IT menjadi bagian yang tak terpisahkan dari kehidupan, apalagi diera moderen saat ini. pertumbuhan teknologi yang semakin cangih selain memiliki nilai positif ada juga nilai negatif yang perlu diminimalisir.
The document outlines the schedule and goals for a teacher development day at Nelson Intermediate School. The day includes discussions around curriculum design, learning areas, competencies and themes. It involves examining how the school currently meets curriculum requirements and how it can improve. The aims are to review progress, discuss survey results, understand curriculum values, competencies, essence of learning areas, and develop priority goals and themes for 2010.
This document discusses key competencies from the New Zealand curriculum. It will:
1. Clarify the meaning and "big picture" of the key competencies which include thinking, using language and text, participating, relating to others, and managing self.
2. Provide opportunities for students to develop these competencies through authentic contexts like lunch ordering, sports, assemblies, and transitions.
3. Link the key competencies to the school's vision by discussing how they will be demonstrated and embedded in the school's culture and classrooms.
HIC Omega Consulting was founded in 2014 by Carolyn Kristy Correia and provides communications consultancy and motivational speaking services such as copywriting, scriptwriting, and workshops. The business name was chosen to honor Correia's parents and represents her position as the last of their five children. Correia has a Master's degree in mass communications and over 10 years of experience in human resources, communications, and journalism across several industries.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Este paquete de sanciones requiere la aprobación unánime de los 27 estados miembros de la UE.
This document introduces SYM, an automated micro-savings platform mobile app and web platform. It allows users to easily save money without having to manually deposit into a bank by connecting to their bank account, tracking spending and bills, setting savings goals, and automatically saving into an insured savings account. The platform aims to address the difficulties of saving money and provide a solution for the growing number of mobile banking users and declining household savings rates in India, with an estimated market size of 14 million users.
The document discusses the history behind the shortest month and April Fool's Day. It explains that in 1752, England shifted calendars and the King ordered 11 days removed from September, making it the shortest month that year with only 19 days. It also notes that when England shifted to the Gregorian calendar making January the first month, some continued celebrating April 1st as the new year and were labeled as fools, creating the tradition of April Fool's Day.
The document outlines the schedule and goals for a teacher development day at Nelson Intermediate School. The day includes discussions around curriculum design, learning areas, competencies and themes. It involves examining how the school currently meets curriculum requirements and how it can improve. The aims are to review progress, discuss survey results, understand curriculum values, competencies, essence of learning areas, and develop priority goals and themes for 2010.
This document discusses key competencies from the New Zealand curriculum. It will:
1. Clarify the meaning and "big picture" of the key competencies which include thinking, using language and text, participating, relating to others, and managing self.
2. Provide opportunities for students to develop these competencies through authentic contexts like lunch ordering, sports, assemblies, and transitions.
3. Link the key competencies to the school's vision by discussing how they will be demonstrated and embedded in the school's culture and classrooms.
HIC Omega Consulting was founded in 2014 by Carolyn Kristy Correia and provides communications consultancy and motivational speaking services such as copywriting, scriptwriting, and workshops. The business name was chosen to honor Correia's parents and represents her position as the last of their five children. Correia has a Master's degree in mass communications and over 10 years of experience in human resources, communications, and journalism across several industries.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Este paquete de sanciones requiere la aprobación unánime de los 27 estados miembros de la UE.
This document introduces SYM, an automated micro-savings platform mobile app and web platform. It allows users to easily save money without having to manually deposit into a bank by connecting to their bank account, tracking spending and bills, setting savings goals, and automatically saving into an insured savings account. The platform aims to address the difficulties of saving money and provide a solution for the growing number of mobile banking users and declining household savings rates in India, with an estimated market size of 14 million users.
The document discusses the history behind the shortest month and April Fool's Day. It explains that in 1752, England shifted calendars and the King ordered 11 days removed from September, making it the shortest month that year with only 19 days. It also notes that when England shifted to the Gregorian calendar making January the first month, some continued celebrating April 1st as the new year and were labeled as fools, creating the tradition of April Fool's Day.
Impactful Edtech: The role of evidence in education businessesSimon Breakspear
Edtech entrepreneurs need to focus on building a successful business AND improving student learning. This deck will help edtech entrepreneurs learn how to differentiate from the competition by proving their impact on positive learning outcomes.
