. Formative assessment, where students play an active role in evaluating their own learning and receiving feedback, furthers learning more than summative assessments. Teachers should train students in self- and peer-evaluation.
4. Clarifying learning objectives and sharing success criteria with students creates a framework for formative dialogue that improves learning.
The document provides guidance to students and parents on preparing for college from middle school through high school. It emphasizes developing strong study skills, choosing challenging course loads, exploring extracurricular activities, and planning for standardized testing to help set students up for academic success. Parents are encouraged to stay involved by helping students develop good habits and take advantage of opportunities.
Students will be more engaged if classroom activities match their interests. When planning activities, teachers must carefully consider what each student will find motivating since not every activity will appeal to every learner. To maintain student interest, teachers should vary the types of activities over time and ensure roles are not always the same if repeating activities. All activities should have clear learning outcomes and destinations so students understand the purpose and can recognize when objectives are achieved.
The document provides information to help students decide whether to attend graduate school immediately after undergraduate studies or to work first before pursuing an advanced degree. It discusses factors to consider such as career goals, finances, and lifestyle preferences. The document also outlines the graduate school application process and gives tips for choosing a program, applying, paying for school, and preparing for the transition.
CONFIDENTIALITY NOTICE
This e-mail contains confidential information intended only for the use of the name addressee. It may also be subject to professional privilege. If you are not the named recipient any disclosure, copying, forwarding or using any part of this e-mail or its attachments is prohibited. If you have received this e-mail in error, please notify us by telephone on 0387345200. MacKillop College does not warrant that this e-mail or any attachments are error or virus free and recommends that all attachments be checked for viruses and other defects. Similarly, MacKillop College does not warrant that this e-mail has been free of interception by a third party and may store the content sent to us, if we believe that we have a legal requirement to do so. Please don't print this e-mail unless you really need to.
A set of 50+ ideas that will help the students to overcome the school to work transition issues and help industry and companies to get talents that meet their requirements.
Personal statements and reference writing for academic courses: Gino GrazianoUniversity of Brighton
The document provides guidance on writing effective personal statements and reference letters to support applications to academic courses. It advises that personal statements should demonstrate qualifications, potential for success, understanding of the subject, and motivation. Reference letters should provide honest, specific insights about academic achievement, suitability for higher education, and personal qualities. Good personal statements are well-structured and concise while showing a clear interest in the course. Good references include both academic details and personal insights to give selectors a full picture of the applicant.
The document discusses different levels and types of mentorship programs that provide students career guidance, hands-on experience, and skills development through collaboration with experts in fields of interest. A level 1 skill-producing mentorship involves a short-term project over 4 weeks, level 2 academic study is 1-2 quarters and involves a research project, and level 3 advanced academic mentorship requires in-depth study and a substantial contribution to the mentor's work. Mentors provide guidance, feedback, and connections to help mentees explore careers and take steps toward goals through activities like job shadowing, internships, and skill-building projects. The mentorship process involves identifying mentors and goals, required training, and written agreements between the student
The document provides motivation for the online course design. It suggests having participants complete a pre-course questionnaire to engage them and provide feedback on their commitment and learning style. It also recommends setting up an open and friendly community atmosphere through icebreaker discussions and live chat. Clear guidelines on assessment and expectations should be given early on, while meaningful interactions and a variety of tasks that allow students to apply learning to their own contexts can help motivate students. The tutor should provide regular feedback and opportunities for self-reflection to develop student autonomy over the course.
The presentation is about career counselling and how we as future teachers want to assist learners in achieving their dream careers. The audience that we targeted was parents, teachers and learners from grade 8 to 12.
Assessment For Learning - Formative AssessmentPaul Samuel
This document discusses formative assessment strategies and expectations for feedback in the classroom. It covers establishing a growth mindset culture, sharing learning objectives and developing success criteria with students. Teachers are expected to provide feedback on student work using ticks, crosses, or a "2 stars and a wish" approach. Student work should be dated and include the learning objective. Students are responsible for self-assessing their work next to the objective. Teachers must model expectations and allow students to apply feedback to improve their work.
Managing a paradigm shift in assessment: a matter or mindsetIsabela Villas Boas
This document discusses managing a paradigm shift from a traditional assessment system to a more formative approach at Casa Thomas Jefferson language school in Brazil. The traditional system involved high-stakes summative exams every 10 weeks that focused on grammar and caused student anxiety. A pilot program implemented more frequent, lower-stakes assessments throughout each module to provide ongoing feedback. While most teachers and students supported the changes, some resisted due to beliefs about how assessment and learning should work. The document emphasizes examining underlying mental models to better manage resistance to change.
