Pop-up shops are temporary retail locations that last for a short period of time, often to sell seasonal items. They first appeared in 1999 in Los Angeles, based on Japanese trends. Pop-up shops allow entrepreneurs to test products and locations with lower costs than permanent stores. Notable pop-up restaurant pioneer Ludo Lefebvre operates the traveling pop-up LudoBites in Los Angeles, gaining praise for his creative menus. Social media helps customers learn about and reserve spots at popular temporary locations.
This document is a Chinese curriculum night presentation by teacher Lili Guo. It outlines the curriculum for Grade 2 Mandarin Heritage Language students, including 6 units of study, primary resources used, how student learning is assessed through formative and summative assessments, and how parents can support students through homework and use of online resources.
Pop-up shops are temporary retail locations that last for a short period of time, often to sell seasonal items. They first appeared in 1999 in Los Angeles, based on Japanese trends. Pop-up shops allow entrepreneurs to test products and locations with lower costs than permanent stores. Notable pop-up restaurant pioneer Ludo Lefebvre operates the traveling pop-up LudoBites in Los Angeles, gaining praise for his creative menus. Social media helps customers learn about and reserve spots at popular temporary locations.
This document is a Chinese curriculum night presentation by teacher Lili Guo. It outlines the curriculum for Grade 2 Mandarin Heritage Language students, including 6 units of study, primary resources used, how student learning is assessed through formative and summative assessments, and how parents can support students through homework and use of online resources.
Diasarja on alunperin kolmas ja viimeinen osa erään lukion Android-tablettien koulutusta, mutta oletettavasti diasarjaa myöhemminkin täydennän. Nyt mukana on sovellusten ohessa paljon selainpohjaisia palveluita, jotka tosin ovat tärkeitä erityisesti, kun osalla opiskeljoista on tabletti ja osalla läppäri.
Esityksessä pohditaan syitä, miksi koulu, oppilaitos tai kuntayhtymä tarvitsee oman "appsin".
Esitys pidetty Verkkojakokemassa.fi -seminaarissa 10-2014
Otaniemen lukiolaiset osallistuivat Helsingin yliopiston järjestämään MOOCiin, joka toimi myös kurkistuskurssina historian opiskeluun yliopistossa.
cMOOC (connectivistMOOC) on MOOC, jonka suoritustavassa korostuu yhteisöllinen oppiminen.
Diasarja on alunperin kolmas ja viimeinen osa erään lukion Android-tablettien koulutusta, mutta oletettavasti diasarjaa myöhemminkin täydennän. Nyt mukana on sovellusten ohessa paljon selainpohjaisia palveluita, jotka tosin ovat tärkeitä erityisesti, kun osalla opiskeljoista on tabletti ja osalla läppäri.
Esityksessä pohditaan syitä, miksi koulu, oppilaitos tai kuntayhtymä tarvitsee oman "appsin".
Esitys pidetty Verkkojakokemassa.fi -seminaarissa 10-2014
Otaniemen lukiolaiset osallistuivat Helsingin yliopiston järjestämään MOOCiin, joka toimi myös kurkistuskurssina historian opiskeluun yliopistossa.
cMOOC (connectivistMOOC) on MOOC, jonka suoritustavassa korostuu yhteisöllinen oppiminen.
This document discusses using digital storytelling in a Finnish history course, where students create stories about their families during the war years of 1939-1945. It provides guidance on gathering and evaluating sources, creating a storyboard, using appropriate applications, addressing copyrights, and assessing digital content. Challenges for both teachers and students are acknowledged, such as working within time and competence limits or sharing sensitive family issues. However, digital storytelling is praised for encouraging creativity, suiting different abilities, empowering learners, enabling intergenerational exchange, and developing historical empathy.
Tämä esitys pidettiin Historian ja yhteiskuntaopin opettajien liiton syyspäöivillä 16.11.2019 ja melkein saman sisältöisenä VESO-iltapäivänä Espoon opettajille 18.11.2019
This presentation was held in History Teachers Conference 16.11.2019. More or less same presentation was given to teachers in the city of Espoo.
These slides were used to describe how we use ICT in our history and social science courses. This presentation was made for Dutch teachers and headmasters visiting our school.
This document discusses the use of escape rooms in education. It provides background on the presenters, who are history teachers and textbook authors in Finland. It defines what an escape room is and explains why they are useful for learning. Specifically, escape rooms promote student-centered learning, collaboration, problem-solving and the development of 21st century skills. The document provides tips for designing educational escape rooms and suggests they can be adapted for all subjects and grade levels. It also explores using emerging technologies like augmented and virtual reality to enhance escape room activities.
This document summarizes a presentation about using digital storytelling in history education. It discusses how two teachers at Olari Secondary and Upper Secondary School in Espoo, Finland have incorporated digital storytelling into their history curriculum. Students create digital stories based on historical topics or their family histories. The teachers discuss the benefits of digital storytelling for student-centered learning and the development of students' historical skills. Challenges of digital storytelling implementation are also acknowledged.