The documents summarize several educational resources that involve interactive lessons, activities, and games related to various subjects. Some key details include:
- An interactive turtle pond game to estimate length and width, relating to measuring a human heart.
- A music video highlighting sight words and word blends to support literacy.
- An object-based activity around a lunch counter involved in the Greensboro sit-ins to teach history.
- A Venn diagram tool to organize information digitally.
This document outlines a six-week research project for 5th grade students on Latin American countries. Students will research the maps, landforms, people, resources, climate, history, flag, and culture of one country and compare it to another. They will use a wiki, Animoto, and other technologies to complete their research and final product. The project aligns with social studies and technology standards and provides accommodations for special needs students.
This unit explores the 21 California Missions over 3-4 weeks. Students will individually research one mission and create a brochure presenting key facts about its establishment, architecture, crops/livestock, and current use. They will organize research using a graphic organizer then write a 3 paragraph essay. Accommodations include extra support and modified assignments. Standards addressed include writing informational reports using multiple sources and describing social/economic life in early California. Teachers will facilitate using technology to advance student learning and creativity through real-world projects using digital tools for collaboration, communication, and assessment.
NEW DESIGNS FOR LEARNING reported by Maria Angela B. Caparas BSE III EnglishCaparas222
This powerpoint presentation tackles about the different methods of high tech teaching in a low tech classroom. This also discusses how the 21st century educational system contributes to the learning of the students.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
This document discusses integrating critical thinking and the other "4Cs" (communication, collaboration, and creativity) into teaching. It provides definitions and examples of how each "C" can be developed to prepare students for the 21st century. The document outlines 10 specific ways that technology can be integrated to teach each of the 4Cs, with examples for different grade levels and subjects. The examples focus on having students conduct research, analyze information from different perspectives, solve problems collaboratively, and use digital tools to communicate and present their work.
This document summarizes a teacher's performance on facilitating student learning with technology. It includes 5 sections: 1) facilitating student learning and creativity with technology, 2) designing technology-enhanced learning experiences and assessments, 3) modeling digital-age work and learning, 4) promoting digital citizenship and responsibility, and 5) engaging in professional growth. For each section, the teacher provides examples of projects, discussions, and experiences they facilitated for students that demonstrate their technology skills and align with professional standards.
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.
This document outlines a six-week research project for 5th grade students on Latin American countries. Students will research the maps, landforms, people, resources, climate, history, flag, and culture of one country and compare it to another. They will use a wiki, Animoto, and other technologies to complete their research and final product. The project aligns with social studies and technology standards and provides accommodations for special needs students.
This unit explores the 21 California Missions over 3-4 weeks. Students will individually research one mission and create a brochure presenting key facts about its establishment, architecture, crops/livestock, and current use. They will organize research using a graphic organizer then write a 3 paragraph essay. Accommodations include extra support and modified assignments. Standards addressed include writing informational reports using multiple sources and describing social/economic life in early California. Teachers will facilitate using technology to advance student learning and creativity through real-world projects using digital tools for collaboration, communication, and assessment.
NEW DESIGNS FOR LEARNING reported by Maria Angela B. Caparas BSE III EnglishCaparas222
This powerpoint presentation tackles about the different methods of high tech teaching in a low tech classroom. This also discusses how the 21st century educational system contributes to the learning of the students.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
This document discusses integrating critical thinking and the other "4Cs" (communication, collaboration, and creativity) into teaching. It provides definitions and examples of how each "C" can be developed to prepare students for the 21st century. The document outlines 10 specific ways that technology can be integrated to teach each of the 4Cs, with examples for different grade levels and subjects. The examples focus on having students conduct research, analyze information from different perspectives, solve problems collaboratively, and use digital tools to communicate and present their work.
This document summarizes a teacher's performance on facilitating student learning with technology. It includes 5 sections: 1) facilitating student learning and creativity with technology, 2) designing technology-enhanced learning experiences and assessments, 3) modeling digital-age work and learning, 4) promoting digital citizenship and responsibility, and 5) engaging in professional growth. For each section, the teacher provides examples of projects, discussions, and experiences they facilitated for students that demonstrate their technology skills and align with professional standards.
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.
The document outlines the seven standards for students developed by the International Society for Technology in Education (ISTE). The seven standards are: 1) Empowered Learner, 2) Digital Citizen, 3) Knowledge Constructor, 4) Innovative Designer, 5) Computational Thinker, 6) Creative Communicator, and 7) Global Collaborator. Each standard is briefly described in one to three sentences focusing on the skills students should develop regarding technology use.
