The document discusses different perspectives on curriculum design and knowledge acquisition in geography education. It presents three potential futures for geography education: 1) "Govian Elitism" which focuses only on procedural knowledge, 2) A "Knowledge Society" which balances procedural, content, and core knowledge, and 3) "Objective Knowledge" which focuses only on core knowledge. The key idea is that students need all three types of knowledge (core, content, and procedural) to fully understand geography. Geographical inquiry is presented as a way to connect these different types of knowledge through activities that create needs to know, use data, make sense of information, and reflect on learning.
Instruction in Nature of Science as a Multicultural Approachxeniameyer
1) The document discusses gaps in science achievement and participation among underrepresented racial/ethnic groups and proposes instructional approaches to better engage these students.
2) These approaches include inquiry-based instruction, instructional congruency using students' everyday experiences and languages, and explicit instruction in the nature of science (NOS).
3) By combining these approaches, the authors argue science can be framed as a cultural way of knowing to boost underrepresented students' agency and participation in science learning.
The presenters elaborated on the effectiveness of teaching with thematic units, and of making connections with other disciplines such as art, science, social studies, and physical education. Two real-world examples — Chinese ceramic art and silk-making — were presented; one is for K-8 while the other is at the college level.
This document provides an overview and agenda for the first class of EPSY582 on integrated curriculum and digital humanities. It introduces the syllabus, learning standards, and topics to be covered throughout the semester including integrated curriculum, digital humanities, the arts, social studies, and doing history. The goal of the class is to teach history education in a way that promotes democracy, participation, consideration of common good, and understanding of different perspectives.
This document discusses the theory and rationale behind an interdisciplinary approach to education. It describes four key characteristics of interdisciplinary instruction: 1) being topic-centered, 2) accommodating student diversity, 3) using two or more disciplines to research topics, and 4) emphasizing both learning processes and content mastery. Support for this approach comes from learning theories including Piaget, Vygotsky, Sternberg, and Gardner. An interdisciplinary approach provides meaningful contexts for teaching skills, uses multiple sources of information, and responds to standards by promoting critical thinking. It also allows for differentiated instruction and engages multiple intelligences. Teachers require knowledge of child development, a strong general knowledge base, and skills in collaborative planning to implement inter
This document discusses ways to help students understand complex ideas and concepts. It proposes using semantic waves and concept mapping to sequence curriculum topics from concrete to abstract. Semantic waves involve alternating between strengthening and weakening contextual dependence and density of meanings. Concept mapping visually depicts key concepts and their relationships. The document provides an example of applying semantic waves to a scuba diving curriculum. It also describes experiential learning expeditions that apply science concepts to cooking to build understanding. Overall, the document argues that paying attention to the semantic structure of knowledge through techniques like semantic waves and concept mapping can help students engage with difficult topics.
Diversity presentation on interdisciplinary educationShree Devkota
This document discusses interdisciplinary approaches to education. It begins by defining related terminology such as interdisciplinary, multi-disciplinary, and disciplinary. It then discusses how interdisciplinary approaches integrate knowledge from multiple fields to provide a more comprehensive understanding of complex issues that cannot be addressed by single disciplines alone. The document provides examples of interdisciplinary curricula in Nepal and at Kathmandu University. It also outlines the strengths of interdisciplinary learning in developing structural knowledge and making connections. While interdisciplinary approaches provide benefits, they also face challenges integrating fields and dealing with issues like territorial conflicts.
The document describes the School-wide Enrichment Model (SEM) developed by Joe Renzulli and Sally Reis at the University of Connecticut. The SEM is a research-based model for gifted and talented instruction that aims to nurture gifted behaviors in all students by providing enrichment opportunities. It includes components like the Triad Model, enrichment clusters, and three types of enrichment activities - Type I, II, and III. Type I activities expose students to new ideas, Type II teaches process and thinking skills, and Type III involves independent student projects. The librarian developed a talent development program called "The Spark" based on the SEM to provide enrichment for gifted and talented students at their school.
The document discusses different perspectives on curriculum design and knowledge acquisition in geography education. It presents three potential futures for geography education: 1) "Govian Elitism" which focuses only on procedural knowledge, 2) A "Knowledge Society" which balances procedural, content, and core knowledge, and 3) "Objective Knowledge" which focuses only on core knowledge. The key idea is that students need all three types of knowledge (core, content, and procedural) to fully understand geography. Geographical inquiry is presented as a way to connect these different types of knowledge through activities that create needs to know, use data, make sense of information, and reflect on learning.
Instruction in Nature of Science as a Multicultural Approachxeniameyer
1) The document discusses gaps in science achievement and participation among underrepresented racial/ethnic groups and proposes instructional approaches to better engage these students.
2) These approaches include inquiry-based instruction, instructional congruency using students' everyday experiences and languages, and explicit instruction in the nature of science (NOS).
3) By combining these approaches, the authors argue science can be framed as a cultural way of knowing to boost underrepresented students' agency and participation in science learning.
The presenters elaborated on the effectiveness of teaching with thematic units, and of making connections with other disciplines such as art, science, social studies, and physical education. Two real-world examples — Chinese ceramic art and silk-making — were presented; one is for K-8 while the other is at the college level.
This document provides an overview and agenda for the first class of EPSY582 on integrated curriculum and digital humanities. It introduces the syllabus, learning standards, and topics to be covered throughout the semester including integrated curriculum, digital humanities, the arts, social studies, and doing history. The goal of the class is to teach history education in a way that promotes democracy, participation, consideration of common good, and understanding of different perspectives.
