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This deck was originally presented to a group in Siem Reap hosted by Social Enterprise Cambodia at the New Leaf Book Cafe.
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Presentation used at the IV CIEB Conference in Madrid, 2017. It raises a number of points about the use of David Perkins' Thinking Routines in CLIL settings in Primary Education
This briefing provides an engineering perspective on the major issues currently facing the UK and highlights five
policy priorities for government to address.
Key challenges for social entrepreneurs - By Daniela PapiDaniela Papi
Learn more about what types of organizations are considering themselves "social enterprises" and about some of the key challenges of social entrepreneurship. In essence, this deck is helpful for ANY entrepreneur, especially since all entrepreneurs should be considering their social and environmental impact.
This deck was originally presented to a group in Siem Reap hosted by Social Enterprise Cambodia at the New Leaf Book Cafe.
By Daniela Papi - Lecturer and consultant at Oxford's Saïd Business School and the Skoll Centre for Social Entrepreneurship
Presentation used at the IV CIEB Conference in Madrid, 2017. It raises a number of points about the use of David Perkins' Thinking Routines in CLIL settings in Primary Education
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
When I taught year 6-8, we went to Kōkako Lodge for our camp. Charades happened to be one of the planned activities, but we found out that the majority of the class had never played this game before. I decided to start a draft of the game, but I really wanted some feedback... He aha o koutou whakaaro? He pai, rānei ngā kaupapa? He aha ngā painga? He aha ngā āhuatanga ki te whakapakari?
Anansi me ana mahi toa nā Verna Aardema te paki, nā Lisa Desimini ngā pikitia...Ruth Lemon
I te tau 2004, i tū tētahi wīki whakanuia pukapuka i te Kura-ā-rito o Newton. Ko taku hiahia ki te pānui i tētahi pukapuka mīharo me te hou ki ngā tamariki rūmaki reo... Nō reira, i te tango whakaahua o tētahi pukapuka mīharo me te whakamāori - Ahakoa he mahi roa tēnei, he mahi whaihua!
Our concert this term had the theme, Celebrations, so we explored a range of celebrations through our weekly shared poems, from Chinese New Year, to Eid Mubarak, to Saint Patrick's Day. The poems were selected from: Let's celebrate! : festival poems from around the world / edited by Debjani Chatterjee & Brian D'Arcy ; illustrated by Shirin Adl.
We went through the history of the British Isles through nursery rhyme, which supported the extensive work that we did exploring the histories of the peoples and the land (from the Iron Age Celts, through to Victorian England).
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In term 1, the year 6-8 rūmaki reo Māori class were preparing for camp and for art exhibition. We found out that there were eels in the river by Kōkako Lodge, so we decided to design our own hīnaki and to explore tuna.
With year 7-8 rūmaki students, we explored the continuation of the cube, rod, flat pattern, by by chopping carrot models. This sheet was a practise sheet after the activity. Focus on place value consolidation.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
This swimming/aquatics unit plan contains a sequence of activities (thank you Water Safe - http://www.watersafe.org.nz) that are easily adapted to a range of ability levels, incorporating things like: hypothermia and its effect on the body; rip education in the swimming pool and life-jackets.
We were studying character descriptions in class. I selected a section of a piece that I had written about a māeroero and we then dissected the language features (āhuatanga reo) used in the text.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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!
1. 1 Kidpix
Ideas for how to use Kidpix in the akomanga
Hauora
· Food Pyramid – I made a template and asked the tamariki to make their own
food pyramid. Reinforcement of Hauora in class the previous week, where the
Food Pyramid had been introduced and extension – to see where the tamariki’
understanding was at. 1 hr 30 mins = wä mahi
tauira Tau 1
Tau 2
· Other Ideas:
Tau 3
Tau 3
- Tinana – drawing and labelling parts of the tinana to reinforce understanding
- Cycles – looking at hapütanga, what stages does the baby grow through?
- Responsibilities – making up an individual chart which reflects the mahi you
are responsible for at home, could lead into a group effort and/or be made into
a slideshow, where the tamariki could look at the different things their whänau
do around the home
- Diets or menus, could be group work, to extend on from the food pyramid,
where tamariki plan a healthy diet for a day / the 3 meals.
2. 2 Kidpix
Tikanga-ä-iwi
· Inia – A series of mahi.
Step 1 was to reinforce the takotoranga whenua. The tamariki had spent
classroom time exploring this and started making a mural also.
Step 2 was to introduce some of the languages and get the tamariki to write
their name using Hindi characters (an Internet download). No w or wh
characters in Hindi, so tamariki problem-solved to choose the closest
equivalent – B or V...
Step 3 was to bring in a picture of themselves and dress themselves up in the
clothes of India, sari, bindi etc. Reinforce cultural differences and probe for
some of the thoughts that the tamariki have about where the differences come
from / why?
45 mins = wä mahi for each step.
Tau 3
Tau 1
Tau 2
Tau 1
When we were preparing for a marae haerenga to Taranaki, we started to look at what
we thought the whenua was like. In class, the tamariki explored some of the history
and stories – they also started working on a whakaari, to retell the stories ä-tinana.
Te mahi tuatahi = what would Parihaka Pä have looked like, with Taranaki maunga
behind?
