Presentation for 2014 Global Education Conference
This is a draft
ALL Rights Reserved
Copyright Richard C. Close
Trademark Global Learning Framework, Personal Learning Framework and Three Processor Theory and Transformation Learning Framework.
Professional Services Training
richardcclose@gmail.com
Community
http://globallearningframework.ning.com
Blog:
richardclose@blogspot.com
Being a Teacher: Section Six - Teachers, values and societySaide OER Africa
Nothing in teaching is free of social dimensions and value questions. Teaching can therefore not be ‘neutral’, and teachers cannot sidestep the issue of their role in relation to sets of values. This section explores the role of the teacher in exercising and encouraging particular values.
Compulsory schooling means placing vast numbers of learners behind desks approximately 170 mornings a year. We know that the content that we teach is a selection from many things that could be taught. Under such circumstances, this selection has economic, social and even moral consequences for the learners and for society.
Presentation for 2014 Global Education Conference
This is a draft
ALL Rights Reserved
Copyright Richard C. Close
Trademark Global Learning Framework, Personal Learning Framework and Three Processor Theory and Transformation Learning Framework.
Professional Services Training
richardcclose@gmail.com
Community
http://globallearningframework.ning.com
Blog:
richardclose@blogspot.com
Being a Teacher: Section Six - Teachers, values and societySaide OER Africa
Nothing in teaching is free of social dimensions and value questions. Teaching can therefore not be ‘neutral’, and teachers cannot sidestep the issue of their role in relation to sets of values. This section explores the role of the teacher in exercising and encouraging particular values.
Compulsory schooling means placing vast numbers of learners behind desks approximately 170 mornings a year. We know that the content that we teach is a selection from many things that could be taught. Under such circumstances, this selection has economic, social and even moral consequences for the learners and for society.
ESTA ES LA PRESENTACIÓN ELABORADA POR LOS ALUMNOS DE 6º CURSO DEL ceip MIGUEL SERVET DE FRAGA Y QUE PARTICIPÓ EN LA EDICIÓN 2013 DEL CONCURSO ESCOLAR DE MERCOEQUIP
Total Radiology Conference at Arab Health 2015Cheryl Prior
With constant developmenst in imaging technology and evolving clinical use of available modalities, it is important to provide radiologists, radiographers and radiology technicians with educational opportunities to review the latest trends in the field of radiology.
The 15th edition of the Total Radiology Conference is a four-day multidisciplinary scientific meeting which will present the latest advances in medical imaging, accurate imaging diagnosis and improvement of care quality for patients in the Middle East.
The topics covered in this Radiology Conference will feature enhanced efficiency of established modalities like X-ray and sonography for optimal utilisation and high-end imaging utilities like MRI, PETCT and how these can be utilized to their full potential.
World-renowned experts will discuss latest advancements in musculoskeletal imaging, breast imaging, nuclear medicine and neuroradiology.
Sessions on key and diverse aspects of radiology and special sessions for radiographers have been arranged throughout the event.
Key themes
Cardiac imaging
Breast imaging
Abdominal imaging
Nuclear medicine
Interventional radiology
Neuroradiology
High intensity frequency ultrasound
Quality assurance
Quality control & patient safety
The Forrester Wave Enterprise Business Intelligence Platforms, Q3 2008Cezar Cursaru
SAS was among the select companies that Forrester invited to participate in its 2008 Forrester Wave report, The Forrester Wave: Enterprise Business Intelligence Platforms, Q3 2008. In this evaluation, SAS was cited as a leader in Enterprise Business Intelligence Platforms.
Creative Learing isn't the one way of delivering.
If you want to make peple more creative and participate lively you need to know how to ask and make them ask!
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
Lect 3 Educational ideology in Outdoor EducationGeoff Adams
What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.
