Ms. V teaches a class of 14 students with diverse abilities and challenges. She takes a holistic and learner-centered approach, focusing on each student's strengths rather than weaknesses. To motivate her students and address different learning styles, she uses a variety of technologies and multimedia in the classroom, such as cell phones, instant messaging, and video conferencing. She emphasizes collaboration over independent work, encouraging students to network, share knowledge, and help each other. For a science fair project, Ms. V made the curriculum more relevant and engaging for students by incorporating their technology skills and allowing choices in presentation format. Through her innovative teaching methods, Ms. V helps students feel cared for and succeed by their own abilities.
This is Andile's Reflective E-Portfolio. It consist of Artefacts and collection of all assessments I have engaged with and completed in the Methodology and Practicum FET and SP Mathematics 4 Module. This is my professional developments drawn from different experiences such lesson observations, WIL teaching practice and lectures that were conducted via Blackboard with the lecturer and peers.
This is Andile's Reflective E-Portfolio. It consist of Artefacts and collection of all assessments I have engaged with and completed in the Methodology and Practicum FET and SP Mathematics 4 Module. This is my professional developments drawn from different experiences such lesson observations, WIL teaching practice and lectures that were conducted via Blackboard with the lecturer and peers.
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
Teacher's portfolio on project "GAMES", Erasmus +
A portfolio with the opinions of teachers about their own work on the project KA 2, "GAMES" - Games Always Make Everyone Supportive. Each teacher made a list of the activities he/she has taken a part in, the methods of teaching that he has employed. The teachers shared their experiences as part of the project – their progress in terms of sport achievements, foreign languages, computer skills, team work. They also had to determine their future goals with a plan about its completion.
CONTENT IS SYNCHRONIZED FOR AN EXCELLENT INFORMATION.
THE FOUNDATIONS OF INTERACTIVE TEACHING AND ITS PRIOR DISTINCTIONS AS WELL AS CLASSIFICATIONS.
THIS SELECTION IS THE GENERAL SUMMARY OF THE USAGE AND NATURAL INQUIRY ON INTERACTIVE TEACHING.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
TEACHING STRATEGIES IN MATHEMATICS IN AN INCLUSIVE CLASSROOM: A CASE STUDY B...Laika B. Veloso
TEACHING STRATEGIES
IN MATHEMATICSI N AN INCLUSIVE CLASSROOM:
A CASE STUDY BETWEEN SPECIAL EDUCATION
AND GENERAL EDUCATION TEACHERS
KERCHATEN, Showy D.
TUBAL, Anna Priscilla M.
VELOSO, Maria Balalaika B.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
Teacher's portfolio on project "GAMES", Erasmus +
A portfolio with the opinions of teachers about their own work on the project KA 2, "GAMES" - Games Always Make Everyone Supportive. Each teacher made a list of the activities he/she has taken a part in, the methods of teaching that he has employed. The teachers shared their experiences as part of the project – their progress in terms of sport achievements, foreign languages, computer skills, team work. They also had to determine their future goals with a plan about its completion.
CONTENT IS SYNCHRONIZED FOR AN EXCELLENT INFORMATION.
THE FOUNDATIONS OF INTERACTIVE TEACHING AND ITS PRIOR DISTINCTIONS AS WELL AS CLASSIFICATIONS.
THIS SELECTION IS THE GENERAL SUMMARY OF THE USAGE AND NATURAL INQUIRY ON INTERACTIVE TEACHING.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
TEACHING STRATEGIES IN MATHEMATICS IN AN INCLUSIVE CLASSROOM: A CASE STUDY B...Laika B. Veloso
TEACHING STRATEGIES
IN MATHEMATICSI N AN INCLUSIVE CLASSROOM:
A CASE STUDY BETWEEN SPECIAL EDUCATION
AND GENERAL EDUCATION TEACHERS
KERCHATEN, Showy D.
TUBAL, Anna Priscilla M.
VELOSO, Maria Balalaika B.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
Holistic Powertrain Development & Test Productivity Optimisation at Jaguar La...Wilhelm Graupner, Ph.D.
Holistic Powertrain Development
& Test Productivity Optimisation
at Jaguar Land Rover
J. Houldcroft, T. Beattie, A. Neil, S. Ducker, J. Bristow
Jaguar Land Rover, Whitley, United Kingdom
R. Osborne, A. Ciriello, M. Wilkins
AVL UK Ltd.
A. Balcombe, A. Ney
AVL Deutschland GmbH
W. Graupner
AVL List GmbH, Graz, Austria
• A generic framework of testing and development efficiency has
been presented, covering two distinct methods, namely the four
lever approach and the system optimisation approach.
• The 4 lever approach has been applied multiple times and has been
proven to provide significant gains in test field effectiveness.
• System optimisation – Achieving the optimal balance between the
engineering test requirement and testing capability is a powerful
concept which can be used to improve test field effectiveness.
• A circular work flow phenomenon has been presented which originates
from a mismatch between engineering requirements and test
capabilities. This mismatch is often explored in an iterative timeconsuming
way. System optimisation is proposed to be a suitable
remedy.
