ASLA XXIII Biennial Conference - Eric Frangenheim - Good inquiry learning involves much more than a quick Google search and a summary from a few sources. Rather, it is a process that ensures the student fully understands the task at hand and that the task is supported by the use of carefully chosen thinking tools. This workshop will outline a Thinking Skills Framework that is essential for all inquiry-based learning and the role of a digital resource 'ThinkDrive' to assist students with more in-depth and successful responses.
The document discusses strategies for cooperative learning in classroom settings. It provides examples of different activities and tools that teachers can use to promote positive interdependence, individual accountability, group monitoring, and equal participation among students. These include think-pair-share activities, round robin discussions, debate formats, and reflection questions to help students apply what they learned.
Delinquency control & capital build up for cooperativesefferson ramirez
The document discusses strategies for controlling delinquency and building capital in cooperatives. It outlines common reasons for borrowing and delinquency, such as sickness, job loss, or natural disasters. To minimize delinquency, cooperatives should provide continuous education to members on cooperative principles and financial responsibilities. They should also properly evaluate loan applications. Some strategies for capital build up include cooperative education, raffle draws tied to share purchases, annual dues, and voluntary savings programs like door-to-door collections or salary deductions. Maintaining sufficient capital is important for cooperatives to provide services to members and remain self-financed enterprises.
The document discusses creativity and how it can help win new business. It argues that creativity is a learned habit that involves generating ideas, incubating them, evaluating and refining them, and delivering them. It provides tips for how to be creative such as investigating problems, working in groups or individually, using creative briefs to guide the process, and presenting ideas to decision makers. The overall message is that practicing creativity through learned techniques can help firms win new business opportunities.
The document appears to be a presentation on creative thinking and breaking paradigms. It discusses various creative thinking techniques and warm-up exercises designed to get people thinking differently and looking at problems from new perspectives in order to spark creativity. It also provides a long list of names of creative people from various fields like architecture, business, and art to demonstrate that creativity can come from anyone.
The document discusses creativity and creative thinking. It provides definitions of terms like creativity, creative thinking, and innovation. It also discusses who might be creative and ways to promote and support creativity in organizations, such as through warm-up exercises, removing barriers, and providing resources and time for creative work. The document contains a long list of architects as an example of who might be creative.
HOW TO CREATE MILLION DOLLAR IDEAS- CHAPTER 6 & 7zion thompson
This is a summary of the chapter 6 & 7 of the book "How to create million dollar ideas", a book i strongly recommend for entrepreneurs and anyone looking to start a business or ignite their creative self.
Creative Consumers - Adding Inspiration to Innovationfred325i
1. The document discusses measuring and defining creativity, finding that while creativity cannot be easily defined or produced, it can be measured to some degree.
2. Tests were used to measure creativity, and found that certain occupations, personality types, and individuals who prefer working independently are more creative.
3. The key findings suggest that rather than traditional brainstorming, companies should utilize highly creative individuals working independently to generate innovative solutions.
Presented on 3/16/2014 as Keynote for the MXConference.
Change in an organization is really hard. This is especially true when a company that was once on the forefront of innovation finds itself having lost that luster through its own growth & success. The last couple of years there has been a transformation happening at PayPal that is touching every part of the organization to make it innovative again. At the heart of this change is a new, close partnership between design and engineering.
Can your organization be changed? From Bill’s experience at Yahoo!, Netflix, PayPal and consulting with numerous companies he believes there are some core principles you can employ to drive transformation that are all centered around the customer. The question Bill will explore is “How can design be the catalyst for that change?” While this talk will be inspirational, it will take an honest (and humorous) look at what has worked and what hasn’t worked so well in trying to scale change.
The document discusses strategies for cooperative learning in classroom settings. It provides examples of different activities and tools that teachers can use to promote positive interdependence, individual accountability, group monitoring, and equal participation among students. These include think-pair-share activities, round robin discussions, debate formats, and reflection questions to help students apply what they learned.
Delinquency control & capital build up for cooperativesefferson ramirez
The document discusses strategies for controlling delinquency and building capital in cooperatives. It outlines common reasons for borrowing and delinquency, such as sickness, job loss, or natural disasters. To minimize delinquency, cooperatives should provide continuous education to members on cooperative principles and financial responsibilities. They should also properly evaluate loan applications. Some strategies for capital build up include cooperative education, raffle draws tied to share purchases, annual dues, and voluntary savings programs like door-to-door collections or salary deductions. Maintaining sufficient capital is important for cooperatives to provide services to members and remain self-financed enterprises.
The document discusses creativity and how it can help win new business. It argues that creativity is a learned habit that involves generating ideas, incubating them, evaluating and refining them, and delivering them. It provides tips for how to be creative such as investigating problems, working in groups or individually, using creative briefs to guide the process, and presenting ideas to decision makers. The overall message is that practicing creativity through learned techniques can help firms win new business opportunities.