This document discusses the theory and rationale behind an interdisciplinary approach to education. It describes four key characteristics of interdisciplinary instruction: 1) being topic-centered, 2) accommodating student diversity, 3) using two or more disciplines to research topics, and 4) emphasizing both learning processes and content mastery. Support for this approach comes from learning theories including Piaget, Vygotsky, Sternberg, and Gardner. An interdisciplinary approach provides meaningful contexts for teaching skills, uses multiple sources of information, and responds to standards by promoting critical thinking. It also allows for differentiated instruction and engages multiple intelligences. Teachers require knowledge of child development, a strong general knowledge base, and skills in collaborative planning to implement inter
This document discusses ways to help students understand complex ideas and concepts. It proposes using semantic waves and concept mapping to sequence curriculum topics from concrete to abstract. Semantic waves involve alternating between strengthening and weakening contextual dependence and density of meanings. Concept mapping visually depicts key concepts and their relationships. The document provides an example of applying semantic waves to a scuba diving curriculum. It also describes experiential learning expeditions that apply science concepts to cooking to build understanding. Overall, the document argues that paying attention to the semantic structure of knowledge through techniques like semantic waves and concept mapping can help students engage with difficult topics.
Diversity presentation on interdisciplinary educationShree Devkota
This document discusses interdisciplinary approaches to education. It begins by defining related terminology such as interdisciplinary, multi-disciplinary, and disciplinary. It then discusses how interdisciplinary approaches integrate knowledge from multiple fields to provide a more comprehensive understanding of complex issues that cannot be addressed by single disciplines alone. The document provides examples of interdisciplinary curricula in Nepal and at Kathmandu University. It also outlines the strengths of interdisciplinary learning in developing structural knowledge and making connections. While interdisciplinary approaches provide benefits, they also face challenges integrating fields and dealing with issues like territorial conflicts.
The document describes the School-wide Enrichment Model (SEM) developed by Joe Renzulli and Sally Reis at the University of Connecticut. The SEM is a research-based model for gifted and talented instruction that aims to nurture gifted behaviors in all students by providing enrichment opportunities. It includes components like the Triad Model, enrichment clusters, and three types of enrichment activities - Type I, II, and III. Type I activities expose students to new ideas, Type II teaches process and thinking skills, and Type III involves independent student projects. The librarian developed a talent development program called "The Spark" based on the SEM to provide enrichment for gifted and talented students at their school.
Professional development at a transnational emi in chinaSEDA
This document summarizes a presentation on professional development at a transnational education institution in China. It begins with objectives to understand challenges of transnational education, English-medium instruction, and motivating cross-cultural participation. It then introduces the presenters and provides context on the UK-style professional certificate program between a Chinese and British university. Several challenges and strategies for support are discussed, including cultural issues, language challenges for students and faculty, and considerations for professional development in English-medium institutions.
The document discusses the multidisciplinary nature of education. It defines multidisciplinary as combining several academic disciplines or specializations to approach a topic. It provides examples of Malaysia combining subjects like Science and Local Research into Human Nature in 1994. It also discusses allowing students to choose science or arts streams in Form 4. Additionally, it discusses countries like Finland combining universities and the UK embedding design into STEM subjects. The document outlines advantages like relevance between subjects but also challenges like potential lack of information sharing between professionals. Finally, it defines interdisciplinary approach as applying methods of multiple disciplines and discusses benefits like team teaching and enhancing lifelong learning skills.
What is cooperative learning?
The acronym PIES may be used to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
The document summarizes the key components of the National Curriculum for secondary education in the UK. It provides a brief history of the National Curriculum and explains that it was introduced in 1988 to ensure all students receive a broad and balanced set of subjects. It then describes how the curriculum is organized, listing the core and foundation subjects at different key stages. Finally, it gives examples of some of the specific content within subjects like English, mathematics, and science.
The document summarizes important theories and research on distance education. The Theory of Independent Study by Charles Wedemeyer outlines six characteristics of distance learning including the student and teacher being in different locations and learning taking place through individual student activity. Malcolm Knowles' theory of Andragogy describes characteristics of adult education, such as creating a supportive learning environment and using instruction that fits learner needs and interests. Research on online teaching and learning identifies four primary categories that impact distance education, including course environment, learner outcomes, learner characteristics, and administrative factors. Key findings indicate a lack of clear definitions, need for instructional design theory, and that interaction and reducing learner anxiety are important for success in online programs.
This document provides information about a workshop on building strong courses that connect to sustainability and social justice issues. The workshop is facilitated by Sarah Fortner, Richard Gragg, and Ellen Metzger of the National Association of Geoscience Teachers, and aims to help participants effectively incorporate sustainability and social justice issues into their courses through activities like backward course design. The workshop also provides information from educational research on student learning and high-impact teaching practices.
Session 1 -- global challenges in educationMadan Pant
The document discusses the attributes of an educated person in the 21st century. It analyzes views from various thought leaders on skills such as critical thinking, problem solving, communication, and lifelong learning. Additionally, it recognizes a strong consensus among sources that an educated person is equipped to handle most life situations through skills like reasoning, writing, speaking and making decisions. Formal education often overlooks these soft skills in favor of more easily assessable ones, but true education is an ongoing process not defined by degrees alone.
The document outlines the key elements of an elementary school curriculum in New York City. It discusses focusing on definite objectives with a flexible STEAM-based approach. It recommends applying the TERC mathematics curriculum to provide conceptual understanding and logical thinking skills. It also stresses developing citizenship and respect through the social studies curriculum, and teaching digital literacy and responsible research skills through technology integration. The literacy curriculum should utilize both phonics and language-based approaches to meet students individually and support their development in reading, writing, and public speaking.
