ESL learner independence using 21st Century skills_ESL Pedagogy Research Proj...Francine Harvey
ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit.
Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school.
Also to develop students awareness of high school expectations regarding assessments and marking criteria.
Artworks by Chris Lawrie
Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)EduSkills OECD
This presentation was given by Alenoush Saroyan of McGill at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
ESL learner independence using 21st Century skills_ESL Pedagogy Research Proj...Francine Harvey
ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit.
Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school.
Also to develop students awareness of high school expectations regarding assessments and marking criteria.
Artworks by Chris Lawrie
Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)EduSkills OECD
This presentation was given by Alenoush Saroyan of McGill at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland
Poster: Biothechnology, Millions that can generate billions: Teacher perspectives on students' assessment
IBSE is a great challenge and requires substantial investment from both teachers and students. The activity underlying this discussion was set up under the 1st SAILS Portuguese workshop for teachers: “Why is there so much talk about INQUIRY across Europe? A proposal to work with the science curriculum in the classroom” on May 2013 and implemented last school year (2013‐14) with lower secondary students.
Watch the interview: http://www.sails-project.eu/portal/resource/interview-ana-vic%C3%AAncio-biothechnology-millions-can-generate-billions
This presentation was given by Thera Jonker of HKU at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
Presentation at Dublin Institute of Technology, September 2015. An example of strategic curriculum change for the teams involved in the programme redesign needed as part of the creation of the Technological University for Dublin.
Improving students’ critical and creative thinking: a five-year study of teac...EduSkills OECD
This presentation was given by Meredith Davis of the North Carolina Sate University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland
Poster: Biothechnology, Millions that can generate billions: Teacher perspectives on students' assessment
IBSE is a great challenge and requires substantial investment from both teachers and students. The activity underlying this discussion was set up under the 1st SAILS Portuguese workshop for teachers: “Why is there so much talk about INQUIRY across Europe? A proposal to work with the science curriculum in the classroom” on May 2013 and implemented last school year (2013‐14) with lower secondary students.
Watch the interview: http://www.sails-project.eu/portal/resource/interview-ana-vic%C3%AAncio-biothechnology-millions-can-generate-billions
This presentation was given by Thera Jonker of HKU at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
Presentation at Dublin Institute of Technology, September 2015. An example of strategic curriculum change for the teams involved in the programme redesign needed as part of the creation of the Technological University for Dublin.
Improving students’ critical and creative thinking: a five-year study of teac...EduSkills OECD
This presentation was given by Meredith Davis of the North Carolina Sate University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
Ralph A. Wolff, President and Executive Director
Western Association of Schools and Colleges
Accrediting Commission for Senior Colleges and Universities
Academy for College Excellence (ACE) serves under-prepared college students. Through a full-time semester-long accelerated program, ACE helps students learn and transform themselves from the inside out as they rethink their relationship to learning and to college. But the ACE program works because it transforms institutions as well as students. It is classroom-based, and much of what students in other programs get through outside counseling, ACE students get in the classroom. Over the last 8 years, ACE has demonstrated that it is both sustainable and scalable, today serving over 750 students in seven community colleges across three states. This talk focuses on ACE's program design, the transformations it requires, and how two-year and four-year institutions alike can adapt its approach to their own mission and students.
Anya Kamenetz DIYU at the 2011 WASC ARCWASC Senior
Colleges and universities today can no longer afford to conduct business as usual. The pressures of rising costs and ever-stronger mandates for accountability, access and success are too strong. Students, meanwhile, have urgent questions about the return on their investment and the relevance of the education they're receiving in a 21st century context. The way we connect, communicate, and access information is changing every day. When will these changes substantially affect education? Kamenetz addresses all these concerns and sets forth her vision of a future that includes personal learning networks, personalized learning paths, expanded peer learning and assessment, and learning that blends experiential and digital approaches. Faculty and administrators need to lead the way from the second to the "third horizon" of change by incorporating the seeds of future transformation while improving their institutions' working today.
A briefing by Ralph A. Wolff, President of the Senior College Commission of WASC outlining new Federal Regulations that impact WASC accredited institutions.