From students to learners english youg learner 2Bang Zaenal
This document outlines 21st century skills and learning outcomes for K-12 education. It defines three categories of 21st century skills: learning and innovation skills, digital literacy skills, and career and life skills. It then provides examples of learning outcomes from two school districts, Sacramento and Napa, related to these skills. The document discusses how project-based learning can help foster 21st century skills, with students working in teams to solve complex, real-world problems. It describes the process of students engaging with a project, conducting research, collaborating, and presenting their work. Finally, it notes that new school designs are moving away from traditional classrooms towards more flexible learning environments.
This document discusses future trends in education from 2012 to 2035. It provides information on current topics in education, science, technology and jobs. Some of the key points made are:
1) By 2025, education models may shift away from grade-based structures to peer groups organized by interest. Buildings will get smaller and more environmentally friendly.
2) Jobs that may become obsolete by 2025 include traditional desks, language labs, homework, and standardized tests. Skills needed for future jobs include social intelligence, cross-cultural competence, and virtual collaboration.
3) Emerging jobs include cyber security specialists, genetic counselors, organic farmers, and medical records administrators, to name a few. Stem
The document discusses innovation in education from an international perspective. It provides examples of innovative practices at four primary schools, including open learning spaces, student-run TV programs, and personalized learning approaches. The document also discusses curriculum trends toward teaching thinking skills, personal capabilities, and emotional intelligence. Innovation in highly innovative schools impacts student learning, engagement, character and academic performance, though quantifying its impact is difficult.
This document discusses ways that teachers can foster innovation in the classroom. It provides 10 ideas from Thom Markham on how to teach innovation, including teaching concepts rather than facts, using project-based learning, distinguishing critical information from concepts, making skills as important as knowledge, forming teams instead of groups, using thinking and creativity tools, rewarding discovery, incorporating reflection, and having teachers be innovative themselves. The document advocates challenging key assumptions about schools and focusing on curiosity, critical thinking, and creativity to prepare students for reinventing the world.
This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.
The document provides information about the ED.IN MASTER program, which aims to help educators develop skills and apply research-based teaching methods. It discusses the program's goals of empowering educators through collaboration and differentiated learning approaches. The program incorporates techniques like flipped classrooms and project-based learning. It also addresses topics like dealing with multiple intelligences and keeping students engaged. The document promotes the program's customized modules and guiding principles, which focus on understanding individual strengths and improving student-teacher context matches.
The Smileys team proposes creating Dream Job Instructors (DJIs) to help guide students toward their dream jobs. DJIs would work across different education levels: in primary schools, they would foster sustainability and nature education; in high schools, they would encourage creativity, research, and career exploration; and in universities, they would facilitate internships in different fields to help students discover their interests. A survey found students open to these ideas and a lack of uniformity between formal and informal education. DJIs would uniquely support continuous student development outside the classroom by mediating real-world work experiences.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
Students brainstorm potential design solutions to an environmental challenge using creative techniques. They invent and design a solution, creating a model or prototype to demonstrate how it would function and solve the challenge. Brainstorming helps cultivate new ideas and creativity, while design can be used to address environmental issues. Quick models and concept drawings are formative assessments of potential solutions.
The document outlines a proposed educational program called the Dream Job Instructor (DJI) which aims to better prepare students for future careers. It describes a 3 stage process:
1) In primary school, the DJI would focus on sustainability, nature, and playground learning to develop observation skills. Students would blog about their experiences.
2) In high school, the DJI would encourage imagination, dreams, and research on topics like entrepreneurship. Freedom of expression is emphasized.
3) In university, students would complete internships in different fields and express their perspectives, discovering their interests through varied experiences before graduation. The goal is to help students find their dream jobs through an integrated education-to-career approach
The document discusses Universal Design for Learning (UDL), an educational framework that aims to accommodate diverse learners by providing multiple means of representation, expression, and engagement. It notes the increasing diversity in today's classrooms and calls for more flexible approaches to teaching and curriculum design. UDL principles align with differentiated instruction by recommending flexible content, processes, and products to meet varied student needs along a continuum. The document advocates teacher collaboration and use of technology as ways to effectively reach more students through a universally designed curriculum.