The document appears to be a presentation on creative thinking and breaking paradigms. It discusses various creative thinking techniques and warm-up exercises designed to get people thinking differently and looking at problems from new perspectives in order to spark creativity. It also provides a long list of names of creative people from various fields like architecture, business, and art to demonstrate that creativity can come from anyone.
The document discusses creativity and creative thinking. It provides definitions of terms like creativity, creative thinking, and innovation. It also discusses who might be creative and ways to promote and support creativity in organizations, such as through warm-up exercises, removing barriers, and providing resources and time for creative work. The document contains a long list of architects as an example of who might be creative.
HOW TO CREATE MILLION DOLLAR IDEAS- CHAPTER 6 & 7zion thompson
This is a summary of the chapter 6 & 7 of the book "How to create million dollar ideas", a book i strongly recommend for entrepreneurs and anyone looking to start a business or ignite their creative self.
Creative Consumers - Adding Inspiration to Innovationfred325i
1. The document discusses measuring and defining creativity, finding that while creativity cannot be easily defined or produced, it can be measured to some degree.
2. Tests were used to measure creativity, and found that certain occupations, personality types, and individuals who prefer working independently are more creative.
3. The key findings suggest that rather than traditional brainstorming, companies should utilize highly creative individuals working independently to generate innovative solutions.
Presented on 3/16/2014 as Keynote for the MXConference.
Change in an organization is really hard. This is especially true when a company that was once on the forefront of innovation finds itself having lost that luster through its own growth & success. The last couple of years there has been a transformation happening at PayPal that is touching every part of the organization to make it innovative again. At the heart of this change is a new, close partnership between design and engineering.
Can your organization be changed? From Bill’s experience at Yahoo!, Netflix, PayPal and consulting with numerous companies he believes there are some core principles you can employ to drive transformation that are all centered around the customer. The question Bill will explore is “How can design be the catalyst for that change?” While this talk will be inspirational, it will take an honest (and humorous) look at what has worked and what hasn’t worked so well in trying to scale change.
This document summarizes a workshop on Appreciative Inquiry that was held for the Sunrise School Division administrative team. The workshop covered the principles and process of Appreciative Inquiry, including defining what it is, its 4 phases (Discovery, Dream, Design, Destiny), and examples of how it has been used in the Vancouver School Board. Participants engaged in activities to share inspiring experiences, imagine future possibilities for education, and make recommendations to realize their dreams. The goal was to explore how an appreciative approach could be applied in their schools.
Pitch Training Startup Symposium SlovakiaCan Ertugrul
Pitching effectively requires capturing attention and convincing the audience. It is important to (1) keep the message simple using a clear key message and story structure, (2) frame the pitch around the audience's perspective rather than your own, (3) speak with passion and inspiration, and (4) use an engaging delivery style. Both the content and presenter are important, with the presenter needing to "wear the audience's glasses" to understand their perspective. A strong pitch tells the problem or need, the proposed solution, and how the idea will provide value and satisfaction to customers.
The document discusses the process of "Interpret & Dip Deeper" in design thinking. It involves unpacking and synthesizing empathy findings to develop compelling needs, insights, and an actionable problem statement. This includes interpreting the data at a deeper level to find unknown associations and generate inspiring insights. It also emphasizes developing a deep understanding of users with the team. The goal is to explicitly express the problem and launch generative ideation. Methods covered include finding needs and insights, constructing a Point-of-View statement, and saturating and grouping the data.
Tom Peters at Transforming Work, Life, & Organizations conferencebizgurus
The document discusses concepts related to excellence and innovation in organizations. It provides examples of how organizations can:
1) Embrace change, diversity of thought, risk-taking and rapid experimentation to drive innovation. Mistakes and failures should be seen as opportunities to learn.
2) Pursue decentralization, clear goal-setting, accountability and rigorous execution to achieve strategic objectives.
3) Continually move up the value chain by shifting from goods to services, solutions, experiences, and transforming customers' organizations.
The document discusses concepts for transforming an organization's culture and leadership approach from managing compliance to enabling possibility thinking. It advocates for altering employees' worldviews to change what they see as possible and appropriate rather than just monitoring behavior. Key points include listening for new ideas rather than just confirming existing beliefs, making declarations about an inspiring future vision rather than just assertions about the present, and how 16% of employees adopting a new idea can create an unstoppable change.
The document discusses turning offices into creative communities or "orchestras" through developing employees' creative thinking abilities. It introduces the "Creative Solution Generating Process" which involves collecting a challenge, examining it, generating ideas using creative thinking tools, narrowing ideas down to the best one, and then gathering resources to implement it. A variety of creative thinking tools and techniques are presented, such as brainstorming, forced relationships, checklisting using SCAMPER, and divergent thinking exercises. The overall message is that offices can foster creativity by encouraging creative problem solving among employees.