The document discusses the multidisciplinary approach to teaching, which combines different subjects into one lesson. It provides examples of how to teach complex topics like the Israeli-Palestinian conflict and climate change from various disciplinary perspectives such as history, political science, and climatology. A six-step process is outlined for creating multidisciplinary lessons, including identifying relevant topics, presenting materials, and having students synthesize their learning.
Pursuing a Curriculum of Interdisciplinary StudiesGraham Garner
The pursuit of interdisciplinary studies in modern curricula represents the continued effort to design an education that gives students the knowledge about the world around them, the ability to critically think about it and then act to the advancement of knowledge and betterment of mankind. The traditional division of disciplines has raised barriers, and techniques from interdisciplinary studies can replace those with bridges. Educators must be committed to overcoming interdisciplinary studies’ unique challenges to make a difference in the future of curriculum.
This document summarizes a research study that investigated the information seeking behaviors of primary school children. The study aimed to understand the cognitive and affective characteristics of children aged 7-11 and develop guidelines to promote effective information seeking strategies. Through ethnographic research methods, the study identified themes of uncertainty, self-efficacy, motivation, choice, need and want. Based on the findings, the study proposed four guidelines for teaching information literacy to primary school children that focus on defining their own information needs, embedding skills within topics, developing critical thinking, and demonstrating understanding contextually.
This 2-4 week kindergarten science unit teaches students about the life cycle of butterflies. Students will raise caterpillars in class and observe their metamorphosis. They will create a digital book demonstrating each stage of the butterfly's life cycle using images and text. Working in groups, students will add their sections to the book and present their findings to the class. The goals are for students to understand what butterflies need to survive and be able to present their knowledge using technology skills like adding images and text to a digital book.
This document provides an introduction to a course on Academic Research and Information Literacy (ARIL). It discusses the importance of information literacy skills for students in the digital age. The goals of the ARIL course are to teach students to effectively locate, evaluate, and use information from various sources and to avoid plagiarism in their academic writing. By learning these skills, students will be better equipped for lifelong learning and research. The course aims to improve the quality of education and research at the university to meet national strategic goals.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students. The theme should integrate different subject areas and allow students to learn through hands-on experiences. Examples of potential themes for different grade levels are provided. The document outlines criteria for selecting lessons, activities, assessments and resources to develop the curriculum unit.
The multidisciplinary approach: a teacher candidate's perspective on media sc...JR Dingwall
The document summarizes a teacher candidate's perspective on a multidisciplinary media school program. The program integrates subjects like English, physics, and computer science by having students produce media projects. Students learn roles like director, editor, and cinematographer. They produce short films in 8-day rotations. The environment emphasizes hands-on learning and production in a studio, classroom, and office space. Field trips supplement instruction. The goal is to teach essential skills through an authentic, project-based approach.
The document is a collection of 11 photos from Flickr shared under various Creative Commons licenses. The photos depict a variety of subjects including LEGO creations, landscapes, and people. All photos are sourced and linked back to the original photographers on Flickr.
Professional development at a transnational emi in chinaSEDA
This document summarizes a presentation on professional development at a transnational education institution in China. It begins with objectives to understand challenges of transnational education, English-medium instruction, and motivating cross-cultural participation. It then introduces the presenters and provides context on the UK-style professional certificate program between a Chinese and British university. Several challenges and strategies for support are discussed, including cultural issues, language challenges for students and faculty, and considerations for professional development in English-medium institutions.
The document discusses the multidisciplinary nature of education. It defines multidisciplinary as combining several academic disciplines or specializations to approach a topic. It provides examples of Malaysia combining subjects like Science and Local Research into Human Nature in 1994. It also discusses allowing students to choose science or arts streams in Form 4. Additionally, it discusses countries like Finland combining universities and the UK embedding design into STEM subjects. The document outlines advantages like relevance between subjects but also challenges like potential lack of information sharing between professionals. Finally, it defines interdisciplinary approach as applying methods of multiple disciplines and discusses benefits like team teaching and enhancing lifelong learning skills.
What is cooperative learning?
The acronym PIES may be used to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
The document summarizes the key components of the National Curriculum for secondary education in the UK. It provides a brief history of the National Curriculum and explains that it was introduced in 1988 to ensure all students receive a broad and balanced set of subjects. It then describes how the curriculum is organized, listing the core and foundation subjects at different key stages. Finally, it gives examples of some of the specific content within subjects like English, mathematics, and science.
The document summarizes important theories and research on distance education. The Theory of Independent Study by Charles Wedemeyer outlines six characteristics of distance learning including the student and teacher being in different locations and learning taking place through individual student activity. Malcolm Knowles' theory of Andragogy describes characteristics of adult education, such as creating a supportive learning environment and using instruction that fits learner needs and interests. Research on online teaching and learning identifies four primary categories that impact distance education, including course environment, learner outcomes, learner characteristics, and administrative factors. Key findings indicate a lack of clear definitions, need for instructional design theory, and that interaction and reducing learner anxiety are important for success in online programs.
This document provides information about a workshop on building strong courses that connect to sustainability and social justice issues. The workshop is facilitated by Sarah Fortner, Richard Gragg, and Ellen Metzger of the National Association of Geoscience Teachers, and aims to help participants effectively incorporate sustainability and social justice issues into their courses through activities like backward course design. The workshop also provides information from educational research on student learning and high-impact teaching practices.