The document discusses tools and strategies for incorporating 21st century skills into the classroom, including creativity, communication, collaboration, critical thinking, and digital literacy. It provides examples of using technology like simulations, virtual field trips, blogs, and social networks to engage students in real-world problem solving. It also introduces a model for designing rigorous and relevant standards-focused projects at different levels of rigor and relevance, from low to high on both dimensions.
This presentation provides the importance of incorporating the 4 C's into teaching, besides of the definition of every "C", its relation with one another, and different ways to integrate it into the classroom.
This document outlines a media literacy lesson plan for 7th grade students. The lesson introduces students to different advertising techniques through a PowerPoint presentation. Students then create their own product advertisement using at least two techniques. Formative assessments include observing students during work time, collecting brainstorm worksheets and self-evaluation rubrics. The lesson accommodates a student with Usher syndrome by allowing additional time and use of multiple representation modes like computers or craft materials.
Digital Futures is a resource for exploring digital literacy. It aims to help educators understand what digital literacy means, examine how literacy has changed over time, and share good practices for teaching with digital technologies. The document discusses definitions of literacy, how students experience literacy at home versus school, and implications for incorporating digital literacies into teaching. Key points include how digital technologies can encourage critical thinking, creativity, and strengthen home-school connections through literacy. Challenges of using digital literacy in teaching are also addressed.
Information literacy unit ubd (praciticum)Laurie Roberts
This document outlines a lesson plan for a third grade science unit on information literacy. The unit goals are to teach students to distinguish between facts and opinions, identify main ideas and supporting details in nonfiction text, and properly cite sources using a bibliography. The lesson plan provides details on essential questions, learning objectives, assessments, and instructional activities. Key activities include analyzing passages for facts and opinions, completing graphic organizers, creating an animal research project with citations, and peer reviewing work. The overall goal is for students to gain skills in locating, evaluating and applying information from nonfiction sources.
This 5-day instructional project teaches 5th grade students about using social media to address social issues. On day 1, students discuss animal cruelty and ways to help, including using social media. On day 2, students research the issue in groups. Day 3 has groups develop a social media proposal. Day 4 focuses on finalizing proposals and developing persuasive presentations. On day 5, groups present their proposals and students vote. The project integrates 21st century skills, Common Core, and state standards.
Here are some reflections on your lesson planning and teaching experience:
- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
- Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness.
- Technology like Kahoot can enhance learning if used appropriately. Consider saving it for later in the lesson once key concepts are introduced.
This document discusses the skills needed for 21st century learners and teachers in a digital age. It outlines key skills for digital learners like creativity, communication, collaboration, and information literacy. It also emphasizes the need for teachers to integrate these 21st century skills into core content areas. The document describes the characteristics of an effective 21st century educator, including being a visionary, collaborator, risk-taker, learner, communicator, model, and leader who can adapt curriculum and leverage technology to enhance learning.
The document discusses the strategy of ZA-FREE Energy COOP to promote decentralized, free energy through small, local energy cooperatives owned by people. It focuses on using wind, solar, hydroelectric and biofuels to generate power. The cooperatives would allow consumers to feed energy back into the grid through open source monitoring technology. However, the current legal framework in South Africa only supports large independent power producers. The document advocates for collective lobbying by local energy cooperatives to gain recognition and access to feed-in tariffs and rebates to encourage investment in energy technologies. It also proposes women's energy cooperatives to help achieve self-sufficiency and reduce energy costs.
1. The present simple tense is used to describe habitual or repeated actions in the present. The basic form is subject + verb + object. Common verbs are "be", "have", and modal verbs.
2. Questions in the present simple tense can be formed using "do/does" for yes/no questions or question words like what, where, when for other questions. Short answers are yes/no responses.
3. Adverbs of frequency like always, usually, often are used to indicate how regularly an action occurs in the present simple tense.
The use of tablet devices in retail is dramatically on the rise, and so are per store sales!
Consumers are attracted to tablet devices, and with proven increase in sales retailers are clamoring to create a better and more engaging experience.
We’ll dive into the retail world and look at the success of early adopters and how you can learn from their experience.
We’ll cover applications in kiosk deployment, point of sale, and consumer self-serve environments. We’ll explore how mobile technology is uniquely suited to provide augmented reality, comparison shopping, and even age verification as techniques in retail apps. And finally, we’ll show how to make sure back-end systems such as inventory management can lead to increased ROI for your business.