The document provides tips for designing and delivering effective presentations. It discusses the importance of understanding the audience, researching the topic, and having a clear structure with an opening, body and closing. The body should tell stories and repeat key points. Design elements like layout, fonts, and visuals are also covered. Effective delivery involves skills like managing time, using an engaging voice, body language, and handling difficult audiences. Overall it emphasizes the importance of preparation and having a clear purpose, structure, and delivery for any presentation.
The document discusses various ways to overcome creative blocks and promote creativity. It provides quotes from famous creative figures about creativity and innovation. It also lists and describes different creative thinking tools and techniques that can help spark new ideas, including SCAMPER, PCP, hits and misses, forced analogies, and dealing with creative blocks by relaxing, taking breaks, or using creative thinking methods.
Presentation from Post | Production World held at NAB 2016.
In the summer of 2014, a crew of first-time film makers went to Iceland to shoot "Bokeh", an independent sci-fi feature film. Some had production experience, others were raw beginners. All learned a lot about the process of making feature films. Doug will share key lessons he learned learned from pre-production, principal photography, post-production and paperwork; lots of paperwork.
Originally entitled "11 Lessons From Producing My First Feature".
This year marks 10 years since Locus Research was formed. This presentation provides some insight our place, who we are, how we work and some of the work we have done.
The document discusses the need for change and innovation, especially during extraordinary times. It argues that organizations don't change, but rather the people within them must change. It promotes experiential learning techniques over traditional learning styles and advocates developing an innovation culture to continuously improve services.
Design thinking helps to capture audience insights, feedback, aspirations, pain points, wants, and needs. Learn how you can incorporate design thinking into all you do.
The document discusses innovation and overcoming roadblocks to innovation. It identifies universal, group, and individual roadblocks such as human nature, culture, and personality. Some key roadblocks discussed are fear of change, failure, and inadequacy. The document provides techniques to promote innovation such as keeping a journal, solving opposite problems, finding a creative environment, and doing something fun to shift perspective. The overall message is that innovation requires removing fears and adapting to changes in order to evolve.
Public Speaking is a show business. For effective pulic presentation follow th three principles:
1. Give the audience what they want.
2. Give them something more.
3. Leave them wanting more.
Great Speakers are not born, they are trained.
The document discusses motivation in the workplace and proposes an alternative model called Motivation 3.0. It notes that traditional extrinsic motivators like money and bonuses can actually decrease performance on complex tasks. Motivation 3.0 focuses on providing workers with autonomy, mastery, and a sense of purpose to boost intrinsic motivation. Managers are advised to treat employees like volunteers and help them connect their personal visions to the company's larger goals.
Stuck in the mire of finding a new name for brand or product> Here are some helpful tip as well as the psychology behind why e like certain names above others.
How to Create an INSANELY GREAT Presentation or PitchMartafy!
This document provides tips for creating highly effective presentations. It emphasizes the importance of clear communication and storytelling to engage audiences. The key recommendations are to have a single core message, keep content simple, start with an engaging story rather than an agenda, use visuals over words whenever possible, appeal to emotions, and practice presentation skills. The overall goal is to make presentations "insanely great" so that audiences feel compelled to pay attention.
The session focussed on the CBCA Shortlist titles, discussing the titles as well as highlighting how the shortlist is representative of trends and preoccupations of the current reading landscape.
Paul Macdonald owns the award-winning The Children's Bookshop which has been a Sydney literary institution since 1971. Paul has a Master of Education, working almost 20 years as a teacher of Upper Primary and Secondary.
He has won numerous awards in teaching such as a Quality Teacher Award and The Premiers English Scholarship. Paul won the inaugural Maurice Saxby Award in 2012 for his contributions to raising the profile of teen fiction. Paul Macdonald also was the winner of the 2016 Lady Cutler award for services to children's literature and literacy in Australia.
Paul not only manages The Children’s Bookshop Speakers’ Agency but is also a consultant working with numerous schools focusing on building reading cultures and he is currently completing his PhD focusing on Australian Young Adult literature.
Paul is the author of the picture book The Hole Idea and has written several other academic texts.
This document summarizes a workshop on Appreciative Inquiry that was held for the Sunrise School Division administrative team. The workshop covered the principles and process of Appreciative Inquiry, including defining what it is, its 4 phases (Discovery, Dream, Design, Destiny), and examples of how it has been used in the Vancouver School Board. Participants engaged in activities to share inspiring experiences, imagine future possibilities for education, and make recommendations to realize their dreams. The goal was to explore how an appreciative approach could be applied in their schools.
Pitch Training Startup Symposium SlovakiaCan Ertugrul
Pitching effectively requires capturing attention and convincing the audience. It is important to (1) keep the message simple using a clear key message and story structure, (2) frame the pitch around the audience's perspective rather than your own, (3) speak with passion and inspiration, and (4) use an engaging delivery style. Both the content and presenter are important, with the presenter needing to "wear the audience's glasses" to understand their perspective. A strong pitch tells the problem or need, the proposed solution, and how the idea will provide value and satisfaction to customers.