Session 1 -- global challenges in educationMadan Pant
The document discusses the attributes of an educated person in the 21st century. It analyzes views from various thought leaders on skills such as critical thinking, problem solving, communication, and lifelong learning. Additionally, it recognizes a strong consensus among sources that an educated person is equipped to handle most life situations through skills like reasoning, writing, speaking and making decisions. Formal education often overlooks these soft skills in favor of more easily assessable ones, but true education is an ongoing process not defined by degrees alone.
The document outlines the key elements of an elementary school curriculum in New York City. It discusses focusing on definite objectives with a flexible STEAM-based approach. It recommends applying the TERC mathematics curriculum to provide conceptual understanding and logical thinking skills. It also stresses developing citizenship and respect through the social studies curriculum, and teaching digital literacy and responsible research skills through technology integration. The literacy curriculum should utilize both phonics and language-based approaches to meet students individually and support their development in reading, writing, and public speaking.
The document discusses the multidisciplinary approach to teaching, which combines different subjects into one lesson. It provides examples of how to teach complex topics like the Israeli-Palestinian conflict and climate change from various disciplinary perspectives such as history, political science, and climatology. A six-step process is outlined for creating multidisciplinary lessons, including identifying relevant topics, presenting materials, and having students synthesize their learning.
Pursuing a Curriculum of Interdisciplinary StudiesGraham Garner
The pursuit of interdisciplinary studies in modern curricula represents the continued effort to design an education that gives students the knowledge about the world around them, the ability to critically think about it and then act to the advancement of knowledge and betterment of mankind. The traditional division of disciplines has raised barriers, and techniques from interdisciplinary studies can replace those with bridges. Educators must be committed to overcoming interdisciplinary studies’ unique challenges to make a difference in the future of curriculum.
This document summarizes a research study that investigated the information seeking behaviors of primary school children. The study aimed to understand the cognitive and affective characteristics of children aged 7-11 and develop guidelines to promote effective information seeking strategies. Through ethnographic research methods, the study identified themes of uncertainty, self-efficacy, motivation, choice, need and want. Based on the findings, the study proposed four guidelines for teaching information literacy to primary school children that focus on defining their own information needs, embedding skills within topics, developing critical thinking, and demonstrating understanding contextually.
This 2-4 week kindergarten science unit teaches students about the life cycle of butterflies. Students will raise caterpillars in class and observe their metamorphosis. They will create a digital book demonstrating each stage of the butterfly's life cycle using images and text. Working in groups, students will add their sections to the book and present their findings to the class. The goals are for students to understand what butterflies need to survive and be able to present their knowledge using technology skills like adding images and text to a digital book.
This document provides an introduction to a course on Academic Research and Information Literacy (ARIL). It discusses the importance of information literacy skills for students in the digital age. The goals of the ARIL course are to teach students to effectively locate, evaluate, and use information from various sources and to avoid plagiarism in their academic writing. By learning these skills, students will be better equipped for lifelong learning and research. The course aims to improve the quality of education and research at the university to meet national strategic goals.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students. The theme should integrate different subject areas and allow students to learn through hands-on experiences. Examples of potential themes for different grade levels are provided. The document outlines criteria for selecting lessons, activities, assessments and resources to develop the curriculum unit.
The multidisciplinary approach: a teacher candidate's perspective on media sc...JR Dingwall
The document summarizes a teacher candidate's perspective on a multidisciplinary media school program. The program integrates subjects like English, physics, and computer science by having students produce media projects. Students learn roles like director, editor, and cinematographer. They produce short films in 8-day rotations. The environment emphasizes hands-on learning and production in a studio, classroom, and office space. Field trips supplement instruction. The goal is to teach essential skills through an authentic, project-based approach.
The document is a collection of 11 photos from Flickr shared under various Creative Commons licenses. The photos depict a variety of subjects including LEGO creations, landscapes, and people. All photos are sourced and linked back to the original photographers on Flickr.
The document contains data on GDP, economic indicators, currency exchange rates, trade balances, and social benefits in Uzbekistan for various periods between 2006 and 2008. It provides statistics on GDP, industrial production, agriculture, construction, foreign trade turnover, exports, imports and trade balances. It also lists exchange rates of the Uzbek som to the US dollar, euro and ruble. Social benefits such as retirement pensions and disability benefits are listed in both som and US dollars for different dates.
O documento descreve um mercado imobiliário em constante crescimento no Brasil e apresenta o produto ImobSync, uma ferramenta digital para corretores de imóveis. O ImobSync oferece um conjunto de soluções como website responsivo, sincronização de ofertas em portais, aplicativo para Facebook e sistema de gestão de clientes CRM a preços acessíveis. A ferramenta visa ajudar corretores a enfrentar os desafios da alta competitividade no setor imobiliário.
We discuss the role of Videos in eLearning & share tips on how you can use a DIY (Do It Yourself) approach to shoot & produce videos for your online courses.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/ventesoltech
MOOCs still have potential as a viable business model if certain approaches are taken. While initial MOOC models were not sustainable, emerging models include:
1) Universities offering MOOCs as part of blended learning programs or to recruit more students without increasing costs.
2) Certification and credentialing programs where students can pay for assessments to earn credits or degrees from partner universities.
3) Continuous education models where companies partner with MOOC providers to offer professional development to employees.
As these new approaches are tried, MOOCs may provide sustainable solutions for universities and continuous education going forward.
Learning today requires developing agile approaches in a digital age. Digital technologies are transforming how knowledge is constructed and shared. Developing lifelong and life-wide learning as the central paradigm for the future requires cultivating inquisitive mindsets and digital knowledge networks. Leadership must embrace innovation, welcome change, and meet the challenges of our global connected future.