"Community of Balance"
Free lesson plan from Ainathrive.org: Aina Builders (Grades 3-5)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Patterns of Thriving Countries"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 6-8)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Thinking Integratively: Well-Being + Sustainability"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 9-11)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Creating Healthy Happiness"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 9-11)
This is Week 4 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Emotional Intelligence"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades 3-5)
This is Week 3 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Understanding Others' Emotions"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades 3-5)
This is Week 3 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Awareness: Emotional Self"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades K-2)
This is Week 1 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Sustainable Living at Home (Part 2): The Ultimate Sustainable Home"
Free lesson plan from Ainathrive.org: Aina Connectos (Grades 6-8)
This is Week 3 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Real Environmental Superhero"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades k-2)
This is Week 2 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Local & In-Season Food"
Free lesson plan from Ainathrive.org: Aina Builders (Grades 3-5)
This is Week 4 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
APA 7th Edition Guidelines: A Brief Overview.
Do you need your dissertation or thesis edited for APA? We can do it!
Go to ainathrive.org for more details on dissertation editing services.
Presented at the March 26, 2015 SEPS-GC meeting at CCSU. The focus is on the nature-based forms of discrimination that form social discriminations and lead us to issues of unsustainability. This is a modified presentation from my NAME presentation in November 2014.
The Neoliberal Colonization on Nature and Our Deep Ecological Selves
Presented at the National Association of Multicultural Educators Annual Conference in November 2014 in Tucson, AZ.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. What is a “Lesson”?
It depends on your conceptual frame...
What are the traditional, liberal/
progressive, and transformative
definitions of lessons?
3. Teacher’s Role
Teacher-as-Mediator
Have students explore various contexts
(social, cultural, ecological) in
connection with the content
Learn basic skills (of course), but the
target is to understand how those
skills/concepts are present in our
community
4. Student’s Role
Student-as-researcher
Student will use basic skills/concepts to
understand and explore community
(mainstream messages, hidden
messages, null messages, and tensions
and relationships)
The goal is to become a more democratic
participant in community
5. Unit Plan
Lessons 1-2: Lessons 2-6:
Raise Lessons 2-6: Lessons 2-6:
Engage critical Lessons 3-8: Lessons 8-10:
questions Work with Critically
questions with Community 1 Community 2
about real skills and question skills
skills in the
world concepts and concepts
community
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
6. Essential Questions
“To what extent...” allows for students
to explore complex relationships and
tensions rather than binaries
These are the target or anchor
questions that you will teach towards
during the lesson.
7. Hierarchy of Questions
Unit Level
Lesson Level (questions that support
the unit level)
Supporting Level (questions that
support the lesson level)
9. Let’s Try It...
“What effects did the Industrial Revolution have on nature
in the U.S. during the early 20th century?”
What theory or theories is this question connecting with?
What relationships and/or tensions is the question
connecting with?
What level do you think that this question is at (unit,
lesson, or supporting)?
What are the other t wo levels of questions that connect
with this question?
10. One more time...
“How does the media in the U.S. perpetuate stereotypes of
people of color?”
What theory or theories is this question connecting with?
What relationships and/or tensions is the question
connecting with?
What level do you think that this question is at (unit,
lesson, or supporting)?
What are the other t wo levels of questions that connect
with this question?
12. Informal vs. Formal
Informal -
Ongoing, unique to the students,
Formal -
Generally scheduled in as its own
activity, same for all students
13. Assessment
Traditional
Truth
Informal:
Formal: Exam,
Check Thought Performance
knowledge
14. Assessment
Liberal/Progressive
Informal:
Check prior
knowledge
Informal: Formal: Exam,
Check Performance
knowledge
Thought scaf
fold
New
Truth
Thought
scaffold
Thought
15. Assessment
Transformative
Informal: Informal: Formal:
Formal:
Check prior Connections Formal: Exam, Prepare for Formal:
Performance,
knowledge to personal performance Community 1 Community 2
written
experiences
Informal:
Connections Formal:
to the real “Thick
world Description”
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
17. Activity
Does the activity clearly make the bridge from the
lesson level question/objective to the assessment?
Lesson Level Activity
Question & Assessment
Objective
18. Activity
Lesson Level To what extent does qualitative and quantitative data identify
Question patterns of racial microaggressions from Disney films?
Students will be able to analyze qualitative and quantitative data
Objective to identify patterns of racial microaggressions from Disney films
Students watch excerpts of Disney films to identify patterns of
Activity racial microaggressions.
Record obser vations, record frequency of racial microaggressions,
think-pair-share, journal writing, roleplaying, satirical
exploration, sur veying of friends/family
Assessment Students provide a critical discourse analysis (qualitative) and
sur vey (quantitative) identifying patterns of racial
microaggressions from Disney films
19. Differentiation
Cognitive connections: Connecting with
students’ diverse ways of learning.
