This document discusses teaching and learning philosophies for the 21st century classroom. It describes 21st century teachers as facilitators, lifelong learners, and reflective practitioners. Learners are described as multiliterate, innovative problem solvers and active citizens. The document advocates for inquiry learning through meaningful experiences that build on students' prior knowledge and authentically integrate subjects. It provides examples of assessment tools like self-assessment and feedback. The conclusion emphasizes integrating the curriculum to acknowledge students as citizens and cultivate lifelong learners.
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
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Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
Enhancing Studentsâ Motivation to Learn: Why some studentsâ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
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Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
Enhancing Studentsâ Motivation to Learn: Why some studentsâ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
A case study of preservice teacher development using korthagen's three level ...Iwan Syahril
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Using Korthagenâs (2010) three-level teacher learning model, I conducted a qualitative study addressing a central question: What factors contribute to preservice teacher development of knowledge about teaching during field experiences? Data were collected through interviews, supplemented by observation videos and document analysis. The findings show that participants showed some progress in their knowledge about teaching, which could be attributed to the opportunity to reflect on practice in their university-based courses during their field experience program. Moreover, there seemed to be a difference in the level of the development of knowledge about teaching between the two study participants. This difference could be attributed to subject matter mastery, good instructional support, having more diverse coursework, and having a disposition to focus on students. This study suggests that teacher education should provide experiences in which needs and Gestalts are triggered and elaborated, and preservice teachers are given opportunities to reflect on those experiences.
Looking at Innovations in Curriculum through the Lens of 21st Century SkillsParisa Mehran
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An innovative curriculum is characterized by the incorporation of 21st century skills, i.e., the essential skills needed for success in todayâs world such as critical thinking and collaboration. Using Jenkinsâ (2009) inventory, we investigated the curriculum orientations of Iranian school teachers particularly in terms of the precedence they give to critical thinking and studentsâ interests and needs. The participants endorsed curriculum innovation and valued the development of higher-order thinking skills and studentsâ 21st century concerns such as digital literacy. The results of this study will be further examined by comparing and contrasting the Iranian with the Japanese curricular practices.
A case study of preservice teacher development using korthagen's three level ...Iwan Syahril
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Using Korthagenâs (2010) three-level teacher learning model, I conducted a qualitative study addressing a central question: What factors contribute to preservice teacher development of knowledge about teaching during field experiences? Data were collected through interviews, supplemented by observation videos and document analysis. The findings show that participants showed some progress in their knowledge about teaching, which could be attributed to the opportunity to reflect on practice in their university-based courses during their field experience program. Moreover, there seemed to be a difference in the level of the development of knowledge about teaching between the two study participants. This difference could be attributed to subject matter mastery, good instructional support, having more diverse coursework, and having a disposition to focus on students. This study suggests that teacher education should provide experiences in which needs and Gestalts are triggered and elaborated, and preservice teachers are given opportunities to reflect on those experiences.
Looking at Innovations in Curriculum through the Lens of 21st Century SkillsParisa Mehran
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An innovative curriculum is characterized by the incorporation of 21st century skills, i.e., the essential skills needed for success in todayâs world such as critical thinking and collaboration. Using Jenkinsâ (2009) inventory, we investigated the curriculum orientations of Iranian school teachers particularly in terms of the precedence they give to critical thinking and studentsâ interests and needs. The participants endorsed curriculum innovation and valued the development of higher-order thinking skills and studentsâ 21st century concerns such as digital literacy. The results of this study will be further examined by comparing and contrasting the Iranian with the Japanese curricular practices.
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Pedagogical design for honors study abroad and beyond Beata Jones
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We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Finkâs (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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.