Statement of Purpose Guidelines for Study Abroad - msmbasop.pdfTeammsmbasop
The document provides guidance on writing an effective Statement of Purpose (SOP) for graduate school applications. It discusses key points to address in the SOP, including discussing formative experiences that sparked your interest in the field and how you can contribute. The SOP should demonstrate your fit for and enthusiasm about the specific university and program. It also outlines common mistakes to avoid, such as exceeding the word limit, using negative language, or focusing too much on past failures. Proofreading is emphasized as important to catch any errors.
The document discusses issues around how mentor teachers assess student teachers during professional experiences. It notes that mentor judgements can vary depending on the school/site and individual mentor's experience. Student results also differed based on their relationship with the mentor and the mentor's personal views. Interviews found that while most placements go well, some mentors are too lenient or harsh in their assessments. Developing clearer assessment criteria and understanding the student-mentor relationship could help improve consistency between mentor judgements.
The document summarizes the Aspengrove School PYP Exhibition for 2010/2011. It explains that the exhibition requires students to conduct an inquiry into a self-selected topic related to the human body and extend their learning into real-world issues. Students synthesize and apply their learning from previous years. They demonstrate the key elements of the PYP through a written piece, oral presentation, and examples of models or experiments. The timeline, mentor support, and home learning requirements are outlined. Parents are encouraged to support and celebrate their child's learning. Student work will be assessed both through process and final products.
This document provides guidance on interview skills for education majors. It emphasizes the importance of making a good first impression through professional appearance and conduct. Proper preparation includes knowing your strengths and the schools or districts you want to teach at. Researching the interviewers and being prepared to discuss your teaching philosophy, classroom management skills, and subject knowledge are also advised. Examples of common interview questions are given along with tips on providing strong, concrete answers that relate experiences back to the role of being an effective teacher.
Performance assessments measure students' skills through authentic tasks that require applying knowledge, such as activities, exercises, problems or projects. These assessments are more valid than selected response tests because students must actively demonstrate their understanding. Effective performance assessments utilize rubrics to evaluate student work against specific criteria.
Get Me To College Part 4: What Else Colleges Look ForRebecca Joseph
This is Part 4: What Else Colleges Look For of a five part powerpoint presentation, Get Me To College: A College Readiness primer. Dr. Rebecca Joseph, a college admissions and access expert, designed this presentation and invites you to use it as long as you cite her.
GET ME IN: Non academic factors affecting competitive college admissionsRebecca Joseph
This is my powerpoint for my keynote address at Arcadia High School in Aprl 2010 about competitive college readiness It focuses on non-academic readiness to help students distinguish themselves as powerful members of the community, including major activities and powerful college applications.
The document discusses several key ideas around learning:
1. In times of change, learners who are willing to learn and adapt will succeed, while those who only rely on past knowledge may struggle.
2. There are many ways to be intelligent and many styles of learning. Effective learning involves emotion and takes an active approach.
3. Formative assessment, where students play an active role in evaluating their own learning and receiving feedback, furthers learning more than summative assessments. Teachers should train students in self- and peer-evaluation.
4. Clarifying learning objectives and sharing success criteria with students creates a framework for formative dialogue that improves learning.
The document provides guidance to students and parents on preparing for college from middle school through high school. It emphasizes developing strong study skills, choosing challenging course loads, exploring extracurricular activities, and planning for standardized testing to help set students up for academic success. Parents are encouraged to stay involved by helping students develop good habits and take advantage of opportunities.
Students will be more engaged if classroom activities match their interests. When planning activities, teachers must carefully consider what each student will find motivating since not every activity will appeal to every learner. To maintain student interest, teachers should vary the types of activities over time and ensure roles are not always the same if repeating activities. All activities should have clear learning outcomes and destinations so students understand the purpose and can recognize when objectives are achieved.
The document provides information to help students decide whether to attend graduate school immediately after undergraduate studies or to work first before pursuing an advanced degree. It discusses factors to consider such as career goals, finances, and lifestyle preferences. The document also outlines the graduate school application process and gives tips for choosing a program, applying, paying for school, and preparing for the transition.