Ralph A. Wolff, President and Executive Director
Western Association of Schools and Colleges
Accrediting Commission for Senior Colleges and Universities
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
Intending Learning and Learning by Intent: 10 Ways in Which a Degree Qualific...WASC Senior
At present, there is no national consensus in the US on the learning outcomes appropriate to associate, baccalaureate, and master's degrees. Such a consensus could serve many purposes, but one of the most important would be its potential positive impact on the learning process. Gaston has written on the Bologna Process and was one of the consultants to the Lumina Foundation's draft degree qualifications profile, titled "A Transformational Challenge for U.S. Higher Education." In his talk, he focuses on the advantages US students would enjoy as a result of more clearly defined expectations at each degree level. He also suggests ways in which such expectations might enhance the process of institutional accreditation.
Connecting the Dots between Financing and SustainabilityWASC Senior
Connecting the Dots between Financing and Sustainability by Jane V. Wellman
Presented at the 2010 WASC Academic Resource Conference
April 22 2010 Long Beach, CA
BLTs - The Behaviors of Learning and TeachingNAFCareerAcads
Participants will explore the Behaviors for Learning and Teaching continuum, a tool that can help teachers to improve student motivation, engagement and empowerment, understanding and achievement. In this interactive session participants will explore the entire continuum through a jigsaw activity. After regrouping, participants will share out and discuss which learning behavior/element(s) would provide the most leverage in moving students toward college and career readiness in their academy.
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
Keynote workshop by Professor Mick Healey (University of Gloucestershire) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett. Copyright images have been removed.
Horizon Academic Research Program Fall 2020 Information Sessiondjweeks102
The Horizon Academic Research Program helps high school students to do academic research projects by pairing them with professor and university research mentors. This presentation outlines some of the core features of Horizon Academic's research program for high school students. Horizon Academic offers research in psychology, neuroscience, machine learning, data science, biotechnology, philosophy, international relations, economics, chemistry, biophysics, and environmental science.
Faculty voices presentation at ALP Baltimore June 2014cccscoetc
Presentation given at ALP annual conference in Baltimore, MD, June 2014 on the publication "Faculty Voices". Faculty Voices is funded through a TAACCCT 1 grant. The grant focused on energy course redesign and the redesign of all developmental education courses in the Colorado Community College System.
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
NC3ADL Session: Leveraging Digital Media to Personalize the Path to College Readiness (Presentation provided by Angie Smajstrla)
This session will share examples of how educators are leveraging adaptable, affordable online resources from the non-profit NROC project to support teaching and learning innovations. We will look especially at how Developmental Math - An Open Program is being used both in and out of the classroom to personalize learning experiences for students striving to accelerate the path to college readiness. NROC resources are available to all NC Community Colleges through a partnership with NCCCS.
Presenter(s): Angie Smajstrla (The NROC Project); Wanda Barker (NCCCS); Kathy Davis (NCCCS); Jonathon Sweetin (NCCCS)
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
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.
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.
