Presentation in conference "Informal Approach to Formal Education: a Teacher as an Object and a Subject of Museum Education" at Moscow on October 25-27th 2018
This presentation shows how Primary School and Kindergarten Želiarska 4, Košice in Slovakia can spread information about an international project within the program Erasmus+.
This presentation shows how Primary School and Kindergarten Želiarska 4, Košice in Slovakia can spread information about an international project within the program Erasmus+.
European Best-Practice-Example: World heritage Education in FinlandKuPeKasvatus
World Heritage Education, Intangible Heritage Education, Culture Education Plans in Leipzig at the Conference "World Heritage: Places for Building Capacities and Lifelong Learning in Europe"
European Best-Practice-Example: World heritage Education in FinlandKuPeKasvatus
World Heritage Education, Intangible Heritage Education, Culture Education Plans in Leipzig at the Conference "World Heritage: Places for Building Capacities and Lifelong Learning in Europe"
Esitys Hanasaaressa Kati Nurmen kanssa 31.10.2019 Living heritage in the nordic countries
International conference on the role of communities and the possibility for the sustainable societies
An International Profession: School Libraries Across the WorldJohan Koren
Looks at International School Libraries Month and its sponsoring organization, the International Association for School Librarianship, as well as other examples of international school librarianship.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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!
How to make relevant encounters and meet audiences within the changing school world?
1. HOW TO MAKE RELEVANT
ENCOUNTERS AND MEET
AUDIENCES WITHIN THE
CHANGING SCHOOL WORLD?
Sanna Valoranta-Saltikoff
M.Soc.Sci, BA
Educator
Espoo City Museum
6. • The new curriculum in Finnish basic
education and in early childhood
education calls on teachers to use
museums as a learning environment
Espoo City Museum 2017
SCHOOL CHILDREN
ARE FUTURE MUSEUM
CUSTOMERS
7. SCHOOLS AND
MUSEUMS IN
FINLAND
SCHOOLS
• Over 3200 comprehensive schools in
Finland
• All Finnish schools follows a national core
curriculum, which includes the objectives
and core contents of different subjects
• Comprehensive school and the basic
education is non-selective, free and
equal
• Basic education starts at age 7 and
encompasses 9 years
• Education and schools are under Finnish
National Agency for Education
(EDUFI), which is a national development
agency. EDUFI is subordinate to the
Ministry of Education and Culture and its
tasks and organisation are set in the
legislation.
MUSEUMS
• Over 300 professionally maintained museum sites,
as well as several hundred non-professional
museums
• 55% Finnish museums have free entrance for
children under 18 years
• An average of 12% of all museum visitors are
school children in Finnish museums
• The Finnish Museums Association is the central
organisation for museums in Finland. Its tasks
include looking after museums´ interests and
advancing museums´ activities.
• The Finnish Heritage Agency is a national
institute for protecting environments with cultural
history value, archaeological culture heritage and
architectural heritage. It also supports and
develops the museum field nationally. Operates
under the Ministry of Education and Culture.
8. NEW NATIONAL CORE
CURRICULUM IN
BASIC EDUCATION
• The key goals of the new
curriculum
→ Pupil participation
→ Increasing the
meaningfulness of learning
→ Enable every pupil to feel
successful
• The new core curriculum
places an emphasis on
transversal competences in
instruction
• An Example from Espoo:
https://www.youtube.com/watch?
v=TZwxyUf8a78 KNOWLEDGE | SKILLS | VALUES | ATTITUDES | WILL
Picture: Finnish National Agency for Education
TRANSVERSAL
COMPETENCES
9. HOW TO MAKE RELEVANT ENCOUNTERS AND
MEET AUDIENCES WITHIN THE CHANGING
SCHOOL WORLD?
1) Free museum visits for groups from day
care centres and schools
2) Educational programmes in museums
and local cultural education plan
3) Taking part and promoting national and
local projects aiming to increase pupil
participation and accessibility to culture
services
4) Educational afternoons for teachers
5) Service development together with
teachers and children and piloting new
services with school groups
6) Marketing and communications for
teachers
10. EDUCATIONAL
PROGRAMMES
IN ESPOO CITY MUSEUM
• We create special educational concepts
for schools during every annual season
and every changing exhibition at the
Museum
• The educational programme is based on
the Finnish basic education curriculum
• Our program is part of the local cultural
education plan
• Our principles in school services:
→ ’Ask, touch and try’
→ Hands-on
→ Use of appropriate methods: drama,
gamification etc.
12. • Project coordinated by Association of
Cultural Heritage Education in Finland
and Finnish Museum Association
• School pupils, together with
museums, produce content related to
cultural heritage using a mobile
application.
• Aims of the project:
→ To support children in participating in
cultural heritage
→ To create new kinds of collaboration
with schools and museums
→ To promote the role of museums as a
learning environment
NATIONAL PROJECT CASE:
MOBILE GUIDES TO
THE CULTURAL HERITAGE
13. LOCAL PROJECT CASE:
CULTURAL AND SPORTS PATH
“KULPS!” IN ESPOO
• KULPS! is an educational tool for Espoo schools
used to promote cooperation between the schools
and cultural and sports institutions
• The KULPS! content is a free part of the education
program for basic education school groups
• Different content for different school grades:
museum visits, workshops, theater plays, concert
visits. Content is planned according to the
curriculum.
• Espoo City Museum and Espoo City Library are the
biggest service providers in the KULPS organization
• See more:
https://www.youtube.com/watch?v=0yA2qVdKW4
s
14. EDUCATION FOR
TEACHERS
• Comprehensive school teachers in
Finland must take part in at least 3
educational workshops every
school year
• Espoo City Museum is one of the
educational workshop providers in
Espoo
• Our purpose is:
→ To provide inspiration for schools
→ Familiarise teachers with the
museum
→ Encourage them to use the
museum services
15. SERVICE
DEVELOPMENT
AND PILOTING
• We are never ‘ready’
• Schools are changing, teaching is
changing, the whole world is
changing
• How to offer better services to
schools and day care groups?
• How can we know what they
need? → Customer-oriented
service planning
• Piloting – a way to create
something totally new!
16. PILOT CASE: PROJECT
ESPOO IN THE CIVIL
WAR
Project aims:
→ collect and research material about civil
war time in Espoo
→ make a temporary exhibition and
publish a book
→ involve audience and make the history
matter
• One part of the project was
collaboration with upper secondary
schools
• The Espoo City Museum’s youth
collaboration in the project Espoo in
the Civil War is the winner of the 2018
Annual Award in Museum pedagogy
17. WHEN THE HISTORY
MATTERS
“This project was cool because for once
I got to go much deeper into the history
and really explore. History classes are
usually just about dates and important
events but in the workshop I had a chance
to experience the history, the life.”
18. MARKETING AND
COMMUNICATIONS
FOR TEACHERS
• Working togehter with
teachers
• Newsletters for teachers
• Taking part in fairs and other
events for teachers
• Sending the educational
programme brochure to
schools at the beginning of
the school year
• Cultural education web pages
– all information on same
pages
20. HOW WE
SUCCEED IN
RELEVANT
ENCOUNTERS
WITHIN THE
CHANGING
SCHOOL
WORLD?
COLLABORATION
WITH TEACHERS
AND EDUCATIONAL
INSTITUTES
ACCEPT THAT
YOU ARE NOT
READY
SUBMIT
RESPONSIBILITY
TO CHILDREN
ASK MORE
THAN GIVE
ANSWERS
TEAMWORK
DARE TO
FAIL