This document summarizes the admission requirements and programs offered at Confederation College in Canada. Applicants must be 19 years or older and have an HSC, AISSCE, PU or intermediate certificate from India. English language requirements are an IELTS score of 6.5 overall and 5.5 in each module, or 6.0 for health programs. The college offers over 80 programs across various fields including aboriginal studies, aviation, business, community services, engineering, general arts and science, health sciences, hospitality, media arts, natural resources, protective services, skilled trades, and access and upgrading programs. Students who join Dhrron Consultancy receive benefits like free IELTS coaching, career counseling, accommodation
Как «насытить» 5 000 пользователейканалом 5 Мбит/с?evanti
Ключевой продукт нашей компании – решение Smart Market – система управления каналом
коллективного доступа к сети интернет. Наши алгоритмы используют методы поведенческой
экономики и теории игр для того, чтобы значительно повысить доходы оператора и
удовлетворенность пользователей интернета.
The document outlines the seven standards for students developed by the International Society for Technology in Education (ISTE). The seven standards are: 1) Empowered Learner, 2) Digital Citizen, 3) Knowledge Constructor, 4) Innovative Designer, 5) Computational Thinker, 6) Creative Communicator, and 7) Global Collaborator. Each standard is briefly described in one to three sentences focusing on the skills students should develop regarding technology use.
The document discusses tools and strategies for incorporating 21st century skills into the classroom, including creativity, communication, collaboration, critical thinking, and digital literacy. It provides examples of using technology like simulations, virtual field trips, blogs, and social networks to engage students in real-world problem solving. It also introduces a model for designing rigorous and relevant standards-focused projects at different levels of rigor and relevance, from low to high on both dimensions.
This presentation provides the importance of incorporating the 4 C's into teaching, besides of the definition of every "C", its relation with one another, and different ways to integrate it into the classroom.
This document outlines a media literacy lesson plan for 7th grade students. The lesson introduces students to different advertising techniques through a PowerPoint presentation. Students then create their own product advertisement using at least two techniques. Formative assessments include observing students during work time, collecting brainstorm worksheets and self-evaluation rubrics. The lesson accommodates a student with Usher syndrome by allowing additional time and use of multiple representation modes like computers or craft materials.
Digital Futures is a resource for exploring digital literacy. It aims to help educators understand what digital literacy means, examine how literacy has changed over time, and share good practices for teaching with digital technologies. The document discusses definitions of literacy, how students experience literacy at home versus school, and implications for incorporating digital literacies into teaching. Key points include how digital technologies can encourage critical thinking, creativity, and strengthen home-school connections through literacy. Challenges of using digital literacy in teaching are also addressed.
Information literacy unit ubd (praciticum)Laurie Roberts
This document outlines a lesson plan for a third grade science unit on information literacy. The unit goals are to teach students to distinguish between facts and opinions, identify main ideas and supporting details in nonfiction text, and properly cite sources using a bibliography. The lesson plan provides details on essential questions, learning objectives, assessments, and instructional activities. Key activities include analyzing passages for facts and opinions, completing graphic organizers, creating an animal research project with citations, and peer reviewing work. The overall goal is for students to gain skills in locating, evaluating and applying information from nonfiction sources.
This 5-day instructional project teaches 5th grade students about using social media to address social issues. On day 1, students discuss animal cruelty and ways to help, including using social media. On day 2, students research the issue in groups. Day 3 has groups develop a social media proposal. Day 4 focuses on finalizing proposals and developing persuasive presentations. On day 5, groups present their proposals and students vote. The project integrates 21st century skills, Common Core, and state standards.
Here are some reflections on your lesson planning and teaching experience:
- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
- Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness.
- Technology like Kahoot can enhance learning if used appropriately. Consider saving it for later in the lesson once key concepts are introduced.
This document discusses the skills needed for 21st century learners and teachers in a digital age. It outlines key skills for digital learners like creativity, communication, collaboration, and information literacy. It also emphasizes the need for teachers to integrate these 21st century skills into core content areas. The document describes the characteristics of an effective 21st century educator, including being a visionary, collaborator, risk-taker, learner, communicator, model, and leader who can adapt curriculum and leverage technology to enhance learning.