The document discusses the process of "Interpret & Dip Deeper" in design thinking. It involves unpacking and synthesizing empathy findings to develop compelling needs, insights, and an actionable problem statement. This includes interpreting the data at a deeper level to find unknown associations and generate inspiring insights. It also emphasizes developing a deep understanding of users with the team. The goal is to explicitly express the problem and launch generative ideation. Methods covered include finding needs and insights, constructing a Point-of-View statement, and saturating and grouping the data.
Tom Peters at Transforming Work, Life, & Organizations conferencebizgurus
The document discusses concepts related to excellence and innovation in organizations. It provides examples of how organizations can:
1) Embrace change, diversity of thought, risk-taking and rapid experimentation to drive innovation. Mistakes and failures should be seen as opportunities to learn.
2) Pursue decentralization, clear goal-setting, accountability and rigorous execution to achieve strategic objectives.
3) Continually move up the value chain by shifting from goods to services, solutions, experiences, and transforming customers' organizations.
The document discusses concepts for transforming an organization's culture and leadership approach from managing compliance to enabling possibility thinking. It advocates for altering employees' worldviews to change what they see as possible and appropriate rather than just monitoring behavior. Key points include listening for new ideas rather than just confirming existing beliefs, making declarations about an inspiring future vision rather than just assertions about the present, and how 16% of employees adopting a new idea can create an unstoppable change.
The document discusses turning offices into creative communities or "orchestras" through developing employees' creative thinking abilities. It introduces the "Creative Solution Generating Process" which involves collecting a challenge, examining it, generating ideas using creative thinking tools, narrowing ideas down to the best one, and then gathering resources to implement it. A variety of creative thinking tools and techniques are presented, such as brainstorming, forced relationships, checklisting using SCAMPER, and divergent thinking exercises. The overall message is that offices can foster creativity by encouraging creative problem solving among employees.
The document provides tips for designing and delivering effective presentations. It discusses the importance of understanding the audience, researching the topic, and having a clear structure with an opening, body and closing. The body should tell stories and repeat key points. Design elements like layout, fonts, and visuals are also covered. Effective delivery involves skills like managing time, using an engaging voice, body language, and handling difficult audiences. Overall it emphasizes the importance of preparation and having a clear purpose, structure, and delivery for any presentation.
The document discusses various ways to overcome creative blocks and promote creativity. It provides quotes from famous creative figures about creativity and innovation. It also lists and describes different creative thinking tools and techniques that can help spark new ideas, including SCAMPER, PCP, hits and misses, forced analogies, and dealing with creative blocks by relaxing, taking breaks, or using creative thinking methods.
Presentation from Post | Production World held at NAB 2016.
In the summer of 2014, a crew of first-time film makers went to Iceland to shoot "Bokeh", an independent sci-fi feature film. Some had production experience, others were raw beginners. All learned a lot about the process of making feature films. Doug will share key lessons he learned learned from pre-production, principal photography, post-production and paperwork; lots of paperwork.
Originally entitled "11 Lessons From Producing My First Feature".
This year marks 10 years since Locus Research was formed. This presentation provides some insight our place, who we are, how we work and some of the work we have done.
The document discusses the need for change and innovation, especially during extraordinary times. It argues that organizations don't change, but rather the people within them must change. It promotes experiential learning techniques over traditional learning styles and advocates developing an innovation culture to continuously improve services.
Design thinking helps to capture audience insights, feedback, aspirations, pain points, wants, and needs. Learn how you can incorporate design thinking into all you do.
The document discusses innovation and overcoming roadblocks to innovation. It identifies universal, group, and individual roadblocks such as human nature, culture, and personality. Some key roadblocks discussed are fear of change, failure, and inadequacy. The document provides techniques to promote innovation such as keeping a journal, solving opposite problems, finding a creative environment, and doing something fun to shift perspective. The overall message is that innovation requires removing fears and adapting to changes in order to evolve.
Public Speaking is a show business. For effective pulic presentation follow th three principles:
1. Give the audience what they want.
2. Give them something more.
3. Leave them wanting more.
Great Speakers are not born, they are trained.
The document discusses motivation in the workplace and proposes an alternative model called Motivation 3.0. It notes that traditional extrinsic motivators like money and bonuses can actually decrease performance on complex tasks. Motivation 3.0 focuses on providing workers with autonomy, mastery, and a sense of purpose to boost intrinsic motivation. Managers are advised to treat employees like volunteers and help them connect their personal visions to the company's larger goals.
Stuck in the mire of finding a new name for brand or product> Here are some helpful tip as well as the psychology behind why e like certain names above others.
How to Create an INSANELY GREAT Presentation or PitchMartafy!