1) Cybersecurity health checks provide a new approach to assessing cybersecurity that is more affordable and manageable than traditional information security standards. They aim to evaluate an organization's basic security posture and operational defenses through checkups, health tests, and examinations.
2) Cyber Essentials is a certification program that focuses on baseline security and acts as a type of cybersecurity health check. It evaluates security controls like boundary protection, secure configuration, user access control, malware protection, and patching to prevent common technical attacks.
3) The Australian Securities and Investments Commission's Report 429 also adopted aspects of a cybersecurity health check approach. It includes 26 prompts across governance and the five areas of the US Cybersecurity Framework to
While your friends are waiting tables, you could be working in Silicon Valley for one of the hottest start-ups, or networking with some of the top dogs on Wall Street. These schools give you access to awesome internships that will make your resume stand out.
Dokumen ini membahas tentang desain pembelajaran, meliputi pengertian desain pembelajaran, model-model desain pembelajaran, prosedur umum desain pembelajaran, dan tahapan-tahapan dalam desain pembelajaran mulai dari analisis, desain, pengembangan, implementasi, hingga evaluasi.
There are always fears and apprehension when a new movement emerges – unknowns almost always create insecurity and myths abound.
To follow up the 5 Myths of Coding in the Classroom is a simple slideshare that simply paints the real benefits of kids learning to code.
This is why learning to code matters to kids, to their future, and to how people will learn into the future. Coding matters and this is why.
Presentation sheds light on designing meaningful interactions that improve eLearning outcomes. Explore different types of content as defined by Dr. David Merrill and determine which of these content types lend themselves to digital interaction. Also find the Dos & Don’ts of interaction design.
Here Comes The iPad Generation - Future of Higher Education 2015Martin Hamilton
What will the iPad generation expect from further and higher education and skills? In this talk for the 2015 Future of Higher Education conference I discuss drivers for change from the learner's perspective, and signpost some work that Jisc is doing around building digital capability and supporting student led innovation
This document discusses ways to make eLearning more engaging for learners across multiple devices. It suggests that eLearning designers should focus on 3 things: 1) ensuring the purpose is to drive behavior change; 2) motivation is crucial through making content purposeful, conversational, bite-sized and searchable; and 3) interactivity alone does not equal engagement - interactions should provide context, scenarios closer to real work tasks, and feedback. The overall message is that eLearning must adapt to the multi-device world through consistency, continuity and complementarity of experience across all learner's devices.
The CRUX of the Matter: Amplifying Authentic Voices Across the InstitutionSarah Maxell Crosby
In 2015, Dartmouth will launch a shared content repository to serve as the bedrock of our 200+ institutional sites. With an emphasis on the content repository user experience (CRUX), we are separating content from form, building a digital commons that renders silos invisible on the surface, and empowering site editors to join the narrative wave. Follow along as we tangle with questions of territoriality, authorship, and credit while we bring the COPE model to a diverse, distributed network on sites.
This session will cover:
Transitioning from high geek to high speak as we follow the arc of the web from data to conversation.
Modernizing the digital press to execute the distributed message.
Managing the community: how we provide education to help people understand both the toolsets and the concepts of shared content (in plain language).
Haiku Deck is a presentation platform that allows users to create Haiku-style presentations. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It pitches the idea of creating Haiku Deck presentations on SlideShare in a single sentence.
The document discusses the National Curriculum Framework (NCF) 2005 and its recommendations for improving science education in India. The NCF aims to make learning more student-centered, inquiry-based, and linked to real-world problems. It advocates for expanding extracurricular activities like the National Children's Science Congress to promote investigative skills. The NCF also calls for reforms like continuous evaluation and reducing the focus on content memorization in exams.
The document discusses the changing landscape of teaching and learning. Research shows learning is most effective when it is active, learner-centered, collaborative, and involves metacognition and community engagement. New students have different learning preferences than past generations. Technology and globalization require new skills. The goal should be developing intentional, self-directed learners who can adapt and learn throughout their lives. Explicitly teaching students how to learn can help achieve this.
This document provides an overview of key concepts in curriculum planning, including the three elements of curriculum - content (what), learner (who), and instructional process (how). It discusses different philosophies around the focus of curriculum, such as emphasis on the learner's interests versus subject matter. The document also covers curriculum definitions, essential questions, enduring understandings, standards, and the backwards design process of identifying desired results, determining acceptable evidence of learning, and planning instructional experiences.
21st century Edn. and strategies( School Based Inservice program)Chumey MSS
The document discusses 21st century education and skills. It emphasizes teaching students skills like critical thinking, collaboration, communication and using technology to solve real-world problems. 21st century education focuses on active, project-based learning where students learn by doing rather than passive learning. It identifies seven survival skills needed for students to succeed in today's world: critical thinking, collaboration, adaptability, initiative, communication, accessing information and imagination. The document also outlines a framework for 21st century learning that incorporates core subjects with themes of global awareness, financial literacy and more. It discusses learning skills in the areas of learning and innovation, technology and life/career. Finally, it compares traditional 20th century classrooms to 21st century classrooms
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
This document discusses principles of curriculum and assessment design for schools. It outlines seven principles for curriculum design: balanced, rigorous, coherent, vertically integrated, appropriate, focused, and relevant. It argues the most important principle is appropriate, as curriculum should match students' developmental levels. The least important is focused/parsimonious, as not overloading students is less critical than other principles. The document also discusses different functions of assessment, including evaluating institutions, describing individuals, and supporting learning.