The document discusses the strategy of ZA-FREE Energy COOP to promote decentralized, free energy through small, local energy cooperatives owned by people. It focuses on using wind, solar, hydroelectric and biofuels to generate power. The cooperatives would allow consumers to feed energy back into the grid through open source monitoring technology. However, the current legal framework in South Africa only supports large independent power producers. The document advocates for collective lobbying by local energy cooperatives to gain recognition and access to feed-in tariffs and rebates to encourage investment in energy technologies. It also proposes women's energy cooperatives to help achieve self-sufficiency and reduce energy costs.
1. The present simple tense is used to describe habitual or repeated actions in the present. The basic form is subject + verb + object. Common verbs are "be", "have", and modal verbs.
2. Questions in the present simple tense can be formed using "do/does" for yes/no questions or question words like what, where, when for other questions. Short answers are yes/no responses.
3. Adverbs of frequency like always, usually, often are used to indicate how regularly an action occurs in the present simple tense.
The use of tablet devices in retail is dramatically on the rise, and so are per store sales!
Consumers are attracted to tablet devices, and with proven increase in sales retailers are clamoring to create a better and more engaging experience.
We’ll dive into the retail world and look at the success of early adopters and how you can learn from their experience.
We’ll cover applications in kiosk deployment, point of sale, and consumer self-serve environments. We’ll explore how mobile technology is uniquely suited to provide augmented reality, comparison shopping, and even age verification as techniques in retail apps. And finally, we’ll show how to make sure back-end systems such as inventory management can lead to increased ROI for your business.
This document summarizes the admission requirements and programs offered at Confederation College in Canada. Applicants must be 19 years or older and have an HSC, AISSCE, PU or intermediate certificate from India. English language requirements are an IELTS score of 6.5 overall and 5.5 in each module, or 6.0 for health programs. The college offers over 80 programs across various fields including aboriginal studies, aviation, business, community services, engineering, general arts and science, health sciences, hospitality, media arts, natural resources, protective services, skilled trades, and access and upgrading programs. Students who join Dhrron Consultancy receive benefits like free IELTS coaching, career counseling, accommodation
Как «насытить» 5 000 пользователейканалом 5 Мбит/с?evanti
Ключевой продукт нашей компании – решение Smart Market – система управления каналом
коллективного доступа к сети интернет. Наши алгоритмы используют методы поведенческой
экономики и теории игр для того, чтобы значительно повысить доходы оператора и
удовлетворенность пользователей интернета.
Digital trends in Vietnam 2013, Strategy for businessBui Hang
Bài thuyết trình của Mr. Tom Simpson - Trưởng bộ phận truyền thông số (Head of Digital) thuộc Mindshareworld, công ty thuộc GroupM tại Hội nghị Định hướng tiếp thị trực tuyến 2013 tổ chức ngày 29/11/2012 tại HCM. Chi tiết Hội nghị xem tại http://hoinghi.marketingonline.vn
The document discusses De Beers' Supplier of Choice (SoC) program, which was launched in 2000 to drive consumer demand for diamonds by establishing term contracts and trade events called "sights" with selected distributors called "sightholders". SoC aimed to transition De Beers from a "Supplier of Last Resort" to a preferred supplier. In 2007, De Beers launched SoC 2 to address criticisms, foster more cooperative partnerships with sightholders, and increase ethical practices and transparency.
Non-warrantable condos do not meet the requirements to be sold to Freddie Mac or Fannie Mae, making them a higher risk purchase. However, they can be a bargain for first time homebuyers willing to own for the long term, as after 5 years the condo may become warrantable and appreciate rapidly in value. Getting a loan for a non-warrantable condo is difficult due to high rates, so buyers need substantial down payments. The best approach is working with a realtor and bank that specializes in these types of condo loans.
The document summarizes current trends in association compensation based on survey data from the National Association of Manufacturers Council of Manufacturing Associations. It finds that participation in the survey has increased significantly since 2009. While median budgets have decreased due to more data points, budgets have recovered to pre-recession levels among organizations that participated all four years. CEO compensation has increased overall from 2009 to 2012 according to the survey data. The document also discusses factors in defining an appropriate peer group for market comparisons, using survey data effectively, and current trends in various elements of executive compensation packages.