• The full potential of investment in facility cannot be realised
without commensurate attention to development process, organisational
change, training and communication between test and
engineering.
The philosophies presented can be used to justify expenditure on
test facility upgrades with a specifically targeted benefit to the
development process.
6 Acknowledgements
The Authors of this paper would like to recognize the following
individuals which through their commitment, expertise and the
quality of their work contributed substantially to the success of the
work. These are (in no particular order):
Jason Beeby, Noel Cassidy, Roy Vasey, Kevin Snipe - JLR
Markus Reumueller, Marie Sophie Vogels - AVL Graz
Danny Burchill, David Moore, Stuart Brown, Harry Pearson - AVL UK
Improving Customer Performance as a Guide for Business Model Innovation -Wilhelm Graupner, Ph.D.
Improving Customer Performance as a Guide for Business Model Innovation -
Case Studies and General Conclusions
By
Alexander Hohenberg
Leechgasse 8, A 8010 Graz Austria – alexander.hohenberg@edu.uni-graz.at
Antonio Osvaldo Ciriello
Linley Green Road, Herefordshire, UK – antoniociriello@aol.com
Wilhelm Graupner
Am Freigarten 10, A 8020, Graz Austria – willi_graupner@yahoo.com
April 23rd 2012
1 Abstract
This report is investigating at how “improving customer performance” is used as a business model innovation approach throughout different industries. As a methodology, case studies and their structured evaluation for commonalities and differences were chosen. Typically “improving customer performance” is established as a new business model which replaces the old ways of doing business. As it is providing better perceived value for the customer it always leads to differentiation of a certain supplier. This is always ONE of the strategic goals. Others can be market entry for a supplier accompanied by shaping a new business or situations driven by the customer, e.g. to outsource a part of the value chain in order to increase profitability or flexibility. Often stronger customer retention is a feature of the new model. A complete survey including conclusions for different markets is provided.
Keywords: business model innovation, total shareholder return, customer performance, innovation, differentiation, customer segment, crisis, cost, market entry, customer retention
FORD DUNTON POWERTRAIN
TEST & DEVELOPMENT EFFICIENCY
PILOT
L. Bellamy, S. Palmer, P. Beck, B. Ellison
Ford Motor Company, Dunton, Great Britain
W. Graupner, Ph. Williams
AVL List GmbH, Graz, Austria
A. Ney
AVL Europe ITS, Wiesbaden, Germany
R. Osborne
AVL UK ITS, Basildon, Great Britain
Set work for gr. 8 1st additional language. Poem, Klara Majola.
English introduction of the back ground to the poem.
Created and compiled by learners from Northwood Boys High School, Durban, South Africa.
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Reading and Technology: Make the Connectionsqoolmaster
Discover Internet resources and technology applications that address the National Reading Panel recommendations in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
How to Teach 21st Century Skills with TechnologyPenPalSchools
A quick presentation to learn how to teach 21st century skills (like creativity, collaboration and empathy) with educational technology tools like PenPal Schools. Learn more at www.penpalschools.com.
Set work for gr. 8 1st additional language. Poem, Klara Majola presentation in AFRIKAANS.
Created and compiled by learners from Northwood Boys High School, Durban, South Africa.
Set work for gr. 8 1st additional language. Poem, Klara Majola.
English explanation of the back ground to the poem.
Created and compiled by learners from Northwood Boys High School, Durban, South Africa.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
I Am Truly Innovative
1. Good Day!
I’m Ceanlia Vermeulen [Ms. V for short].
Please to meet you.
A little bit of background about why I am truly innovative:
I am a facilitator that is learner centric, holistic, I teach about
how to learn as much as teaching about the subject area. I’m
also a learner, studying through UNISA – Gifted Education.
First some background information regarding the class I
facilitate:
We have a remedial unit at our school from grade 1-6. In
grade 7 these learners have to join the mainstream again. My class consist of these
learners that have been in the remedial unit for the last six years and now have to be
‘mainstreamed’! I also have a learner with a language barrier [English not her first
language] and I have Gifted learners with learning disabilities! Our school is starting a
Gifted Unit in 2009.
All the learners in my class of 14 have difficulties with reading, handwriting, spelling,
mathematics or organisation. The learning problems are usually physical, cognitive or
behavioural in nature, and can cause learners to become frustrated as teachers try to
remediate the weaknesses, allowing few opportunities for their talents to surface.
Up to now my learners have felt confused, isolated and sometimes at risk. My learners are
paradox in terms, because of the discrepancies between their strengths and weaknesses.
An astute teacher will often accurately identify the discrepancy between one area and
another, but not know what to do about it. Being in this situation for the first time I had to
be very innovative.
My educational success is the sum of four factors. Motivation, communication,
collaboration and curriculum.
Motivation.
I see it is my job as a facilitator to motivate and engage my learners. How did I motivate
my learners? I broke away form the medium they use the most pen and paper and used
multimedia. I know that preferred learning styles changes from subject to subject and
teacher to teacher. I provide enough variety in my approaches to engage my learners
varied learning styles.
Communication
I started with teaching twenty years ago, when classroom communication was limited to
‘Chalk and Talk’. However now we are in a world where communication is paramount and
incredibly diverse in its variety.