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
The document provides an overview of effective teaching strategies to engage students, as presented by Faye Brownlie. It discusses frameworks like universal design for learning and backwards design. Specific approaches are outlined, including assessment for learning, open-ended strategies, gradual release of responsibility, and inquiry-based learning. The importance of direct comprehension instruction, effective principles embedded in content, motivation, and formative assessment are also highlighted. Examples are given of thinking strategies applied in a grade 9 science classroom on teaching electricity concepts.
The document summarizes the experiences of an EdD student through four perspectives - the practitioner, student, juggler, and researcher. It describes the practical questions that initially motivated the practitioner's research, the self-doubts of becoming a student again, the challenges of balancing personal and academic responsibilities as a juggler, and the outputs and future directions of the researcher following the EdD. Key stages and findings of the research projects are highlighted.
Inductive Learning or uncovering genius in the classroomDr. Bill Butler
This document discusses inductive and deductive learning styles and their implications for teaching. Inductive learners prefer to learn from examples and experiences to infer broader principles, while deductive learners prefer starting with principles and deducing consequences. Most college classes are taught deductively as it is easier, but this may not align with all students' styles. Teachers should understand different styles and assess their own, know their students' goals and perceptions, and use both inductive examples and deductive principles in their teaching to engage more learners.
This document discusses the history and theory of active learning pedagogy and its implementation in Thai classrooms. It defines active learning as involving students in higher-order thinking tasks like processing, applying, and connecting information to motivate learning. Active learning techniques discussed include individual activities like concept maps and group work like think-pair-share. The document advocates designing cognitive routines and selecting active learning techniques to build lessons that develop students' thinking. It envisions future education relying more on virtual labs, universal libraries, and search engines for personalized learning paths.
1) The document discusses the changing nature of skills needed for jobs and the economy, citing sources that argue education needs to focus more on developing flexible, adaptive skills rather than rigid curriculum content.
2) It also discusses the "learning fetish" where learning is seen as valuable in itself without consideration for what is being learned, and the need to avoid losing sight of broader purposes of education like building understanding.
3) While skills are important, there is a risk of "throwing the baby out with the bath water" if focus shifts too much from curriculum and subject knowledge, so a balanced approach is needed that promotes both knowledge and skills.
This document provides an overview of the field of learning sciences. It discusses how learning sciences aims to better understand cognitive and social processes that result in effective learning by drawing from fields like cognitive science, educational psychology, and neuroscience. The goal is to use this knowledge to redesign learning environments. It presents several major models of learning and discusses how research in learning sciences uses experimental and qualitative methods to study learning. Reasons for developing a science of learning include that learning is a fundamental human activity, societies have transformed from industrial to knowledge-based, and new sciences continue to generate knowledge about learning.
The document discusses key elements of curriculum planning including identifying essential questions, enduring understandings, and desired learning outcomes. It emphasizes designing assessments before planning instruction using a backwards design approach. The planning process should involve identifying standards, developing measurable objectives, considering how skills and content will be taught and assessed, and reflecting on lessons to improve instruction.
The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.
Helen Chen: Electronic Portfolios and Student Success: A Framework for Effec...WASC Senior
This document discusses electronic portfolios and their effective implementation to promote student success. It provides an overview of assessment methods that can be used with eportfolios, including performances, common assignments, and classroom assessment techniques. The document outlines an eportfolio implementation framework that involves defining learning outcomes, understanding learners, designing learning activities, assessing student learning, using eportfolio tools, and evaluating the impact. It also discusses identifying stakeholders and mapping learning objectives across different levels. The document promotes using eportfolios to help students integrate and synthesize their learning.
The document discusses using local history to teach historical inquiry skills outlined in Common Core standards. It recommends investigating places, people and events in students' own communities to make history accessible and relevant. Examples of local history projects are given, such as creating profiles of schools or brochures of neighborhoods based on archival research and oral histories. The goal is for students to answer their own questions about the local area and produce authentic work like information sheets or presentation to share what they learn.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
This document discusses using Google Earth to enhance geography teaching and learning. It provides examples of mapping data using polygons, embedding multimedia like videos and photos for geographical inquiry, and presenting fieldwork data. Specific skills are outlined, like using polygons and overlays to map crime data in London or rosewood logging in Madagascar. Presenting coastal fieldwork data is discussed using history mode, overlays and GE Graphs. The document also introduces tools for creating global thematic maps and presenting data with GE Graphs.
This document analyzes the content knowledge covered in a Year 9 inquiry-based unit on Madagascar's uncertain future. It shows how students acquired foundational knowledge about Madagascar's location, development, and biodiversity in early lessons. Later lessons required applying and linking this content knowledge, as well as developing procedural knowledge through activities on illegal rosewood logging and sustainable decision making. The unit assessed students' understanding of why Madagascar faces an uncertain future based on three possible futures scenarios.
Multimedia Geography through Google EarthMr Cornish
This document discusses using Google Earth to teach multimedia geography. Google Earth allows students to explore the world through geolocated photos, videos, and audio. Examples are given of projects like tours of tribes, sporting events, biomes, and fieldwork. The document explains how to embed multimedia from sites like Flickr, YouTube, Audioboo, and others directly into Google Earth placemarks. It also describes using snapshot views to focus on embedded media. An example is given of an investigation into rosewood logging using geolocated materials from Madagascar, China, and the USA.
Loggers turn to bush meat as supplies run dry upMr Cornish
Loggers trapped inside Marojejy National Park with dwindling food supplies have turned to hunting lemurs, including critically endangered Silky Sifaka, to survive. One logger reported that they have run out of rice and have not been paid for dangerous work, floating heavy logs down rivers without equipment. The logger questioned why China, who receives the logs, does not help the loggers transport more logs out of the forest if they are benefiting from the operation.