The document discusses creating an inclusive ecosystem to accelerate changes that promote gender diversity in organizations. It provides case studies of 6 organizations that have implemented integrated strategies promoting inclusion and diversity. These cases demonstrate common themes of clear goals, visible leadership, evidence-based initiatives, and broad engagement. The document advocates a holistic approach addressing both formal policies and informal culture. It discusses defining inclusion and the need for both internal changes and external outreach. Research suggests open cultures most improve gender diversity and submissions to the document reinforce strategies like leadership commitment, unconscious bias training, work-life balance, and sponsorship programs.
Dokumen ini membahas tentang materi IPS kelas 1 SD yaitu identitas diri. Identitas diri meliputi nama, nama orang tua, umur, tanggal dan tempat lahir, serta alamat rumah. Siswa diajak untuk memperkenalkan diri kepada guru dan teman, serta menuliskan identitas diri dan orang tuanya.
The document outlines six standards for students' use of technology:
1) Creativity and innovation including generating new ideas and using models.
2) Communication and collaboration such as interacting with peers and publishing works.
3) Research and information fluency like locating and evaluating information sources.
4) Critical thinking including problem solving and decision making using technology.
5) Digital citizenship such as practicing safe and responsible use of technology.
6) Technology operations and concepts involving understanding and selecting applications.
The document outlines six standards for students' technology use and digital literacy: (1) creativity and innovation, (2) communication and collaboration, (3) research and information fluency, (4) critical thinking, problem solving, and decision making, (5) digital citizenship, and (6) technology operations and concepts. Each standard includes several performance indicators to evaluate students' proficiency. The standards are meant to advance digital-age learning, teaching, leadership, and overall education.
Friedman technology unit student iste standardscaren_friedman1
The document outlines standards for Friedman Technology Unit students relating to creativity, communication, problem-solving, and technology operations. The standards encourage students to generate new ideas using technology, collaborate digitally, solve problems using critical thinking skills and appropriate tools, and demonstrate understanding of technology systems and applications.
The ISTE Standards outline six categories of skills that students should develop to become effective users of technology. The standards are: 1) creativity and innovation, 2) communication and collaboration, 3) research and information fluency, 4) critical thinking, problem solving, and decision making, 5) digital citizenship, and 6) technology operations and concepts. Within each category are specific skills students are expected to demonstrate related to applying technology in a meaningful way.
The document outlines the ISTE Technology Standards which provide guidelines for student skills and knowledge with technology. The 6 standards are: 1) Creativity and Innovation where students develop innovative ideas and works using technology, 2) Communication and Collaboration where students communicate and work collaboratively using digital tools, 3) Research and Information Fluency where students gather, evaluate and use information from various sources, 4) Critical Thinking where students use technology to conduct research, solve problems and make decisions, 5) Digital Citizenship where students practice legal and ethical behavior related to technology use, and 6) Technology Operations where students understand technology systems and operations.
This lesson plan outlines a wiki project for students to collaboratively create a proposal for a recycling program in their community. Students will be divided into groups to research the issue, write sections for the wiki, and provide peer feedback. The goal is for students to use critical thinking skills to synthesize information from various sources and develop solutions. Teachers will facilitate the groups and provide structure as needed depending on the students' skills and knowledge.
The document outlines six standards for students' technology use:
1. Creativity and Innovation - Students use technology creatively to generate new ideas and works.
2. Communication and Collaboration - Students use digital tools to communicate and collaborate with others.
3. Research and Information Fluency - Students find, organize, evaluate, and share information using technology.
The document outlines the seven standards for students established by the International Society for Technology in Education (ISTE). The seven standards are: 1) Empowered Learner, 2) Digital Citizen, 3) Knowledge Constructor, 4) Innovative Designer, 5) Computational Thinker, 6) Creative Communicator, and 7) Global Collaborator. Each standard is briefly described in one to three sentences focusing on the skills students should develop regarding technology use.
The document outlines the seven standards for students developed by the International Society for Technology in Education (ISTE). The seven standards are: 1) Empowered Learner, 2) Digital Citizen, 3) Knowledge Constructor, 4) Innovative Designer, 5) Computational Thinker, 6) Creative Communicator, and 7) Global Collaborator. Each standard is briefly described in one to three sentences focusing on the skills students should develop regarding technology use.
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
The document outlines six technology standards that were met:
1) Creativity and Innovation - Students demonstrate creative thinking and develop innovative products using technology by applying existing knowledge to new ideas and creating original works of expression.
2) Communication and Collaboration - Students use digital media to communicate and collaborate with others, including distant peers, to support learning and contribute to others' learning through interacting, publishing, and communicating effectively using various media.