This document discusses the need to prepare students for the 21st century through digital learning and blended learning models. It argues that the world has become flat, digital and constantly evolving, making skills like communication, adaptability, creativity and independent thinking essential for students. It advocates shifting away from traditional textbook-based instruction towards giving students more control over their learning through complex projects, real-world applications and information literacy. The goal is to measure higher-order engagement rather than just compliance and help students develop both content knowledge and 21st century skills to succeed in today's knowledge economy.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
This document discusses strategies for preparing students for 21st century skills. Key points:
- Schools should focus on preparing students for the modern workforce rather than solely college. Critical thinking, collaboration, and problem solving are emphasized.
- Effective teaching uses multiple strategies to help students make connections and move information from working to long-term memory. These include experiential learning, visualizations, and opportunities for interaction.
- 21st century skills include critical thinking, communication, collaboration, creativity, and learning self-reliance. Innovation requires both incremental and disruptive changes. Students need opportunities to develop these skills through practice on real-world projects.
This document discusses pedagogy, creativity, and critical thinking in teaching. It defines pedagogy as the science and art of education, focusing on instructional theory. It emphasizes that students learn through social interaction and experience. The document also discusses how to create a creative classroom environment that allows students to take risks, be engaged in their learning, and feel ownership over their ideas. It provides eight steps for teachers to become more creative in their teaching, such as connecting with other teachers and practicing creativity. Overall, the document promotes integrating creativity and critical thinking into instructional design and teaching strategies.
This document provides an overview of strategies and frameworks for improving learning for all students. It discusses reviewing and revising school plans, collecting student information to inform classroom learning, collaborating in co-teaching models, and ensuring approaches meet the needs of diverse learners through strengths-based assessments and the universal design for learning. Specific co-teaching models like one teach one support are presented to facilitate collaborative problem-solving between teachers. The goal is to shift toward an inclusive model that supports students within the regular classroom.
Discover the benefits of outsourcing SEO to Indiadavidjhones387
"Discover the benefits of outsourcing SEO to India! From cost-effective services and expert professionals to round-the-clock work advantages, learn how your business can achieve digital success with Indian SEO solutions.
Impactful Edtech: The role of evidence in education businessesSimon Breakspear
Edtech entrepreneurs need to focus on building a successful business AND improving student learning. This deck will help edtech entrepreneurs learn how to differentiate from the competition by proving their impact on positive learning outcomes.
From students to learners english youg learner 2Bang Zaenal
This document outlines 21st century skills and learning outcomes for K-12 education. It defines three categories of 21st century skills: learning and innovation skills, digital literacy skills, and career and life skills. It then provides examples of learning outcomes from two school districts, Sacramento and Napa, related to these skills. The document discusses how project-based learning can help foster 21st century skills, with students working in teams to solve complex, real-world problems. It describes the process of students engaging with a project, conducting research, collaborating, and presenting their work. Finally, it notes that new school designs are moving away from traditional classrooms towards more flexible learning environments.
This document discusses future trends in education from 2012 to 2035. It provides information on current topics in education, science, technology and jobs. Some of the key points made are:
1) By 2025, education models may shift away from grade-based structures to peer groups organized by interest. Buildings will get smaller and more environmentally friendly.
2) Jobs that may become obsolete by 2025 include traditional desks, language labs, homework, and standardized tests. Skills needed for future jobs include social intelligence, cross-cultural competence, and virtual collaboration.
3) Emerging jobs include cyber security specialists, genetic counselors, organic farmers, and medical records administrators, to name a few. Stem
The document discusses innovation in education from an international perspective. It provides examples of innovative practices at four primary schools, including open learning spaces, student-run TV programs, and personalized learning approaches. The document also discusses curriculum trends toward teaching thinking skills, personal capabilities, and emotional intelligence. Innovation in highly innovative schools impacts student learning, engagement, character and academic performance, though quantifying its impact is difficult.
This document discusses ways that teachers can foster innovation in the classroom. It provides 10 ideas from Thom Markham on how to teach innovation, including teaching concepts rather than facts, using project-based learning, distinguishing critical information from concepts, making skills as important as knowledge, forming teams instead of groups, using thinking and creativity tools, rewarding discovery, incorporating reflection, and having teachers be innovative themselves. The document advocates challenging key assumptions about schools and focusing on curiosity, critical thinking, and creativity to prepare students for reinventing the world.