CONFIDENTIALITY NOTICE
This e-mail contains confidential information intended only for the use of the name addressee. It may also be subject to professional privilege. If you are not the named recipient any disclosure, copying, forwarding or using any part of this e-mail or its attachments is prohibited. If you have received this e-mail in error, please notify us by telephone on 0387345200. MacKillop College does not warrant that this e-mail or any attachments are error or virus free and recommends that all attachments be checked for viruses and other defects. Similarly, MacKillop College does not warrant that this e-mail has been free of interception by a third party and may store the content sent to us, if we believe that we have a legal requirement to do so. Please don't print this e-mail unless you really need to.
A set of 50+ ideas that will help the students to overcome the school to work transition issues and help industry and companies to get talents that meet their requirements.
Personal statements and reference writing for academic courses: Gino GrazianoUniversity of Brighton
The document provides guidance on writing effective personal statements and reference letters to support applications to academic courses. It advises that personal statements should demonstrate qualifications, potential for success, understanding of the subject, and motivation. Reference letters should provide honest, specific insights about academic achievement, suitability for higher education, and personal qualities. Good personal statements are well-structured and concise while showing a clear interest in the course. Good references include both academic details and personal insights to give selectors a full picture of the applicant.
The document discusses different levels and types of mentorship programs that provide students career guidance, hands-on experience, and skills development through collaboration with experts in fields of interest. A level 1 skill-producing mentorship involves a short-term project over 4 weeks, level 2 academic study is 1-2 quarters and involves a research project, and level 3 advanced academic mentorship requires in-depth study and a substantial contribution to the mentor's work. Mentors provide guidance, feedback, and connections to help mentees explore careers and take steps toward goals through activities like job shadowing, internships, and skill-building projects. The mentorship process involves identifying mentors and goals, required training, and written agreements between the student
The document provides motivation for the online course design. It suggests having participants complete a pre-course questionnaire to engage them and provide feedback on their commitment and learning style. It also recommends setting up an open and friendly community atmosphere through icebreaker discussions and live chat. Clear guidelines on assessment and expectations should be given early on, while meaningful interactions and a variety of tasks that allow students to apply learning to their own contexts can help motivate students. The tutor should provide regular feedback and opportunities for self-reflection to develop student autonomy over the course.
The presentation is about career counselling and how we as future teachers want to assist learners in achieving their dream careers. The audience that we targeted was parents, teachers and learners from grade 8 to 12.
Assessment For Learning - Formative AssessmentPaul Samuel
This document discusses formative assessment strategies and expectations for feedback in the classroom. It covers establishing a growth mindset culture, sharing learning objectives and developing success criteria with students. Teachers are expected to provide feedback on student work using ticks, crosses, or a "2 stars and a wish" approach. Student work should be dated and include the learning objective. Students are responsible for self-assessing their work next to the objective. Teachers must model expectations and allow students to apply feedback to improve their work.
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Brainstorming how to improve the transition from going to high school to finding a job
1. Not money should be the driver but
maximum of satisfaction
Apply a culture of failure and
positive learning
It should be half theory and half
practical / job related subjects
The topics should be more job related
Structure of high
schools
Explore different kinds of job in role play
Do mood boards and explore your aspirations
Lego play and explore
and find your talents
Exploring in a sandbox
Art
every students is obligation to travel for
1 year before starting university
students have 1 year travel for free
they collect points for every job they worked in
Travel
Employees speak about their jobs in schools
Subtopic
Companies come to high schools
Psychological tests
Creativity Tests
Only questionnaire to identify personal aspirations
Rorschach Test for Personality
Tests
Questionaires - ask people like parents,
friends, teachers about the skills and
talents of graduants
Follow children from kindergarten to high school and
drive conclusions from the observations
Research
During high school
After high school
Rotation of Internships minimum in 3
different branches
Craftman internship
Service internship
Job hopping
Every gradient should do a social internship
Internships
Study the first year for free and than decide
Have a basis study for all students,
specialisation is later
Trial and Error
Training centres where graduants experience
different situations and get feedback Assessment Center
Every student gets a personal coach
The coach accompanies his coachee
during the whole "finding" process
Personal Coach
Get to know your identity in extreme situations Outdoor Training
Simulate a company and different type of jobs
Every gradient can try out different types of
roles
Play "company"
High school graduants need a way to find
their own identity because only then they
know in which direction they want to develop
and find a job