This document provides tips for creating highly effective presentations. It emphasizes the importance of clear communication and storytelling to engage audiences. The key recommendations are to have a single core message, keep content simple, start with an engaging story rather than an agenda, use visuals over words whenever possible, appeal to emotions, and practice presentation skills. The overall goal is to make presentations "insanely great" so that audiences feel compelled to pay attention.
Similar to Inquiry learning: the critical role of the well resourced library (20)
The session focussed on the CBCA Shortlist titles, discussing the titles as well as highlighting how the shortlist is representative of trends and preoccupations of the current reading landscape.
Paul Macdonald owns the award-winning The Children's Bookshop which has been a Sydney literary institution since 1971. Paul has a Master of Education, working almost 20 years as a teacher of Upper Primary and Secondary.
He has won numerous awards in teaching such as a Quality Teacher Award and The Premiers English Scholarship. Paul won the inaugural Maurice Saxby Award in 2012 for his contributions to raising the profile of teen fiction. Paul Macdonald also was the winner of the 2016 Lady Cutler award for services to children's literature and literacy in Australia.
Paul not only manages The Children’s Bookshop Speakers’ Agency but is also a consultant working with numerous schools focusing on building reading cultures and he is currently completing his PhD focusing on Australian Young Adult literature.
Paul is the author of the picture book The Hole Idea and has written several other academic texts.
This document provides resources and suggestions for advocating for school libraries. It discusses why advocacy is important and includes potential presentation topics to highlight what makes a great school library. Sample advocacy letters are presented, as well as topic pages on the importance of school libraries, teacher librarians, reading, equity, and the impact of reducing teacher librarian positions. Ideas are given for using images and research in advocacy efforts and personalizing the message. The document also discusses using newsletters and reports to promote the library and announces an upcoming national advocacy campaign.
Participants explored
• An overview of how social media can support school library services.
• An outline of the benefits of social media for the school library community
• Strategies for setting up and using social media for school library services.
• Tips for developing social media guidelines including learning from mistakes.
Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective.
Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications.
Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.
Megan Light
President of KOALA Awards (Kids Own Australian Literature Awards) will explain how you can involve your students in critically thinking about books and voting for their favourites.
Nicole Deans
National Co-Ordinator for the international Kids Lit Quiz, who will introduce the 'sport' of reading
Tamara Rodgers
The NSW Premier’s Reading Challenge Officer will give tips and tricks for running the challenge in your school.
This document provides an overview and summary of recent copyright reforms in Australia that affect school libraries:
1. The Copyright Amendment (Disability Access and Other Measures) Act 2017 updates copyright exceptions and terms to improve access for those with disabilities, simplify exceptions for education and preservation activities, and limits the term of copyright protection.
2. New exceptions allow easier conversion of works into accessible formats for those with disabilities and broader sharing of such works. Education exceptions are also simplified.
3. Preservation exceptions are broadened and liberalized to bring them in line with global best practices. Copyright protection is also limited to the life of the author plus 70 years or 70 years from creation for anonymous works.
There have been some exciting changes happening at SCIS. Ben Chadwick, Manager of SCIS presented the webinar and showed off some of the new features with an orientation around the site and included some practical and in-depth examples for SCIS users to try.
The document summarizes presentations from the ASLA XXV conference. Key topics included using graphic novels to teach multimodal literacy, exploring games as texts to understand narrative, setting, character and authorship, and the vital role teacher librarians play in connecting students with reading and promoting literacy. Presenters discussed using apps and hypertexts, moving beyond genres like dystopia, and designing libraries to encourage reading engagement. The role of new formats, real-world themes in fiction, and interactive technologies like virtual reality games were also addressed.
Meet the new and continuing members of the Board of the Australian School Library Association, and learn what we do to support school library staff around Australia.
Presented by Sharon McGuinness (Mrs Mac’s Library) and Rowena Beresford (The Book Curator). In this webinar, Sharon shared some practical ideas for linking the theme with a range of book-related and learning activities. Rowena Beresford shared her ideas and the resources available through a Book Curator subscription.
This document provides ideas and resources for teachers to use during Book Week and beyond with a focus on the theme "Escape to Everywhere". It discusses the theme and what it means to escape through reading books. It provides several classroom activity ideas that involve critical thinking, creativity, collaboration and communication skills. These include book-based escape room activities, book character discussions, book reviews and book-inspired art. It also lists various online and physical resources for teachers, students and librarians to engage with for Book Week celebrations and reading promotion.
The development of Critical thinking is central to the General Capabilities of the new Australian Curriculum and essential to prepare our students for an ever-changing and challenging future. In this ASLA webinar, Margo Pickworth demonstrated and explained some of the recent Harvard Visible Thinking Routines that can be applied to a wide range of texts. Using these routines in a library setting can contribute to the development of creative, critical and moral thinkers.
The webinar reviewed the major findings of the Australian Kids and Family Reading report and explored some of the implications for Primary and Secondary schools. The report was based on a national survey of children and parents and explored their reading attitudes and behaviour around reading books for fun.