An Elvis tribute night will be held on February 24th from 7-10:30 pm at Coopers' Company and Coborn School Theatre to raise money to build a school in Madagascar. Tickets cost £12 each and can be purchased from George West or by completing the ticket request form and returning it with cash or a cheque made payable to Coopers' Company and Coborn School to Mrs. Clark in the finance office. The event will include musical entertainment, fun, games, dancing, and attendees should bring their own drinks and nibbles.
Bangladesh is highly vulnerable to climate change due to its location in a delta region with high population density and most areas being less than 5 meters above sea level. Climate change is expected to exacerbate existing threats like sea level rise, stronger cyclones, heavier monsoon rains, flooding from the Ganges and Brahmaputra Rivers, and drought in northern areas. This will negatively impact the lives and livelihoods of Bangladeshis, many of whom work in fishing and rice farming. Heavier rains could wash away homes and crops, while flooding and drought could destroy harvests and force people into debt.
The Madagascar Expedition 2012 School Building Project aims to build a secondary school in Andranosoa Village, Madagascar with funds raised by UK students. A group of 34 year 12 and 13 students will travel to Madagascar in July-August 2012 to construct the school using £20,000 which will cover building materials, furniture, resources, and salaries for 2 teachers. The project seeks to help the country's vulnerable populations through education and is promoting fundraising efforts including raffles, events, and merchandise sales.
The itinerary provides details for a 12 day expedition to Madagascar organized by The Coopers’ Company and Coborn School. The expedition involves multiple modes of transportation including flights, buses, and river trips. Activities include exploring national parks, participating in a village project, hiking, camping, and visiting local communities. Locations that will be visited include Andasibe National Park, Tsiribihina River, Bekopaka and the Tsingy de Bemaraha UNESCO site, Kirindy Forest Reserve, Mangily village, Belo sur Mer eco-lodge, Morondava, and the capital city of Antananarivo.
This document provides an overview of a new marketing campaign for a client. The campaign will target customers ages 25-45 in major cities through Facebook ads, influencer marketing, and a new landing page on the company website. The goal is to increase brand awareness by 15% and online sales by 20% over the next 6 months through this multi-channel approach.
The document discusses Curitiba's sustainable practices around recycling, transport, industry, parks, flood control, land use, and return home schemes. It describes how:
1) Curitiba has a unique recycling program called the "green swap" where residents can exchange recyclables for food/bus tickets at recycling points.
2) The city developed an extensive bus rapid transit system with dedicated lanes that over 75% of commuters use, reducing congestion.
3) An industrial city was built 10km outside Curitiba to avoid pollution and provide jobs for citizens.
4) The city turned flood plains into parks and increased green space to over 50 square meters per person to handle flooding and
Las Vegas is located in the Mojave Desert of Nevada, but has grown rapidly from a small rural town to a major urban center with a population of over 1.5 million. While surrounded by rural desert, Las Vegas itself is considered urban due to its large population and density. The rapid growth and development of Las Vegas has transformed what was once undeveloped desert into a sprawling city, through a process known as greenfield development on previously unused land. The city faces significant sustainability challenges associated with its arid desert location, including high water and energy consumption as well as impacts to local wildlife and climate change.
Migration has significantly changed the demographics of the UK. There are several types of migrants, including illegal migrants, displaced migrants, and voluntary migrants who move willingly. Recent trends show increases in UK migration, with migrants living and working predominantly in major cities like London. The population distribution shapes a pyramid structure, with more working-age migrants and fewer children or elderly, reflecting voluntary economic migration patterns.
The document provides guidance for students taking Unit 1 Exam. It outlines the format which includes 6 short answer questions worth 65 marks total and 1 long answer question worth 25 marks from a choice of 4. It describes the different question types and offers tips to avoid common pitfalls like not carefully examining resource materials or misusing command words. Students are advised to spend no more than 1 hour on short answers and 30-35 minutes on the long response.
The document provides instructions for students to use Google Earth to map and analyze crime levels in different boroughs of London relative to their distance from central London. Students are asked to:
1) Map the total crime levels in different boroughs by changing the altitude of each borough polygon based on total crime numbers.
2) Color-code the boroughs based on levels of a specific crime chosen by the student.
3) Consider a map showing deprivation levels in London and examine whether there is a link between deprivation and crime levels.
Students are asked to take a screenshot of their final map, discuss whether the hypothesis that crime increases the closer one gets to central London is supported, and suggest other data that could
This document discusses ways that Flip Video cameras can be used to enhance teaching and learning. It provides examples of how Flip Videos can be used for starters and plenaries, mysteries, explaining concepts, discussions and debates, vox pops, assessing students, evaluating projects, conducting field work, supporting special needs and gifted students, staff training, and capturing student voice. It also covers editing videos and sharing them through websites like Vimeo and blogs to present results.
El Niño Southern Oscillation (ENSO) is a climate pattern that occurs across the tropical Pacific Ocean approximately every 3 to 7 years, characterized by the warming of eastern Pacific Ocean waters and low atmospheric pressure in that region. El Niño events can have widespread global impacts, including severe droughts in some areas like the Philippines as well as floods in other regions such as California during the strong 1997-1998 El Niño when abnormally high sea levels caused hundreds of millions in flood damage in the San Francisco Bay area.