How to Create Map Views in the Odoo 17 ERPCeline George
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
3. An image of 21st century teachers
⢠Facilitator
⢠Collaborative
⢠Lifelong learner
⢠Reflective
⢠Open-minded
⢠Inquirer
⢠Cultivator
⢠Constructor
⢠Activist
⢠A collector of many
lenses
⢠Adaptive
⢠Motivator
⢠Loving
4. An image of 21st century learners
⢠Multiliterate
⢠Innovative
⢠Problem poser and
solver
⢠Collaborative
⢠Independent
⢠Reflective
⢠Multidimensional
understandings
⢠Critical thinker
⢠Active citizens
⢠Curious
⢠Transferor of many
skills
5. Encompassing inquiry learning within a
classroom of the 21st century
⢠Meaningful learning occurs.
⢠Builds upon childrenâs prior knowledge and
experiences.
⢠Authentically integrates learning areas of The
Australian National Curriculum.
⢠Reflection of the real world.
⢠Incorporates the voice of the child; children
are active participants throughout the
planning process.
8. Focus model of inquiry:
International Baccalaureate (IB)
Primary Years Programme (PYP)
The International Baccalaureate: Primary Years
Programme (IB: PYP) is an educational framework
which strives to cultivate internationally-minded
citizens of the 21st century, who are equipped with the
skills and understanding necessary for our society
today. It is a framework which encompasses inquiry
learning, and integrates the traditional subject areas,
so as to provide children with an enriched
understanding of the world.
10. Questioning⌠a natural human
tendency.
⢠Through encompassing the whole child, it is imperative that
we also honor their questions, it is through doing this that
we are constructing a classroom of enriched learning; as it
is based on what a child desires to know, not what an adult
requires them to know.
⢠Encouraging children to ask the hard questions which are
worth finding out about (Clark, 2002)
⢠Placing an emphasis on the questions, and the potential
discoveries to follow, not whether children will find the
correct answer (Clark, 2002).
11. Embedding assessment throughout the
learning process
⢠Assessment for learning
⢠Continuous
⢠Provides further insight
⢠Enables thorough differentiation
⢠Rich tasks
⢠Collaboration
⢠Self-assessment
⢠Feedback
⢠Valid and reliable
⢠Celebration
12. Examples of authentic assessment to be
incorporated throughout the integrated
programme
16. Conclusion
Integrating the curriculum enriches childrens learning
experiences and acknowledges them as citizens of today,
as opposed to tomorrow; a childâs voice and perspectives
are listened to and embraced in the classroom, as opposed
to being heavily teacher directed.
Children are able to acquire a deeper understanding of the
important concepts of the world and they are assessed in
learning situations which they are likely to excel in.
Integrating the curriculum is bringing the diversity and
richness of the world into the classroom, and cultivating
human beings who will make tomorrow better than the
world is today.
17. Reference list
Andain, I., & Murphy, G. (2008). Creating lifelong learners: challenges for education in the 21st century. Wales, GB: International
Baccalaureate Organisation.
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Melbourne, Victoria: Cengage Learning Australia.
Australian Curriculum, Assessment and Reporting and Authority (ACARA). (2014). Foundation year curriculum. Retrieved from:
http://www.australiancurriculum.edu.au/FoundationYear
Beherenbruch, M. (2012). Dancing in the light: essential elements for an inquiry classroom. Rotterdam: Sense Publishers.
Campbell., R. & Green, D. (Eds.) (2006). Literacies and learners: current perspectives (3rd ed.). Frenchs Forest, NSW: Pearson Education
Australia.
Clark, T. E. (2002). Questions worth arguing about. In, Designing and implementing an integrated curriculum: a student-centered approach
(pp.74-92). Brandon, Vermont: Psychology Press/ Holistic Education Press.
Department of Education, Employment and Workplace Relations. (2009). Belonging, being and
becoming: The early years learning framework for Australia. ACT: Commonwealth of Australia.
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press.
18. Reference List
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international primary education. International Baccalaureate Organisation: Cardiff, Wales.
Kruse, D. (2010). Thinking tools for the inquiry classroom. Carlton, South Victoria: Curriculum Cooperation.
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