3) Research and Information Fluency - Students apply digital tools to gather, evaluate, analyze, synthesize, and ethically use information from various sources and media, and evaluate information sources and tools based on appropriateness for tasks.
The document discusses key 21st century skills and concepts for teachers including creativity and innovation, critical thinking, problem solving, communication and collaboration. It provides examples of digital tools that can support developing these skills in students, such as Glogster, Wiggio and Everloop. The document also summarizes ISTE NETS standards for teachers which focus on promoting creative and innovative thinking in students, engaging them in solving real-world problems, and using collaborative tools to support learning.
This document outlines how a set of standards are met by focusing on key skills in six areas:
1) Creativity and innovation through applying knowledge to generate new ideas
2) Communication and collaboration by contributing to project teams to produce works
3) Research and information fluency by planning inquiry strategies and processing data
4) Critical thinking by planning activities to develop solutions and collecting data to make informed decisions
5) Digital citizenship through exhibiting a positive attitude supporting collaboration
6) Technology operations and concepts such as understanding systems and effectively using applications
This 2-4 week kindergarten science unit teaches students about the life cycle of butterflies. Students will raise caterpillars in class and observe their metamorphosis. They will create a digital book demonstrating each stage of the butterfly's life cycle using images and text. Working in groups, students will add their sections to the book and present their findings to the class. The goals are for students to understand what butterflies need to survive and be able to present their knowledge using technology skills like adding images and text to a digital book.
National educational technology standards for students and teachers web 2.0erincrandall
The National Educational Technology Standards outline expectations for how students and teachers should use technology in the classroom. For students, the standards focus on creativity, communication, research, critical thinking, digital citizenship, and technology skills. For teachers, the standards emphasize facilitating student learning, designing technology-rich lessons, modeling digital work and learning, promoting digital citizenship, and engaging in professional development. The bloggin tool will help teachers and students meet these standards by providing ways for creative expression, collaboration, research, and effective technology use.
The document outlines the new National Educational Technology Standards (NETS) which will be introduced at the upcoming National Technology Conference. The NETS establish a framework for teacher development plans and cover 6 domains: creativity and innovation, communication and collaboration, research and information retrieval, critical thinking/problem-solving, digital citizenship, and technology operations/concepts. Each domain contains student learning objectives to demonstrate skills and understanding in the effective use of technology.
The document discusses integrating the 4Cs - critical thinking, communication, collaboration, and creativity - into teaching. It provides definitions and examples of how to develop each skill in the classroom. Critical thinking involves higher-order reasoning, while communication is articulating ideas through speaking and writing. Collaboration requires working effectively with others, and is related to communication. Creativity involves innovative, original thinking and connecting with others. The document offers various ways to incorporate each of the 4Cs into different grade levels and subjects using technology like multimedia, social networking, and cloud-based collaboration tools.
1. Students will create their own science book by selecting a topic, finding images online, and adding text and recordings to digital pages on the Little Bird Tales website.
2. Teachers will demonstrate how to create accounts, build pages, and compile books on the site. Students will work in groups to create sections and present their completed books.
3. The project aligns with science and technology standards and will be assessed through student participation, application of content knowledge, and presentation of their final books.
Blogging can provide many educational benefits for students including increased motivation, opportunities to read and write, and enable collaboration. Teachers are using blogs in their classrooms in several ways such as replacing traditional class websites, linking to related internet resources, organizing class discussions, and having students write their own blogs. Blogs are an attractive tool for both education and the internet in general due to their ease of use which allows users to easily update and edit content without worrying about formatting or code. Both students and teachers express positive views about using blogs in the classroom with students enjoying writing reviews and teachers believing it prepares students for the future.
This document discusses using technology to implement higher level thinking skills aligned with Common Core objectives. It provides examples of using tools like iPad apps, interactive websites, digital storytelling and Scratch to engage students in projects involving skills like analysis, evaluation, and synthesis. Concerns about Common Core are addressed by focusing on concepts rather than facts and ensuring lessons are relevant, interesting, and connect to students' lives. Bloom's Taxonomy is presented as a framework for developing critical thinking through questioning techniques.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Thinkfinity
1. The title of the lesson is, How big is your heart , from Illuminations
http://illuminations.nctm.org/LessonDetail.aspx?ID=L174. The subject is Mathematics and the
standard is: This activity is for Grade level 2 and this lesson will be a cross over from a science lesson
about the human heart and the location of the major organ in the body. For math the students will
measure length and width using a ruler with step by step directions along with filling out the following
worksheet, http://illuminations.nctm.org/Lessons/BeatOfHeart/BeatOfHeart-AS-BigHeart.pdf. 3.
