Hundred of Hoo
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This document discusses ideas around challenging learning from philosopher Alfred Binet and others. It explores what children need to learn, whether intelligence is nature or nurture, the impact of vocabulary exposure in early childhood, mindsets about intelligence, and balancing challenge versus difficulty. Key concepts discussed include mental orthopaedics, growth mindset, the teaching target model, and using question stems and colliding concepts to facilitate challenging discussions for learners of different ages.
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· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
· Chapter 8 Chapter 8 The Preschool YearsThe preschool years
How To Talk To Your Children About Sex Sexuality Education For Parents
How To Talk To Your Children About Sex Sexuality Education For Parents
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This document contains information from multiple sources on educational topics. It includes sections on feedback questions, writing checklists, essay structures, homework effects, assessing without threats, and using data to track student progress. Various websites are referenced throughout relating to math criteria, history marksheets, and individual school targets.
Teachers Forum, River Gum
This document contains various resources for teachers and students related to assessment and learning goals. It includes checklists for writing and math criteria, links to websites about visible learning and self-assessment questions. There are also examples of marksheets for history essays and references to growth mindset research about how students can train their brains. The document promotes assessing student achievement and progress towards specific learning goals.
Kolbotn parents
This document discusses ability grouping and praise in education. It summarizes research showing that ability grouping children at a young age and streaming them into "top sets" can negatively impact lower-achieving students. Specifically, research found that 71% of September-born children were placed in top sets compared to only 26% of August-born children. The document also reviews research demonstrating that praising children's intelligence rather than effort can have a detrimental effect on their motivation and resilience. In contrast, praising hard work and the learning process leads to greater persistence and achievement. The document advocates avoiding ability labels and focusing feedback on effort, learning, and growth.
Natur och Kultur conference
The document contains several sections related to self-assessment, learning goals, and evaluation criteria. It includes top self-assessment questions, a learning goal about using descriptive words when writing, and examples of descriptive writing. It also includes checklists for writing and history assignments, with criteria for introduction, body, and conclusion. Several website URLs are listed throughout.
Behold the Turtle
The document discusses the nature vs. nurture debate on intelligence and talent, presenting perspectives of innate abilities versus incremental growth through effort. It also examines how praise focused on process rather than intelligence can influence a growth versus fixed mindset and reviews strategies like previewing material to develop a growth mindset that sees potential and abilities as expandable through learning and challenge. The effects of mindsets on learning and responses to difficulties are explored through various studies.
P4C with young children
P4C (Philosophy for Children) is a thinking skills program that aims to help children aged 3-6 become more thoughtful, reflective, considerate, and reasonable individuals. It uses collaborative inquiry through stories, questions, and discussions to develop critical thinking and social-emotional skills. A typical P4C session involves sitting in a circle, a warm-up activity, presenting a story or stimulus, identifying concepts, generating philosophical questions, sharing thoughts and perspectives, and drawing conclusions as a group.
P4C India
The document summarizes information about Philosophy for Children (P4C). It discusses how P4C aims to help children become more thoughtful, reflective, considerate, and reasonable individuals rather than turning them into philosophers. It provides an example of the typical format used for P4C discussions and notes how creating cognitive conflict is key to developing critical thinking skills. The document also shares quotes from Socrates about wisdom and philosophy.
Holtet Videregående Skole
This document summarizes key findings from John Hattie's meta-analysis of over 900 studies involving over 50,000 studies on factors that influence student achievement. Some of the main findings include:
- Formative evaluation of teachers, how pupils rate their teachers, and teacher-student relationships have among the highest effects on student achievement.
- Factors like matching learning styles, teachers' subject knowledge, and class size have smaller effects.
- Visible learning research shows that assessment capable students, providing formative evaluation to teachers, and microteaching have the top influences on student achievement.
- Warmth, encouragement of higher-order thinking skills, empathy, and non-directivity most influence student-
LNNZ Windsor School, Christchurch
This document discusses the importance of teaching students how to learn effectively. It notes that Alfred Binet believed intelligence could be developed, not just fixed, and that students should learn skills like focus, discipline and mental orthopaedics before subjects. It also discusses the impact of praise, finding that praising effort rather than intelligence leads to greater persistence and risk-taking. The document advocates focusing on student progress rather than rankings.
QASSP Conference
This document summarizes a presentation about challenge and learning. It discusses how challenge can improve achievement when students adopt learning strategies rather than performance strategies. It also discusses the Teaching Target Model which shows how performance increases as challenge increases up to a point of optimal learning. Other topics discussed include questioning techniques, models of skill acquisition, providing effective feedback to students, and ensuring innovations in education are coordinated and coherent.
AIS Sydney
This document summarizes a conference on challenging learning held on May 10th, 2012. It discusses how achievement can be improved when students focus on learning strategies rather than performance, accept feedback, set difficult goals, compare themselves to criteria rather than others, have high efficacy in learning, and self-regulate. It also discusses the importance of learning goals over performance targets and the power of asking students the three questions of "Where am I going?", "How am I doing?" and "What are my next steps?".
Falconbrook School
Falconbrook Primary School uses Philosophy for Children (P4C) to develop students' thinking skills. P4C provides intellectual, social and emotional tools to think well, think judiciously, and foster care and commitment to act on thinking. It uses classroom discussions to explore questions and ideas. The goal is not to find answers but to question all answers. P4C sessions begin with a stimulus to provoke philosophical discussion using questioning techniques. This helps students analyze, evaluate, interpret and discuss concepts.