Cultural connections: Connecting with the
diverse cultures of your students. Breaking out
of the Eurocentric mindsets present in the
curriculum.
Levels of resistance: Connecting with students
who are creatively maladjusting because they
see schooling as hurting them.
20. “Methods”
Traditional - Methods as tools to plug in or “deposit”
information and reach predetermined destinations;
teacher-centered “banking method”;
convergent thinking
Lib/Prog - Methods as tools to explore various
pathways to reach predetermined destination;
student-centered “banking method”;
convergent thinking
Transformative - Methods that support divergent
thinking; create “thick descriptions” of community
(understandings of intersections in a social, cultural,
and ecological contexts)
21. Methods for
Divergent Thinking
1. Cooperative 5. Small-Group
Grouping Discussion
2. Inquiry 6. Whole-Group
Discussion
3. Socratic Method
7. Use of Media
4. Direct Instruction
Work in small groups •Thick Description
Count off up to 7 •Community Involvement
22. Transformative
Cooperative Groups
Traditional and Lib/Prog cooperative
grouping has each member with a different
task all aiming for the “right answer”
Transformative cooperative grouping is
about connecting to each student’s
strength with some aspect of the
community-based issue that is at hand.
Feminist pedagogy
23. Transformative Small-
Group Discussion
Students working in small groups to explore
transformative concepts and develop analyses.
Each small group reports out to the rest of the
class.
Teacher might ask for groups to report based on
commonalities/differences rather than having
each group do its whole presentation.
Feminist pedagogy
24. Transformative Whole-
Class Discussion
Teacher/students driving discussion through
transformative analyses and questions.
Good for when everyone needs to be on the
same page, but not as engaging as small group
discussions.
Feminist pedagogy, topic dictates pedagogy
25. Transformative Use of
Media
Viewing = consuming
What is transformative “viewing/consuming?”
Creating = producing
What is transformative “creating/producing?”
Viewing/consuming transformative issues is coupled
with creating/producing transformative awareness
and action in one’s community.
Topic dictates pedagogy
26. Transformative Inquiry
1. Teacher/students determine a
transformative context
2. “Mess about” & develop testable questions
3. Investigation
4. Report findings & discussion about
connections to curriculum; “vocabulary”
emerges from findings and teacher’s
guidance
27. Transformative
Socratic Method
Using authentic questions exclusively to explore social,
cultural, and ecological relationships embedded in the
curriculum
Authentic questions are grounded in asking who we are,
what are our relationships, and what our are actions
and decisions that support them?
Authentic questions are NOT focused on getting
students to generate the “right” answers.
Feminist pedagogy, topic dictates pedagogy
28. Transformative Direct
Instruction
Can be helpful when the teacher wants to help
students construct lenses of analyses.
Can be helpful when the level of disequilibrium is
more than the students might be able to handle
effectively on their own.
Use it sparingly! It can be done very well, but it
can be overdone pretty quickly.
Topic dictates pedagogy
29. Community Involvement
Stage 1
Researching the Community
Inter views Ethnography
(family, friends, members of (cultural thick description)
organizations, leaders, veterans,
artists, scientists, lawyers) Participatory Research
(reporting on their experiences)
Observations
(the mall, school, sporting event, Demographic Research (census,
school dance, playground, on the state dept websites)
internet via social net work
sites, environment) Literature Research
(local newspapers, internet)
Case Study
(focus on one person, group, Field trips as sites for all of these
location, ecology)
30. Community Involvement
Stage 2
Action in the Community
Art Exhibits Theatre of the Oppressed
(Art show, public art, instillations, (Forum theater, rainbow of desire,
eco-art, murals, street art, image theater, legislative theater)
“guerrilla art”)
Reports & Publications
Poetry Slams (Writing to local newspaper,
having a journalist present, BOE
Critical Performances meetings, community groups,
(Plays, musicals, choir pieces that WWW)
rework and recontextualize texts
or existing pieces) Documentary Film
(Local issues, local attitudes, local
Video Game projects, film festival)
(Social or Eco-themed)
Habitat for Humanity House