The webinar introduced participants to the members of the current ASLA Board and their roles. Information was also shared about the work of the Board and future plans for ASLA.
Marty Marshman and Kate Reid collaborated to show how they use LibGuides to serve the specific needs of their very different school communities. LibGuides is a highly adaptable web publishing platform for organising and sharing library resources and online content with library patrons. Marty discussed his use of LibGuides with reference to how he collaborates with teachers in developing LibGuides, the Standards addressed when using LibGuides and showed examples of LibGuides designed for secondary teachers and students. Kate showed examples of guides designed for primary and secondary students and teachers, demonstrated how easy it is to create and edit pages, and also looked at the online community of LibGuide users.
This webinar presented by Pru Mitchell for school library staff considered critical thinking projects that show students how Wikipedia works, and helps move them from being consumers to creators. Participants evaluated content and citations to consider how Wikipedia can be a reliable source of neutral, verifiable, established background information on current curriculum topics.
The webinar gave participants an exploration into how to use and incorporate coding activities in everyday learning as well as identifying web 2.0 tools and apps to support engaging students in coding activities across the school. The session also provided practical examples of how to implement coding activities and highlighted the value of coding in relation to curriculum needs.
This document provides examples of lesson activities for younger students that a teacher librarian uses in the library. It begins with an overview of the theoretical influences on activity design, such as developmental stage, attention span, timetable, and available technology. Examples are then provided for different year levels, from Prep/Foundation to Year 3, covering a range of skills and content areas. These include sequencing activities, predicting stories, comparing books, creating ebooks, and hands-on activities using books, technology and other materials. The document concludes with some general techniques used in lesson activities.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
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.
4. General Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. CurriculumGeneral Capabilities in Aust. Curriculum
11. Critical&CreativeThinking!
By the end of this session you will be able
to:
Consider 3 x tips to help students
complete assessment effectively
Learning IntentionLearning IntentionLearning IntentionLearning Intention
1. Use a Framework for
Thinking
2. The verb is King!
3. Scaffold tasks – for success!
15. Acting like an internetActing like an internetActing like an internetActing like an internet
database to recall facts,database to recall facts,database to recall facts,database to recall facts,
information and data.information and data.information and data.information and data. LISTLISTLISTLIST
DEFINE MATCHDEFINE MATCHDEFINE MATCHDEFINE MATCH
Acting like an expert, showingActing like an expert, showingActing like an expert, showingActing like an expert, showing
understanding of words, concepts,understanding of words, concepts,understanding of words, concepts,understanding of words, concepts,
cause and effect and ‘reasons for’cause and effect and ‘reasons for’cause and effect and ‘reasons for’cause and effect and ‘reasons for’!!!!
EXPLAIN CLASSIFYEXPLAIN CLASSIFYEXPLAIN CLASSIFYEXPLAIN CLASSIFY
INTERPRET COMPREHENDINTERPRET COMPREHENDINTERPRET COMPREHENDINTERPRET COMPREHEND
Acting to apply new skills, rules andActing to apply new skills, rules andActing to apply new skills, rules andActing to apply new skills, rules and
concepts to related and newconcepts to related and newconcepts to related and newconcepts to related and new
situations.situations.situations.situations.
SOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICESOLVE PLOT CALCULATE PRACTICE
FoundationThinking
16. AAAAccccttttiiiinnnngggg lllliiiikkkkeeee aaaa mmmmaaaaggggnnnniiiiffffyyyyiiiinnnngggg ggggllllaaaassssssss ttttoooo cccclllloooosssseeeellllyyyy
examine and identify the componentexamine and identify the componentexamine and identify the componentexamine and identify the component
parts of an issue, situation or object.parts of an issue, situation or object.parts of an issue, situation or object.parts of an issue, situation or object.
INVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSSINVESTIGATE DEBATE DISCUSS
IDENTIFYIDENTIFYIDENTIFYIDENTIFY
Acting like the scales of justice toActing like the scales of justice toActing like the scales of justice toActing like the scales of justice to
weigh upweigh upweigh upweigh up thethethethe evidence to make andevidence to make andevidence to make andevidence to make and
justify a decision.justify a decision.justify a decision.justify a decision.
DETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGEDETERMINE / DECIDE JUSTIFY JUDGE
Acting like an inventor, experiencingActing like an inventor, experiencingActing like an inventor, experiencingActing like an inventor, experiencing
‘light bulb’ moments to generate new‘light bulb’ moments to generate new‘light bulb’ moments to generate new‘light bulb’ moments to generate new
products, ideas or ways of doingproducts, ideas or ways of doingproducts, ideas or ways of doingproducts, ideas or ways of doing
things.things.things.things.
DEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFYDEVELOP CREATE INVENT MODIFY
PROPOSEPROPOSEPROPOSEPROPOSE
Higherorderthinking
27. Principles on applying the ThinkingPrinciples on applying the ThinkingPrinciples on applying the ThinkingPrinciples on applying the Thinking
Skills Framework in theSkills Framework in theSkills Framework in theSkills Framework in the classroom. P 3classroom. P 3classroom. P 3classroom. P 3
1. Reference major tasks (questions/activities) to
the appropriate level on the Framework. Ask
students “Which picture (Blooms icon) am I asking
you to _______ like?”
2. Avoid the danger of ‘___________’. Be specific
with the language of thinking. E.g. ‘remember’,
‘explain’, ‘discuss’ or to ‘improve’.
3. Link the cognitive task (e.g. Analyse) and
activity to an appropriate cognitive
or co-operative ___________
ACTACTACTACT
THINK
TOOL
28. Four Choices for a Unit.Four Choices for a Unit.Four Choices for a Unit.Four Choices for a Unit. P 2P 2P 2P 2
Choice 1. Largely information and
skills based
Choice 2. Largely aimed at in-depth
research/investigation/explanation
Choice 3. Largely at judging material
investigated
Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.
Improvements, new ideasImprovements, new ideasImprovements, new ideasImprovements, new ideas
Unit: Our CommunityUnit: Our CommunityUnit: Our CommunityUnit: Our Community
29. Four Choices for a UnitFour Choices for a UnitFour Choices for a UnitFour Choices for a Unit
Choice 1. LargelyChoice 1. LargelyChoice 1. LargelyChoice 1. Largely
information and skillsinformation and skillsinformation and skillsinformation and skills
basedbasedbasedbased
Choice 2. LargelyChoice 2. LargelyChoice 2. LargelyChoice 2. Largely
aimed at inaimed at inaimed at inaimed at in----depthdepthdepthdepth
research/investigation/research/investigation/research/investigation/research/investigation/
explanationexplanationexplanationexplanation
Choice 3. Largely atChoice 3. Largely atChoice 3. Largely atChoice 3. Largely at
judging materialjudging materialjudging materialjudging material
investigatedinvestigatedinvestigatedinvestigated
Choice 4. GeneratingChoice 4. GeneratingChoice 4. GeneratingChoice 4. Generating
alternatives.alternatives.alternatives.alternatives.
Improvements, newImprovements, newImprovements, newImprovements, new
ideasideasideasideas
Unit: Our CommunityUnit: Our CommunityUnit: Our CommunityUnit: Our Community
ShowShowShowShow the basic history,the basic history,the basic history,the basic history,
commerce and facts aboutcommerce and facts aboutcommerce and facts aboutcommerce and facts about
our community/society andour community/society andour community/society andour community/society and
how it workshow it workshow it workshow it works
What is our communityWhat is our communityWhat is our communityWhat is our community
really about? Go beyondreally about? Go beyondreally about? Go beyondreally about? Go beyond
the obvious.the obvious.the obvious.the obvious.
To what extentTo what extentTo what extentTo what extent is this a greatis this a greatis this a greatis this a great
place to live? How does itplace to live? How does itplace to live? How does itplace to live? How does it
comparecomparecomparecompare to x?to x?to x?to x?
RecommendRecommendRecommendRecommend improvementsimprovementsimprovementsimprovements totototo
your city councilyour city councilyour city councilyour city council
30. Four Choices for a UnitFour Choices for a UnitFour Choices for a UnitFour Choices for a Unit
Choice 4: If you were Prime Minister,
create the solutions?
Choice 3: Without it Australia is
doomed. Decide whether or not the
Murray Darling is worth preserving.
Choice 2: Pelicans lives are at risk. An
in depth investigation of the effects of
low water flows on the mouth
Choice 1: Largely information on the
use of the Murray Darling basin
.
UNIT on Murray DarlingUNIT on Murray DarlingUNIT on Murray DarlingUNIT on Murray Darling
River systemRiver systemRiver systemRiver system
36. Anatomy of a question /activity / task
1.1.1.1. The Cognitive Outcome and SkillThe Cognitive Outcome and SkillThe Cognitive Outcome and SkillThe Cognitive Outcome and Skill
((((WHYWHYWHYWHY: The purpose:: The purpose:: The purpose:: The purpose: Analyse –discuss))))
2.2.2.2. The Context, Cultural Content orThe Context, Cultural Content orThe Context, Cultural Content orThe Context, Cultural Content or
ConceptsConceptsConceptsConcepts
((((WHATWHATWHATWHAT: discuss: discuss: discuss: discuss the topic :the topic :the topic :the topic : the stuff you
are teaching about))))
3.3.3.3. The appropriate thinking toolThe appropriate thinking toolThe appropriate thinking toolThe appropriate thinking tool
((((HOWHOWHOWHOW: The evidence:: The evidence:: The evidence:: The evidence: the material on
which you will base your assessment e.g. a SWOT
Analysis))))
e.g. Discuss the Coalition’s carbon tax
reversal by using SWOT Analysis
42. ThinkingFramework 2. Antarctica2. Antarctica2. Antarctica2. Antarctica –––– could a polar bear live there?could a polar bear live there?could a polar bear live there?could a polar bear live there? (Yr.5(Yr.5(Yr.5(Yr.5
Science)Science)Science)Science)
Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1.Content: Antarctica fauna Summative: 1.