This document summarizes key points from a presentation on interweaving curriculum, instruction, and assessment for teachers. It discusses the new BC curriculum, which focuses on core competencies, big ideas, foundational skills, Aboriginal perspectives, personalized learning, and aligned curriculum and assessment. The new curriculum is structured around core competencies like communication, creativity and critical thinking. It also emphasizes place-based learning and incorporating local Aboriginal knowledge. The presentation aims to help teachers understand these changes and find ways to implement the new approaches in their own teaching practice.
The document provides information about the ED.IN MASTER program, which aims to help educators develop skills and apply research-based teaching methods. It discusses the program's goals of empowering educators through collaboration and differentiated learning approaches. The program incorporates techniques like flipped classrooms and project-based learning. It also addresses topics like dealing with multiple intelligences and keeping students engaged. The document promotes the program's customized modules and guiding principles, which focus on understanding individual strengths and improving student-teacher context matches.
The Smileys team proposes creating Dream Job Instructors (DJIs) to help guide students toward their dream jobs. DJIs would work across different education levels: in primary schools, they would foster sustainability and nature education; in high schools, they would encourage creativity, research, and career exploration; and in universities, they would facilitate internships in different fields to help students discover their interests. A survey found students open to these ideas and a lack of uniformity between formal and informal education. DJIs would uniquely support continuous student development outside the classroom by mediating real-world work experiences.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
Students brainstorm potential design solutions to an environmental challenge using creative techniques. They invent and design a solution, creating a model or prototype to demonstrate how it would function and solve the challenge. Brainstorming helps cultivate new ideas and creativity, while design can be used to address environmental issues. Quick models and concept drawings are formative assessments of potential solutions.
The document outlines a proposed educational program called the Dream Job Instructor (DJI) which aims to better prepare students for future careers. It describes a 3 stage process:
1) In primary school, the DJI would focus on sustainability, nature, and playground learning to develop observation skills. Students would blog about their experiences.
2) In high school, the DJI would encourage imagination, dreams, and research on topics like entrepreneurship. Freedom of expression is emphasized.
3) In university, students would complete internships in different fields and express their perspectives, discovering their interests through varied experiences before graduation. The goal is to help students find their dream jobs through an integrated education-to-career approach
The document discusses Universal Design for Learning (UDL), an educational framework that aims to accommodate diverse learners by providing multiple means of representation, expression, and engagement. It notes the increasing diversity in today's classrooms and calls for more flexible approaches to teaching and curriculum design. UDL principles align with differentiated instruction by recommending flexible content, processes, and products to meet varied student needs along a continuum. The document advocates teacher collaboration and use of technology as ways to effectively reach more students through a universally designed curriculum.
This document discusses the need to prepare students for the 21st century through digital learning and blended learning models. It argues that the world has become flat, digital and constantly evolving, making skills like communication, adaptability, creativity and independent thinking essential for students. It advocates shifting away from traditional textbook-based instruction towards giving students more control over their learning through complex projects, real-world applications and information literacy. The goal is to measure higher-order engagement rather than just compliance and help students develop both content knowledge and 21st century skills to succeed in today's knowledge economy.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
This document discusses strategies for preparing students for 21st century skills. Key points:
- Schools should focus on preparing students for the modern workforce rather than solely college. Critical thinking, collaboration, and problem solving are emphasized.
- Effective teaching uses multiple strategies to help students make connections and move information from working to long-term memory. These include experiential learning, visualizations, and opportunities for interaction.
- 21st century skills include critical thinking, communication, collaboration, creativity, and learning self-reliance. Innovation requires both incremental and disruptive changes. Students need opportunities to develop these skills through practice on real-world projects.
This document discusses pedagogy, creativity, and critical thinking in teaching. It defines pedagogy as the science and art of education, focusing on instructional theory. It emphasizes that students learn through social interaction and experience. The document also discusses how to create a creative classroom environment that allows students to take risks, be engaged in their learning, and feel ownership over their ideas. It provides eight steps for teachers to become more creative in their teaching, such as connecting with other teachers and practicing creativity. Overall, the document promotes integrating creativity and critical thinking into instructional design and teaching strategies.
This document provides an overview of strategies and frameworks for improving learning for all students. It discusses reviewing and revising school plans, collecting student information to inform classroom learning, collaborating in co-teaching models, and ensuring approaches meet the needs of diverse learners through strengths-based assessments and the universal design for learning. Specific co-teaching models like one teach one support are presented to facilitate collaborative problem-solving between teachers. The goal is to shift toward an inclusive model that supports students within the regular classroom.