The document outlines plans for an International Day event organized by a Geography Department to promote education for all globally. Students will be split into groups to create videos, case studies, and other materials for a new website called onegoal.tv. The website will highlight inequality in access to education worldwide and campaign for world leaders to commit to universal primary education by 2015, in line with UN Development Goal 2. Groups will produce an introductory video, case studies of countries making progress or struggling with education, a video wall with personal stories, a letter to world leaders, and a blog with ongoing coverage until 2015.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
3. Mick Waters, QCA (2010)
“A school shouldn't start with
curriculum content. It should start
with designing a learning
experience and then check it has
met national curriculum
requirements.” (Guardian)
4. Learning for what Purpose?
Learning can be trivial, dangerous or
wrong. It is essentially a technical
process – it emphasises skills that
can be honed and practised, and
accelerated, as if this were an end in
itself.
Lambert (2010)
5. Destined to Fail
• Equity: “Outside looking in”
(Wheelahan)
• Loss of traditional academic
subjects- skills for a knowledge
economy promoted
• Playing exam system
• Pupils „learning‟ without teaching
6. Return to Base Camp and try
again?
The current turn toward
knowledge follows three decades
of the marginalisation or turning
away from knowledge in UK
education. (Mitchell, 2011)
7. External Factors
• Move to 2 year KS3. (Weeden& Lambert)
• Focus on the „Pedagogic adventure‟
without knowing destination (Lambert)
• Emphasize values over knowledge (Civitas)
• Promote personal responsibility (Civitas)
•Knowledge not high on Ofsted agenda
• Exam league tables- playing the system.
• Learning Pathways (Weeden)
• Spatial distribution of outstanding teachers
• Poor knowledge from Primary Schools
8. Internal Factors
• Lack of subject specialists at KS3
• Poorly written curricula – lack of understanding
of curriculum making
• Move away from textbooks
• Focus on teaching exam technique over
acquisition of knowledge
• Lack of understanding as to what is essential
core knowledgein subject area
• Move to sexy topics (amazing places,geography
of extreme sport) without a knowledge base
9. Return to Base Camp and try
again?
The National Curriculum should set out clearly
the core knowledge and understanding that all
children should be expected to acquire in the
course of their schooling. It must embody their
cultural and scientific inheritance, the best that
the past and present generations have to pass on
to the next.
DfE The Importance of Teaching (2010)
10. Who‟s in the Team?
Gove- Importance of Teaching (DfE 2010)
Prince‟s Teaching Institute
Hirsch- Core Knowledge
Michael Young- Bringing Knowledge Back In
Ofsted
11. Three Futures
Future 1: Govian Elitism
Future 2: A Knowledge Society
Future 3: Objective Knowledge
15. Mere Facts?
• Number of people to attempt to climb Mt. Everest: approximately
4,000.
• Number of people to successfully climb Mt. Everest: 660.
• Number of people who have died trying to climb Mt. Everest: 142.
• Height: 29,028 feet, or 5 and a half miles above sea level. This is
equivalent to the size of almost 20 Empire State Buildings.
• Location: part of the Himalaya mountain range; straddles border
of Nepal and Tibet.
• Named for: Sir George Everest, a British surveyor-general of
India.
• Age: approximately 60 million years old.
• Other names: called "Chomolungma" by Tibetans and Sherpas,
which means "Mother Goddess of the Earth."
16. Mere Facts?
The accumulation of fragmentary facts as an end to
itself is like learning a language by simply learning
lists of vocabulary: you may know lots of words but
you still cannot speak the language. For that you
need grammar. By the same token, you cannot
speak a language by only knowing some of the
grammar! You need some vocabulary.
Lambert (2011)
17. Michael Young
I will argue… for a knowledge- based theory
of the curriculum that recognises the
distinction between the type of knowledge
that can be acquired at school, college or
university and the common sense or the
practical knowledge that we aquire in our
every day lives.
20. Kn1 Core Knowledge
The basic elements that students
must know to be acquainted with a
discipline or solve problems in it.
a. Knowledge of terminology
b. Knowledge of specific details and
elements
21. Kn2 Content Knowledge
The interrelationships among the basic
elements within a larger structure that
enable them to function together.
a. Knowledge of classifications and
categories
b. Knowledge of principles and
generalizations
c. Knowledge of theories, models, and
structures
22. Kn3 Procedural Knowledge
How to do something; methods of inquiry, and criteria
for using skills, algorithms, techniques, and methods.
a. Knowledge of subject-specific skills and al-
gorithms
b. Knowledge of subject-specific techniques and
methods
c. Knowledge of criteria for determining when to use
appropriate procedures
23. Implications: Ofsted
…how well teachers use their
expertise, including their
subject knowledge, to develop
pupils‟ knowledge…
(Ofsted 2012)
24. Implications: Literacy
• Reading aloud in class
• Reading subject specific
material (reading lists for
KS3/4/5)
• Comprehension tasks
25. Implications: Assessment
• In every major KS3 assessment
include aspects Kn1, 2 and 3
• New KS3 assessment (to
replace levels) will be designed
around knowledge
• Kn1, 2 and 3 targets in books
27. Knowledge Focused Curriculum Making
How does this take the Learning Activity- to
Student Experiences assist in the
learner beyond what they
already know? Not just acquisition of
every day knowledge from knowledge. How does
the world outside the this use procedural
classroom (Young) knowledge?
Teacher Choices Subject Specialism
Underpinned by Subject- Specific
Key NC Subject Knowledge: Core- The
Concepts linked to Vocabulary. Content- The
Content knowledge Grammar. Procedural-
Investigation/ enquiry
30. Powerful Knowledge
“Only when the knowledge you possess
transforms the mediocre into the excellent
can what you know truly become both
powerful and insightful”
(Charles Swindoll)
“Not knowledge of the powerful” (Young)