Construct an Antarctica animal.Construct an Antarctica animal.Construct an Antarctica animal.Construct an Antarctica animal.
2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.2. Could polar bears live in Antarctica? Justify.
45. Arctic
Snow, icebergs,
blizzards
Indigenous
people
To what extent could a polar
bear live in Antarctica?
-50C
Seals, whales,
birds, krill,
fish
Polar bears
Antarctica
Tundra – rich
plant life in
spring / summer
Colder &
windier
Continent land
mass
penguins
Milder
weather
Arid
No trees
49. Antarctica - to what
extent could a polar bear
live there?
ScaffoldingScaffoldingScaffoldingScaffolding
Fast Eat Defend Other
Polar Bear
Adelie penguin
Leopard seal
Orca whale
60. To what extent
• do ICTs affect your lives?
• does numeracy play a role in our lives?
• does advertising positively impact on our
lives?
• are drugs impacting negatively on us?
• are safe-driving messages successful?
• does energy play a part in our lives?
• Are we becoming successful in…..?
Decide how much?
62. Four Choices for a Unit. p6Four Choices for a Unit. p6Four Choices for a Unit. p6Four Choices for a Unit. p6
Choice 1. Largely information and
skills based
Choice 2. Largely aimed at in-depth
research/investigation/explanation
Choice 3. Largely at judging material
investigated
Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.Choice 4. Generating alternatives.
Improvements, new ideasImprovements, new ideasImprovements, new ideasImprovements, new ideas
Unit: Our CommunityUnit: Our CommunityUnit: Our CommunityUnit: Our Community
63. Year6SOSE From the Trenches
HUMANITIES
Year 6 SOSE
UNIT: The Migration Story
64. Year6SOSE
The Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSEThe Migration Story: Year 6 SOSE
ChoiceChoiceChoiceChoice 1111: ListListListList the birth countries of Australianthe birth countries of Australianthe birth countries of Australianthe birth countries of Australian residentsresidentsresidentsresidents
asasasas identified in the census.identified in the census.identified in the census.identified in the census.
65. Year6SOSE The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 1:Choice 1:Choice 1:Choice 1: ExplainExplainExplainExplain those factors that mightthose factors that mightthose factors that mightthose factors that might ‘‘‘‘pushpushpushpush’’’’ a persona persona persona person
totototo settle in Australia.settle in Australia.settle in Australia.settle in Australia.
66. Year6SOSE
The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 1:Choice 1:Choice 1:Choice 1: InterviewInterviewInterviewInterview a classmate /a classmate /a classmate /a classmate /
parent, who was born outsideparent, who was born outsideparent, who was born outsideparent, who was born outside
Australia. Using this informationAustralia. Using this informationAustralia. Using this informationAustralia. Using this information
completecompletecompletecomplete a flow charta flow charta flow charta flow chart
demonstratingdemonstratingdemonstratingdemonstrating the steps theythe steps theythe steps theythe steps they
took in coming to Australia.took in coming to Australia.took in coming to Australia.took in coming to Australia.
67. Year6SOSE
The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 2Choice 2Choice 2Choice 2:::: CompareCompareCompareCompare thethethethe culturalculturalculturalcultural
practicespracticespracticespractices of newly arrived migrantof newly arrived migrantof newly arrived migrantof newly arrived migrant
groups and thegroups and thegroups and thegroups and the communitiescommunitiescommunitiescommunities in whichin whichin whichin which
theytheytheythey settlesettlesettlesettle....
68. Year6SOSE
The Migration Story
Choice 3:Choice 3:Choice 3:Choice 3: AssessAssessAssessAssess the extentthe extentthe extentthe extent
that Australiathat Australiathat Australiathat Australia been shaped by thebeen shaped by thebeen shaped by thebeen shaped by the
arrival of a particular culturalarrival of a particular culturalarrival of a particular culturalarrival of a particular cultural group.group.group.group.
69. Year6SOSE
The MigrationThe MigrationThe MigrationThe Migration StoryStoryStoryStory
Choice 4:Choice 4:Choice 4:Choice 4: InInInIn groups ofgroups ofgroups ofgroups of four,four,four,four,
createcreatecreatecreate a role play describinga role play describinga role play describinga role play describing
a person journey to Australia.a person journey to Australia.a person journey to Australia.a person journey to Australia.
90. Reflecting on your
your Units
1. Why would students
enjoy this unit?
2. What sort of
`technical’ skills will they
gain?
3. What social and
cognitive skills will be
used here?
4. What attitudes and
dispositions could they
gain here?
List and explain