Te mahi tuarua = after the tamariki learnt the story of the maunga, they drew what
they thought the fighting would have looked like.
45 minute sessions in the ruma rorohiko.
Tau 2
Tau 1
3. 3 Kidpix
Tau 1 Tau 1
· Other Ideas
- To storyboard the whakaari at the same time as it is being written in the
classroom – to work on choreography and awareness of performance for an
audience – maybe to record some of the korero, go into the Powerpoint side of
Kidpix and make a video of their planning.
- To make a booklet, maybe for tourists, about a new whenua, including a
mahere whenua, some of the reo, some of the famous places...
-Map skills – to make a map of the ruma rorohiko with key, to look at maps of
home, of kura.... always with keys.
Tau 2
me 3
Tau 3
Tau 1
Tau 2
Tau 3 Tau 2
4. 4 Kidpix
Pütaiao
· Oro – We had just started the unit in the classroom and the tamariki had been
introduced to soundwaves and done a couple of experiments about how sound
travels. In ruma rorohiko, we aimed at finding out what the tamariki’
whakaaro was about how different sounds would look, as the soundwaves
travelled to the ear.
Tau 3 Tau 1
· When we were looking at Poraka as a kaupapa, it carried over into momo tuhi,
where the tamariki wrote a report on frogs. We used wä rorohiko to look at
publishing this work as a booklet.
· When the tamariki were studying Ngä Parekura-ä-Taiao, an integrated 10
week unit, the tamariki produced a video in Kidpix that incorporated their
tuhinga for momo tuhi, their reo, the photos taken of their mahi building the
shelter and weaving the plates, making the cups and gathering the manuka for
bedding, and we aimed at readability and relevance.
· Other Ideas
- Designing experiments, making a ‘Powerpoint’ that contains the design, the
steps taken and the results
- Looking at life cycles – showing each stage of the cycle and labelling
- Looking at habitats
Tau 1
Tau 2
5. 5 Kidpix
Momo Tuhi
· Rotarota – the tamariki wrote a series of poems in class. Together, we wanted
to find ways of presenting these using Kidpix. 3 sessions used, mainly due to
keyboard familiarity.
Tau 2 Tau 3
· Narrative writing – Designing a cover for a narrative piece written in class.
Aiming at having the artwork be relevant and not just ‘pretty’.
· Käri Poroporoaki – done with seniors and juniors – one session. With
nohinohi, usually supported by written message in the final poroporoaki book,
but seniors write their message in Kidpix. 1 session.
Tau 1
Tau 3
Tau 3 Tau 1
Tau 2
6. 6 Kidpix
Tau 1 Tau 2
· Other Ideas:
– Storyboarding – could support playwriting or scripting.
- Cartoons – could be used to strengthen concepts, or as a ngohe pänui
Tau 3
Tau 4
Tau 5 Tau 6
7. 7 Kidpix
Toi
· Ngä Kanohi Whaiaro – could have been used to support just about any
kaupapa for mahi toi, but when the tamariki were looking at self-portraits in
class, we looked at this also in Kidpix.
Tau 1 Tau 3
· Photography – we are looking at photography at the moment and using Kidpix
to frame / showoff the work that we are doing. Aiming at progressing to a
stage where there is an understanding of the focus, which you want to be the
actual photo, so trying not to distract the viewer’s attention. Also looking at
titles for the photo.
Tau 2
Tau 3
Tau 1
Tau 2 Tau 1
8. 8 Kidpix
Hängarau
· Designing an obstacle course (started off as a mainstream senior students’
project) – The nohinohi got excited one day when they came in and saw
the models that the senior students had built from their Kidpix designs, so
we decided to look briefly at the kaupapa. First, are the mainstream
examples.
Tau 5
· Pae Tukutuku – after the tamariki had finished their rangahau, they went
into Kidpix as individuals, to lay down their whakaaro about what the
website page layout could be. This was then taken back to the röpü, where
ideas were incorporated from each member to create a collective design,
this is in the process of being revised / polished before starting work on
making the actual webpages – to focus the thoughts, so that I can see
which tamariki might need more support / time to explore websites.
Below, there is a sample of the individual work, how the group’s first draft
looked and a revised draft for some – to show some of the process.
Tau 1
Tau 2
9. 9 Kidpix
1st group
draft
Tau 6
Tau 5
2nd group
draft
Tau 4
Tau 4
Tau 4
1st group
draft
1st group
draft
Tau 5
Tau 5
10. 10 Kidpix
When I first started in the classroom, Kidpix was something the kids were
used to and that I had never seen before. At first, I stressed and spent a
long time tutuing and trying to figure out what stamps were where etc.
But then, I noticed that the tuakana teina system was strongly in place. I encouraged
tamariki to answer each other’s questions and learnt a lot from them. In the beginning,
the focus in Kidpix was really on how to publish some writing or to make an
illustration for something being done in momo tuhi. Over time, this whakaaro has
changed. Kidpix is a strong and useful tool for visualising, for designing, to use as
part of a larger process.
Over the last couple of weeks, I have tried for the first time with the juniors to use the
tool itself as part of the aromatawai whaiaro process. I wanted the tamariki to share
how they thought they were doing, on one side, with photography and, on the other,
how comfortable they felt with their pukenga-ä-Kidpix.
Tau 2
Tau 3
Tau 2
Tau 1