Discover the benefits of outsourcing SEO to Indiadavidjhones387
"Discover the benefits of outsourcing SEO to India! From cost-effective services and expert professionals to round-the-clock work advantages, learn how your business can achieve digital success with Indian SEO solutions.
Gen Z and the marketplaces - let's translate their needsLaura Szabó
The product workshop focused on exploring the requirements of Generation Z in relation to marketplace dynamics. We delved into their specific needs, examined the specifics in their shopping preferences, and analyzed their preferred methods for accessing information and making purchases within a marketplace. Through the study of real-life cases , we tried to gain valuable insights into enhancing the marketplace experience for Generation Z.
The workshop was held on the DMA Conference in Vienna June 2024.
Instagram has become one of the most popular social media platforms, allowing people to share photos, videos, and stories with their followers. Sometimes, though, you might want to view someone's story without them knowing.
Meet up Milano 14 _ Axpo Italia_ Migration from Mule3 (On-prem) to.pdfFlorence Consulting
Quattordicesimo Meetup di Milano, tenutosi a Milano il 23 Maggio 2024 dalle ore 17:00 alle ore 18:30 in presenza e da remoto.
Abbiamo parlato di come Axpo Italia S.p.A. ha ridotto il technical debt migrando le proprie APIs da Mule 3.9 a Mule 4.4 passando anche da on-premises a CloudHub 1.0.
1. OUR MISSION
Students
arrive at our campus hungry
for the tools
that will help them
to understand the world and
to change it for the better.
2. OUR MISSION
• To educate the men of tomorrow, we need to
connect bridges between disciplines and works.
• This means curriculum reform, changing our
research method and even the way we facilitate
what we know.
• Courses are becoming much more interactive.
• We will be recognized in excellence in teaching.
Our faculty is your window to the world.
3. New Paradigm on CurriculumNew Paradigm on Curriculum
• Teaching is hard work because it is heart
work.
• More affective learning the most effective
teaching
• We should change the strategy
(paradigma) to meet the objectives, AIM
GOAL OBJECTIVE, LO
•
4. 6T's TECHNOLOGY6T's TECHNOLOGY
1. INFORMATION AND COMMUNICATION
TECHNOLOGY
2. BIO TECHNOLOGY
3. NANO TECHNOLOGY
4. ENERGY TECHNOLOGY
5. SPACE TECHNOLOGY
6. COMMUNITY & RURAL TECHNOLOGY
5. 7 C's OF GENERIC SKILLS SET7 C's OF GENERIC SKILLS SET
1. Critical Thinking ( … -2000) Doing (2000-now) = Not satisfied with
something existing situation, erase from one s self, many-many
question,
2. Creativity & Innovation = menciptakan AHA, dari unknown to known,
coding to decoding/open, people (west country) from decoding to coding,
using mind to solve the problem, conduct research, (research is art in
order to solve the problem), decoding should be done by the students,
3. Collaboration & Team work learning organization it means everybody
should have to learn, it characteristics are creativity, innovation.
Expectation of family: keep quite in home. Expectation of teachres is self
presentation/ active participation, active responsibility,
4. Cross Culture Understanding is a base for collaboration and team
work.. Communicatin is the art of listening.
5. Communication &Presentation
6. Computing & Information
7. Career & life long Learning: they can learn in everything, Generic
Skill in the new Workplace
6. 7 C's OF GENERIC SKILLS SET7 C's OF GENERIC SKILLS SET
1. Critical Thinking ( … -2000) Doing (2000-now) = Not satisfied with
something existing situation, erase from one s self, many-many
question,
2. Creativity & Innovation = menciptakan AHA, dari unknown to known,
coding to decoding/open, people (west country) from decoding to coding,
using mind to solve the problem, conduct research, (research is art in
order to solve the problem), decoding should be done by the students,
3. Collaboration & Team work learning organization it means everybody
should have to learn, it characteristics are creativity, innovation.
Expectation of family: keep quite in home. Expectation of teachres is self
presentation/ active participation, active responsibility,
4. Cross Culture Understanding is a base for collaboration and team
work.. Communicatin is the art of listening.
5. Communication &Presentation
6. Computing & Information
7. Career & life long Learning: they can learn in everything, Generic
Skill in the new Workplace