Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
Character education – Professor James Arthur, Head of the School of Education...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Best practices in high school education in the 21st century (and how you can...scratchpost
The purpose of the presentation is to get aware of how learning theories and learning practices move hand-in-hand, and how some high schools have changed their design to support learner agency. I have been researching these practices as a part of a PhD on how learning institutions can transform to support and legitimize autonomous learning modes or learner agency. The list is not exhaustive. The presentation was given at the Robotic Telescopes, Student Research, and Education conference at the University of Melbourne.
Culture, Poverty, and Social Justice OrganizationsDouglas Strahler
This group presentation focused on presenters reflecting on how culture, poverty, and social justice played a role in their professional lives. Topics including Slippery Rock University's "Respect for Individuals" initiative, ACCESS Charity, and PIPRA.
The Fourth Strand of Social Justice: Theoretically SpecificDouglas Strahler
This presentation was given to the IT3 Doctoral Cohort's Social Justice course in the summer of 2012. The presentation described the fourth strand of social justice through three prominent theoretical specific discourses in education: multiculturalism, critical pedagogy, & cultural studies.
Character education – Professor James Arthur, Head of the School of Education...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Best practices in high school education in the 21st century (and how you can...scratchpost
The purpose of the presentation is to get aware of how learning theories and learning practices move hand-in-hand, and how some high schools have changed their design to support learner agency. I have been researching these practices as a part of a PhD on how learning institutions can transform to support and legitimize autonomous learning modes or learner agency. The list is not exhaustive. The presentation was given at the Robotic Telescopes, Student Research, and Education conference at the University of Melbourne.
Culture, Poverty, and Social Justice OrganizationsDouglas Strahler
This group presentation focused on presenters reflecting on how culture, poverty, and social justice played a role in their professional lives. Topics including Slippery Rock University's "Respect for Individuals" initiative, ACCESS Charity, and PIPRA.
The Fourth Strand of Social Justice: Theoretically SpecificDouglas Strahler
This presentation was given to the IT3 Doctoral Cohort's Social Justice course in the summer of 2012. The presentation described the fourth strand of social justice through three prominent theoretical specific discourses in education: multiculturalism, critical pedagogy, & cultural studies.
Intro to OpenStack - Scott Sanchez and Niki AcostaScott Sanchez
Introduction to OpenStack from Scott Sanchez and Niki Acosta at the Cloud Turn up Hour in NYC - March 2015. How we are moving from a data center focus (hardware) to an application (developer) focus.
what is education Essay
Education Reflection Paper
Essay on The Future of Education
Inclusive Education Essay
Eassy on Education
Bell Hookss Education
Disadvantages Of Coeducation
Disadvantages Of Co-Education
Essay on Education: Causes & Effects
Character Formation Has Education Failed Us An Academic X Tray on Today’s Sys...YogeshIJTSRD
The oxford Dictionary defines Education as “The process of receiving or giving systematic instruction, especially at a school or universityâ€. It is “a kind of teaching, an enlightening experienceâ€. For Mark Smith, “Education is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life†…“Education is seen as a deeply practical activity – something that we can do for ourselves what we could call self education , and with others.†Smith, M. 2020 . Azebeokhai Benedict O "Character Formation: Has Education Failed Us? An Academic X-Tray on Today’s System of Education in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40038.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/40038/character-formation-has-education-failed-us-an-academic-xtray-on-today’s-system-of-education-in-nigeria/azebeokhai-benedict-o
LEARNING COMMUNITY (An International Journal of Educational and Social Develo...Sanjay Chandwani
Learning Community, An International peer review Journal on Social Sciences is published biannually, by the New Delhi Publishers, New Delhi. It invites unpublished and original research papers, articles, case studies, book reviews, Ph.D. thesis reviews, summaries and reports, campus news, proceedings of seminars/ conferences/workshops etc. Manuscripts should be submitted along with author's brief resume.
THE SCOCIAL INSTITUTIONS UNDER RISK : Dr.M.DOSSdoss munusamy
The Social Institutions are responsible for all kinds of developments whether good or bad in the society. Are social institutions such as Family, school, community, media, religion carrying out their intended or assigned tasks genuinely to them or not ? What shall do with our offspring for their survival? This paper may help you contemplate certain modus operandi of parents, teachers, curriculum designers, policy makers etc to redesign the system of education.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. "Human existence depends upon
compassion and curiosity leading to
knowledge, but curiosity and knowledge
without compassion is inhuman and
compassion without curiosity and
knowledge is ineffectual.“
--Victor Weisskopf, nuclear physicist
2. Actively teaching social skills – who is
responsible for this? How do we fit it in?
What do parents and other stakeholders
want our WSS graduates to have when
they leave here? Is this really what they
need? How do we know if this is even
working? (And, what is in it for me?)
3. Where is/is SEL in the curriculum (am I
responsible for this)?
Where is it in our hearts?
What are the community expectations for
this?
Do we have to throw something off to fit in
something new?
4.
5. The development of this IRP has been guided
by the principles of learning:
Learning requires the active participation of the
student.
People learn in a variety of ways and at
different rates.
Learning is both an individual and a group
process.
6. Bloom’s taxonomy of learning behaviours
identified three domains of educational
activities:
affective (growth in feelings or emotional areas )
cognitive (mental skills – knowledge),
psychomotor (manual or physical skills)
The affective domain involves the way in
which we perceive and respond to things
emotionally, such as
feelings, values, appreciation, enthusiasms, moti
vations, and attitudes.