Krokane April 2012
The document discusses improving teaching and learning at Krokane school. It introduces philosophical concepts like mental models and losing your stars. It provides guidance on assessment capable students, grouping students effectively, and using the Dreyfus model of skill acquisition. Socratic questioning techniques and philosophical inquiry with children are presented as ways to enhance critical thinking. The document concludes by listing next steps for Krokane school, such as incorporating philosophical discussion, grouping strategies, readiness checks, and formative assessment practices to advance student learning.
Groundhog Inquiry
The document discusses building an inquiry culture in schools. It begins by outlining the hopes and goals of resolving issues, establishing routines, and reconnecting colleagues. It then discusses different levels of skill acquisition using the Dreyfus model, from novice to expert. Key questions are posed about thinking, routines, groupthink, and defining terms like ordinary and extraordinary. Trust is examined as organic, contractual, and relational. A continuum of organizational maturity is presented. Examples of Socratic quotes are provided, and an "ethos for learning" is described that questions all answers. The power of real questions and positional dynamics in conversations are explored. A look at team culture pillars of empathy, engagement, clarity of purpose and learning is taken
Aranmore College
The document discusses learning as a lifelong process and the importance of teaching people how to learn. It explores the nature vs nurture debate around intelligence and talents. Various quotes are provided on topics like praise, mindsets, ability grouping and the influence of assessment on achievement. Effective strategies discussed include learning intentions, formative feedback, and groups of three.
Inner South Bobby Dazzlers
The document discusses several ideas for motivating students and providing feedback in the classroom, including:
1) Providing rubrics with skill ratings rather than scores or grades to give students specific feedback on their performance and areas for improvement.
2) Using "Learning Detectives" where students are assigned to observe and record the names of peers demonstrating "Good Learning" to develop an understanding of success criteria.
3) Focusing on core values like respect, celebration of differences, and positivity to improve exam results and reduce need for surveillance cameras.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Hundred of Hoo
- 1. Challenging All Learners, Hundred of Hoo 2012 jamesnottingham.co.uk
- 2. What do children need to learn? Alfred Binet 1857 - 1911 ‘What (pupils) should learn first is not the subjects ordinarily taught, however important they may be; they should be given lessons of will, of attention, of discipline; before exercises in grammar, they need to be exercised in mental orthopaedics; in a word they must learn how to learn.’
- 4. Intelligence – nature or nurture? Alfred Binet 1857 - 1911 In 1904, the French government asked Binet to create a mechanism for identifying students in need of alternative education Binet created a scale of 30 tasks for 6 – 14 year olds, ranging from easy to complex ones He stated his test showed what a child had learnt to that point, and nothing else
- 5. Number of words heard by children A child in a welfare-dependent family hears on average 616 words an hour A child in a working-class home hears on average 1,251 words an hour A child in a professional home hears on average 2,153 words an hour Number of words spoken by the time children are 3 500 700 1100 Hart & Risley, 1995
- 6. By the time they start school Some children start school knowing 6,000 words. Others, just 500 words. Source: BBC 2009 http://news.bbc.co.uk/1/hi/ magazine/8013859.stm
- 7. What matters is what you believe about intelligence People who believe intelligence comes mainly from nature have a ‘fixed’ mindset Professor Carol Dweck, Stanford People who believe intelligence comes mainly from nurture have a ‘growth’ mindset
- 8. Not everything counts Not everything that counts can be counted, and not everything that can be counted counts Sign hanging in Einstein's office at Princeton
- 9. What is stretch and challenge?
- 10. What do these 3 have in common?
- 11. 10 9 8 7 6 5 4 3 2 1 0 How much challenge was there?
- 14. Challenge and Learning CA SA PA Current Ability Subconscious Ability Potential Ability Too Easy Too Hard
- 15. Time PerformanceThe Teaching Target Model (TTM) CA SA PA
- 17. Challenge with young children
- 18. If A = B then Does B = A? Friend Trust Trust Friend For example … Wobblers (If A = B)
- 19. Recent Demo Lesson Concepts What is a toy? (5 year olds) Was the mouse telling lies? (7 year olds) What happens when you die? (11 year olds) What’s the difference between tragedy and romance? (14 year olds) What is culture? (15 year olds) Is zero the same as nothing? (17 year olds)
- 21. 2 2 2 2 Key
- 23. Example question stems What is (difference different from?) What if (everyone was extraordinary?) Always/never (know?) How do we know (what love is?) Why do we (say young people don’t know what love is?) What is the difference (between ordinary & extraordinary?) Is it possible (to always be happy?) When (is happiness a bad thing?) Who (decides what the natural way is?) Can we (ever know for sure?)
- 24. Colliding concepts Truth and Opinion Biodegradable and Reusable Hero and Villain Happy and Content Dreams and Daydreams Decision and Order Child and Youth Lies and Make-believe Toys and Books Karma and Revenge Worked examples at www.p4c.com
Editor's Notes
- The story of the Pig of Happiness has been scanned into a separate PPT. So, if it’s possible to create a link here that will start up another PPT (just put in a dummy PPT for now) to save me than having to come out of this PPT and going into another PPT, then that would be great.