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results
Look at those leaves from Sciencenet links http://www.sciencenetlinks.com/lessons.php?DocID=215
T o observe, measure, and sort tree leaves. To examine leaves individually, in groups, and in
relationship to the entire treeThis lesson begins with students observing leaves in hands-on ways. As
they observe attributes, they will group the leaves according to these attributes and consider any
patterns they see emerge. In addition, they will communicate what they have learned about leaves in
quantitative terms. The activities in this lesson will challenge students to consider how standard units
of measurement help clarify for others what they are trying to convey. 3. Research and Information
Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results
Generating Rhymes: Developing Phonemic Awareness from Readwritethink
http://www.readwritethink.org/classroom-resources/lesson-plans/generating-rhymes-developing-
phonemic-121.html Kindergarten. Learning to recognize rhyming patterns in language is an essential
skill for emergent readers. As students manipulate words and sounds to create simple rhymes, they
become aware of word and letter patterns that will help them develop decoding skills. In this lesson,
students become familiar with 12 rhyming pairs of one-syllable words as they create rhyming lyrics to
known songs ("Down by the Bay"), give rhyming words for a given keyword in a poem, and interact
with their peers to find rhyming pairs of word cards. Students then demonstrate their knowledge
through an individual assessment exercise.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities
2. Picture this from Thinkfinity, http://media.thinkfinity.org/TEC/Activity%20Instructions/Picture
%20This_A10.pdf Kindergaten. It is important for kids to practice recognizing, reading, and saying
initial single consonants (m + an = man), but they should also notice consonants
in the final position (su + m = sum), which ensures that they “read through”
words to the end. They will think of words using pictures in magazines that start with certain letters and
write them on small pieces of paper. Then they will form teams and draw words to act out or draw to
help the other team get the word without reading or saying it aloud. Once they guess the word they
must write it on the board. 2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. develop cultural understanding and global awareness by engaging with learners of other cultures
d. contribute to project teams to produce original works or solve problems
Plant a Seed from Smithsonians History Explorer,
http://americanhistory.si.edu/ourstory/pdf/firstlady/firstlady_seed.pdf In this activity, children will
place a seed in soil, care for it, and track the plant’s growth. 4th grade. By caring for a plant, children
will contribute to Lady Bird Johnson’s mission of beautification. Children can also develop observation
and measuring skills through tracking the plant’s growth.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results
Interactives
An interactive for this activity is a game called Turtle Pond
http://illuminations.nctm.org/ActivityDetail.aspx?id=83 from illuminations for PreK-8. In this student
interactive, from Illuminations, students guide a turtle to a pond using computer commands. They
improve their skills in estimating length and width which relates to the in class lesson for measuring
length and with of a human heart or hand. 4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c.collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions
Whack a Note , http://artsedge.kennedy-center.org/multimedia/Interactives/quack-and-whack/whack-
a-note.aspx , from the Kennedy Center Arts Edge. This interactive game explores different musical
notes, their sounds and their position on the treble clef. 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
3. d. identify trends and forecast possibilities
The Lunch Counter, http://www.objectofhistory.org/objects/onyourown/lunchcounter fromSmithsonian
history Explorer, This object-based learning activity revolves around the Greensboro, North Carolina
lunch counter that was the site of a sit-in strike by four African-American's. Students can rotate the
counter to see what it was really like and also see actual objects from that time.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d.exhibit leadership for digital citizenship
Shock & Guest: -ick http://www.thinkfinity.org/shock-guest-ick-short-i-video from
thinkfinity.org. For grade k - 3 This resource highlights the exciting power of literacy
skills and the impact they can have on the lives of young readers. Student watch a
short music video highlight common sight words and word blends like the use of
ick in words like slick, pickl and sick.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. develop cultural understanding and global awareness by engaging with learners of other cultures
d.contribute to project teams to produce original works or solve problems
Venn Diagram, 3 Circles, http://www.readwritethink.org/classroom-resources/student-
interactives/venn-diagram-circles-a-30032.html from readwritethink.for grades 6 - 12
This interactive tool allows students to create Venn Diagrams that contain three overlapping circles,
enabling them to organize their information digitally.3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results