7. Contributing to the classroom and school
community
Solving problems in peaceful ways
Valuing diversity and defending human
rights
Exercising democratic rights and
responsibilities
(BC Ministry of Education)
8. Each class has an opportunity for
SEL
Each project has this opportunity -
but how?
9. Divide into departments
(humanities, math, science, health and
fitness, technical and applied arts)
Consider how SEL fits with your curriculum.
What is one thing each of you do now to
embrace SEL within your classroom?
As a group, design one SEL-based project or
idea for your subject area. How will this idea
or lesson support SEL at WSS?
10.
11. curricula that provide neither guidance on how to promote socially
responsible citizenship nor the time necessary for it
School staff who may be more concerned with orderly classrooms
than with the substance of the teaching and learning that takes
place in them
teachers and students whose view of citizenship and social
responsibility is confined to only the ‘leadership class’
teachers who are fearful about promoting active citizenship
(sometimes with good reason)
parents and community members who think a school's primary
function is to get students to memorize facts and score well on
tests so they can get into college
parents and community members who may protest student
involvement in controversial public issue
(http://www.teachablemoment.org/high/socialresponsibility.html)
12. FSA is gaining traction with our Minister of Ed
– consider the value statement this makes
NPBS to help us infuse and assess
Dalai Lama centre workshops
Collaboration time?
Resources on teacher common and in binder
in upstairs prep room
13. Purpose of the Ministry
“A strong character, an understanding of the
world, and the skills that allow individuals to
flourish are all products of a high-quality
education. “
2010/11 – 2012/13 SERVICE PLAN
March 2010
www.gov.bc.ca/bced Ministry of Education
14. “We are increasing our focus on skills such as
reading, writing, and numeracy that are
essential components of every child’s
education. The Foundation Skills Assessment
(FSA) will continue to be an important tool
…”
2010/11 – 2012/13 SERVICE PLAN
March 2010
www.gov.bc.ca/bced Ministry of Education
Editor's Notes
Slide up as teachers return to presentation from snack and breakPlus a side note to connect SEL and cooperative games – cooperative learning is one tool of SEL and when done well, has some empirical support for increased academic and social learning. Before lunch we were presented with some current research on SEL and EI – a quick refresher – what ideas and images stuck with you? What questions do you have? Now on to the next step – how to infuse SEL into our existing curriculum.
Consider the tyranny of the ‘or’. Does it have to be one or the other – academia or social – competition or cooperation – can we paradigm shift to embrace ‘and’.
From our 2009/2010 school improvement plan – social responsibility is a goal at WSS and for SD 48 - documents are on the e-resource on the teacher common drive under SEL resources.
Curriculum example – math 8/9 IRP recognizes that learning can be a group process – but group learning makes the assumption that students have the social skills to work effectively in a group – or we make allowances to teach these while we teach the cognitive skills.
Referred to by Ministry of Ed in the new IRP for math 8 and 9 ( and most likely other subjects but I haven’t read all the IRP’s yet)Social and emotional is peppered throughout our curriculum – but rarely with specific expectations for learning. We do have performance standards for social responsibility, but these are optional . . . So given that this is somewhat optional, it could be argued that we are not professionaly responsible for teaching SEL. But, if it makes our jobs easier, and the end product (student achievement) is better, why wouldn’t we?
Research says . . . Social skills such as empathy, sympathy, perspective-taking, pro-social reasoning, conceptions of friendship, conflict resolution, reading social cues (Hymel Shelley, 1993, Vol. 3, Nos 1 & 2)
The hearts question (where does SEL lie in our hearts – do each of us think it should or should not be part of our educational practice) will need to be addressed at a later date – perhaps in collaboration time or at a Pro D event.We/I hope to show that infusing our teaching days and practices with SEL doesn’t mean throwing out what we now do.Reminder that Curriculum is the learning activities (both content and process) that a teacher plans for a particular group of students in a particular class. It includes how we monitor and provide feedback to students on their learning. It is not the IRP nor is it a text book. It is designed and constructed by each teacher for each class each year and considers the intended learning outcomes, individual student characteristics on context variables.
Have chart paper and pens readyPoster of the 5 elements of cooperative learningHandout sheets on performance standards for Social responsibilityHandouts on suggested social skill progressionsHandout selection of irp packagesAllow time for this to happen – small group work for staff and hopefully a take-away that is almost classroom ready!
Address assessment concerns!! Have some background for thisWhat are some highlights from the staff projectsEmphasize the process not the product – a goal would suggest arriving there or an end point – this is a spectrum SEL done well will include training on social emotional skills for teachers and students, be backed from all levels (school, district, superintendent, etc), programs should be field-tested and evidence based, (Safe and sound: An educational leader's guide to evidence-based social and emotional learning, 2003)(CASEL)
This is from USAannecdotal evidence and is not a reflection of our school or staff – although the parent and community barriers may be of concern to us
FSA – see upcoming quoteDefine Network for performance based schools and be prepared to discuss and set plans to participate if interest from staff is strongList of upcoming workshops from Dalai Lama center
I was lucky enough to give the student speech at my UBC grad when I received my BHKin degree – and I remember struggling over what I could possibly say to all those really brilliant people who were earning their degrees. I kept coming back to the idea that it’s not what we know but what we do with what we know that matters – and somewhere I had heard this quote. I wish I remember who said it to me. Social skills and emotional skills are as necessary as cognitive skills for responsible citizenship. Without social emotional skills, we are intellectual derelicts at best.