Cell phones
Ask my class of mixed ability [from remedial – gifted] learners who has a cell phone. Many
have optimised their cellular usage by having several phones attached to different plans
and providers to take advantage of free txt or sms. I use these pervasive technologies in
my classrooms. I’m even on mixt!
Twelve of my 14 learners own one personal media device, such as a cell phone, desktop,
laptop, or handheld computer, and eleven one handheld
gaming device.
2. Instant messaging
What of IM or chat? I use instant messaging in my professional communications to other
staff and professional colleagues. It allows quick access with a level of flexibility not
available in an email. It allows multiple participants and is cost efficient compared to the
difficulty and cost of making a conference call via a traditional phone line. I use this in the
classroom and it is not a distraction.
Tools like Skype rely on a fast internet connection and sympathetic network administrators
but it is an easy and low cost tool to teleconference and video conference.
I have used these communication tools in my classroom
Pin & notice discussion, speech &
whiteboard & chalkboard flipchart
board lecture
cell phone
poster email SMS, mixt or text
audio
instant
cell phone video audio conference chat
message
Skype audio conference video conference msn
Discussion boards and
wikis presentations OLE's
forums
Collaboration.
My learners prefer to interact/network simultaneously with many others
learners moving between real and virtual spaces instantaneously. They love to meet using
networked digital devices chat rooms, blogs, wikis, podcasts, email and just love mixt. My
learners don’t like to work independently they prefer to network and interact.
An interesting adage
I HEAR and I FORGET
I SEE and I REMEMBER
I DO and I UNDERSTAND
I collaborate with my learners. I encourage my learners to share and network, and
encourage peer mentoring. I encourage my learners to text a peer or me to ask a question
or seek assistance with a concept. I encourage them to use instant messaging to
converse.
Curriculum
The curriculum is regularly reviewed and updated.
With this project, Science expo I asked the question of “Why are we doing this?”… and
there was no clear answer. It was my first time teaching science and to expect my learners
to do a science expo on their own at home was just too much for them and me… so I was
innovative to suggest to ‘make a plan’. We worked during brakes, after school and
weekends. We had two long weekends to complete this activity…! The best and easiest
way was to encompass modern technologies.
The Science expo is based on a researched topic, and the learners are required to provide
a journal when they submit their work for assessment. However, the Journal must be text
based. It must be printable. But what of the vast mass of valid video and audio based
news that must be ignored and overlooked because it is not easy to capture. Given the
choice would our learners read and article or listen/watch one. So I exposed them to both.
They did their ‘written’ journal and we video taped each presentation for playback
feedback. This was so much fun and rewarding!
3. Educational success
Educational success is a factor of four elements the motivational state of the learners, the
modes of communication and collaboration used in the learning space; and the relevance
of the curriculum. The compelled learner will not learn as well as one who is engaged. The
learner who is the recipient of knowledge in a uni directional flow will not progress as one
who learns in a constructivist classroom, where the tools they use are the same ones they
use in their leisure. The learner who can see the relevance in the curriculum and has had
input in shaping the direction of the learning will be more engaged and interested.
When I am asked today about the key factor that makes learners like school, study hard,
and stay in school, the answer is a quot;Cquot; word, but it's not quot;curriculum.quot; The word I choose is
quot;caring.quot;
The problem today is not that our children don't learn to read. Education research has
indicated that most children do learn the basics of reading and math in the early grades.
Many, however, do not continue these efforts in later grades. One explanation for this,
perhaps truer today than ever before, is that to reach people enough to school them, we
must meet their deep human need to feel cared about.
The days of you-do-it-or-else are over. Children, as well as adults, need to be persuaded.
There is a personal search for caring and for recognition. There is a sense of higher
expectations about how we will be treated, even by institutions, and especially by the
school.
“Up to now in my life every teacher in the school knew what I couldn’t do, you’re the first
teacher that knows what I can do! Thank you Ms.V!”
(A young man in my class)
I was successful in my approach by being holistic and learner-centred, accentuating
strengths and valuing interests. My learners were actively engaged in the learning process
and given a choice of content, methods of recording and assessment procedures. Success
in the real world does not solely depend on reading and writing only but many, many areas
of skills and knowledge and expertise.
Learners kept individual digital diaries, recorded their presentation on video and have
presented their work publicly.
For me and my learners this was a successful Science Fair project that involved the
learners in a journey of discovery, driven by curiosity. It typically started with the learners
proposing a question or hypothesis, and doing some background research. The learners
then develops an experimental apparatus or procedure that produced data, from which the
learners drew conclusions to prove (or disprove) the hypothesis, or answer the question.
My Learners were advised that getting the right answer was NOT the purpose of the
Science Fair project. It was my intent that the Science Expo project that they went through
asked questions and performed experiments in an attempt to find answers. I felt that my
learners were familiar enough with their projects to discuss it comfortably and answer
questions about it.
I encouraged my learners to develop a genuine interest in their projects. The best work
was done by learners who were motivated and inspired by their curiosity about what they
investigated.
I therefore truly believe that I am truly innovative!