Thesis Statement for students diagnonsed withADHD.ppt
Jennifer Lindholm: Capstones and Core Competencies: Emerging Pathways for Assessing Student Learning
1. Jennifer A. Lindholm UCLA Capstones and Core Competencies: Emerging Pathways for Assessing Student Learning
2. ● 27,199 undergraduates ● 125 undergraduate majors offered within 5 units: --College of Letters & Science --School of the Arts and Architecture --Henry Samueli School of Engineering & Applied Science --School of Nursing --School of Theater, Film, & Television ● Student-faculty ratio: 17 to 1 UCLA Undergraduate Education
3. UCLA Assessment Framework for Undergraduate Education Focus on the : Student Course Program Foster students’ academic, personal, and professional development Inform faculty members’ course development and teaching methods, and to inform personnel evaluations for faculty merit and promotion. Assess whether departmental learning outcomes are being met, to ensure continuity of performance standards, and to inform curriculum development. Determine whether program quality and student performance are appropriate for an elite research university. Findings Used To :
4. Outcomes Assessment for Undergraduate Academic Programs Establishing a foundation for helping faculty understand the utility of learning outcomes assessment as an important tool for improving the quality of undergraduate education. Academic programs articulate expected student learning outcomes. Academic programs develop outcomes-based assessment plans around which to evaluate the curriculum. Completed during WASC Review 2008-2010 To be completed over 3 years: 2009-10 2010-11 2011-12 To be completed in 3 phases over 6 years: 2012-13 and 2013-14 2014-15 and 2015-16 2016-17 and 2017-18 PROJECT 1 PROJECT 2 PROJECT 3
5. UCLA Undergraduate Majors (125 total) CAPSTONE NON-CAPSTONE Goal is to have capstone options for all undergraduates by UCLA’s centennial in 2019 ~55% ~45%
6. The UCLA Capstone Pyramid Senior seminar with paper; advanced product-design class; senior performance or art portfolio; group project in an advanced science lab with paper, etc. An Individual Project: campus research; civic or corporate internship; community- based or study-abroad project. Honors Thesis Individual Major
7. ● Must be a creative, inquiry-based learning experience that deepens the student’ s knowledge and integration of the discipline. ● Must be part of an upper-division course of at least 4 units and (preferably) taught by ladder faculty. ● May be completed individually or by a group, provided each student’s contribution is significant, identifiable, and graded. ● Must culminate in a tangible product that can be archived (electronically) by the department or program for three years. ● Must be opportunities for students to share capstone projects with peers; this can occur in class or outside of class. UCLA Capstone Criteria
8. History Community Project Students complete a course sequence that includes a community-based project with paper. Spanish Senior Seminar Paper Students complete a senior seminar and demonstrate mastery of a specialized field with a term paper. Team Design Project Students work in groups to design and describe a (new) chemical process. Chem. Eng.
9. Neuroscience Research Students do independent research or take an advanced lab class and do a group research project. Statistical Consulting Clinic Students work in small groups to solve real problems posed by community or campus-based clients. Statistics Art Studio Project Students complete advanced studio-based classes and create a portfolio of their art work. Art
10. Students completing the history capstone seminar will be able to: ● demonstrate appropriate mastery of a specialized area of history. ● demonstrate a critical understanding of current scholarly concerns, literature and debates. ● identify and analyze primary sources. ● design and carry out a research project, drawing on both primary sources and appropriate scholarly literature. ● demonstrate the ability to organize and present a brief oral presentation about the research to the seminar class or another venue deemed appropriate. Capstone Learning Outcomes: History Sample
11. Through required coursework leading to and including Art 150, Senior Studio, students demonstrate: ● familiarity with and competence in a range of techniques and media, and a level of proficiency in utilizing particular media appropriate to advanced- level studio projects. ● development of a body of original artwork. ● familiarity with historical precedents for, and issues in, contemporary art. ● understanding of terms and concepts relevant to contemporary art discourse. ● ability to effectively articulate analysis of works of art in order to participate in a studio critique. Capstone Learning Outcomes: Art Sample
12. ● Integration ● Research/discovery ● Information literacy* ● Critical thinking* ● Data analysis/quantitative skills* ● Writing* ● Oral communication* ● Teamwork ● Service *WASC core competency Capstone Learning Outcomes: Common Themes
14. Honors Thesis 98% Senior Seminar 94% Independent Study 94% Community Project/Internship 85% Capstone Experience Provided “Strong Intellectual Challenges” ( “agree” strongly or somewhat) Source: 2011 UCLA Senior Survey
15. Paper/project helped me better understand concepts in related courses 94% My instructor challenged me to do my best 92% Seminar enhanced my ability to integrate aspects of my major coursework 91% I made meaningful contributions 91% Capstone Senior Seminar Perspectives ( “agree” strongly or somewhat) Source: 2011 UCLA Senior Survey
16. “ The most memorable experience of my time at UCLA.” “ I learned to work effectively with others.” “ I became a colleague, not just a student.” “ Solidified my interest in, and desire for, graduate study.”
17. www.capstones.ucla.edu www.learningoutcomes.ucla.edu For more information…