Break up with your old habits of technology use and make your classroom more student-centered. Take the focus off ME, the teacher, and put it on YOU, the student!
Not just learning to Code…. Coding to Learn!
Learn how coding builds higher order thinking and problem solving with elementary students. Explore cross-curricular ways to prepare K-5 students for the twenty-first century while reinforcing counting, sequencing, patterns, cause and effect, and more. Today’s students are not just learning to code, they are coding to learn!
An e-learning classroom offers several benefits for students including promoting independent learning, developing higher-order thinking skills, and providing global learning opportunities through increased access. Students have choice in what tools and materials they use to complete activities. E-learning curriculum and assessments look similar to a traditional classroom, but students have access to more digital tools like Google Docs, Mathletics, and iPads to demonstrate their learning. The classroom is equipped with devices like iPads, laptops, cameras and interactive whiteboards to facilitate digital learning.
This document discusses embracing digital technology in the classroom and moving beyond traditional teaching methods. It suggests having teachers stand up and introduce themselves to ask other teachers about their views on using technology, the importance of homework, and their favorite song. It also provides links to various websites about interactive whiteboards, best practices for technology integration, and how the role of the teacher is changing with increased digital tools and resources in education.
This document provides an overview of how technology can be integrated into a first grade unit on telling time. It describes several ways technology such as the SMART Board, instructional videos, podcasts, online games and apps can be used to make learning about time more engaging. Examples of specific technologies that could be used include interactive websites, blogs, Pinterest boards, and a telling time podcast. The document also includes rubrics and worksheets that could be used to assess student learning.
Matching Students' and Teachers' Expectations in Blended LearningFeliciaHeard4
This document summarizes research into matching students' and teachers' expectations in blended learning. Interviews with teachers found that blended learning tools like Facebook and Kahoot engaged students and linked classroom material to the real world. However, students' questionnaires showed that too many online tools or lack of guidance caused confusion. Overall, blended learning works best when it provides scaffolding, uses a variety of resources cohesively, and checks students' understanding both during and after class.
This document discusses an educational website for children. It provides fun games, videos, and activities to help children learn skills like reading, math, science, and more. The website can be used in classrooms or at home. It is suitable for ages 3-7 and focuses on topics like animals, seasons, and science. While it is easy to use and has no ads, it may not foster deeper learning or real-life application. Some games emphasize drill/practice over constructivism.
This document provides guidance on choosing and using educational technology for early education. It recommends that technology should engage and motivate students, help teachers enhance their lessons, and be used in a balanced way. When selecting tools, educators should examine the learning objectives and ensure the technology fits the topic and interaction is meaningful. Considerations include whether the tool is designed for groups or individuals and if it is teacher-oriented or student-oriented. Technology should enhance learning experiences for young students who are increasingly using tools in their education.
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
Not just learning to Code…. Coding to Learn!
Learn how coding builds higher order thinking and problem solving with elementary students. Explore cross-curricular ways to prepare K-5 students for the twenty-first century while reinforcing counting, sequencing, patterns, cause and effect, and more. Today’s students are not just learning to code, they are coding to learn!
An e-learning classroom offers several benefits for students including promoting independent learning, developing higher-order thinking skills, and providing global learning opportunities through increased access. Students have choice in what tools and materials they use to complete activities. E-learning curriculum and assessments look similar to a traditional classroom, but students have access to more digital tools like Google Docs, Mathletics, and iPads to demonstrate their learning. The classroom is equipped with devices like iPads, laptops, cameras and interactive whiteboards to facilitate digital learning.
This document discusses embracing digital technology in the classroom and moving beyond traditional teaching methods. It suggests having teachers stand up and introduce themselves to ask other teachers about their views on using technology, the importance of homework, and their favorite song. It also provides links to various websites about interactive whiteboards, best practices for technology integration, and how the role of the teacher is changing with increased digital tools and resources in education.
This document provides an overview of how technology can be integrated into a first grade unit on telling time. It describes several ways technology such as the SMART Board, instructional videos, podcasts, online games and apps can be used to make learning about time more engaging. Examples of specific technologies that could be used include interactive websites, blogs, Pinterest boards, and a telling time podcast. The document also includes rubrics and worksheets that could be used to assess student learning.
Matching Students' and Teachers' Expectations in Blended LearningFeliciaHeard4
This document summarizes research into matching students' and teachers' expectations in blended learning. Interviews with teachers found that blended learning tools like Facebook and Kahoot engaged students and linked classroom material to the real world. However, students' questionnaires showed that too many online tools or lack of guidance caused confusion. Overall, blended learning works best when it provides scaffolding, uses a variety of resources cohesively, and checks students' understanding both during and after class.
This document discusses an educational website for children. It provides fun games, videos, and activities to help children learn skills like reading, math, science, and more. The website can be used in classrooms or at home. It is suitable for ages 3-7 and focuses on topics like animals, seasons, and science. While it is easy to use and has no ads, it may not foster deeper learning or real-life application. Some games emphasize drill/practice over constructivism.
This document provides guidance on choosing and using educational technology for early education. It recommends that technology should engage and motivate students, help teachers enhance their lessons, and be used in a balanced way. When selecting tools, educators should examine the learning objectives and ensure the technology fits the topic and interaction is meaningful. Considerations include whether the tool is designed for groups or individuals and if it is teacher-oriented or student-oriented. Technology should enhance learning experiences for young students who are increasingly using tools in their education.
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
Blending Pedagogy and Technology for Deep LearningKaroline Manny
The document discusses how technology can be used as a tool to promote deep learning. It states that technology is not a pedagogy itself but can be used to solve problems experienced in traditional classrooms. Some ways discussed to promote deep learning include using clickers and laptops for in-class assessments, creating websites and podcasts to make materials accessible, and having students collaborate on experiential and problem-based projects using technologies like blogs, wikis, and video. The goal is to make students actively engaged in relating content to their lives and collaborating with others.
This document discusses modern teaching methodologies used in early childhood classrooms. It explores a variety of active learning techniques like discussions, group work, storytelling and role playing that encourage student participation and holistic development. Traditional lecturing is compared to these modern methods, which aim to make lessons more engaging and memorable by directly involving students in the learning process. The impact of these student-centered approaches on children's physical, social-emotional and cognitive growth is also addressed.
This document discusses different technologies that can be used in the classroom including iPads, laptops, smart boards, voice4U, and GoTalk devices. It notes that these technologies allow students to access lessons online and increase engagement, help visual learners, and provide a voice for students who cannot communicate. The document also discusses the author's experience in a self-containment classroom that influenced them to become a special education teacher and their view that technology is important in special education classrooms as it can help students integrate and communicate.
This document provides information for parents about Year 2 at Dobcroft Infant School. It includes:
1. An introduction to the Year 2 teachers and teaching assistants.
2. An overview of the Year 2 curriculum, which includes areas like numeracy, literacy, science, and more. Assessments are moderated by the Year 2 team.
3. Information about routines for the school day, homework, reading, communication with teachers, and other policies.
Customized Game-Based Learning with Memardenmemarden
Learn how Memarden allows extremely fast creation and customization of lessons, and then converts those lessons into a variety of interactive games.
How does this process help to engage students and improve outcomes? What is the effect on Blended Learning of customizing the lesson to the teacher's face-to-face teaching style?
Tips for improving online classes are provided. Teachers should be tech-savvy, practice skills, and seek continuous improvement. Requirements for effective online classes include strong internet, screen sharing software, input devices, laptops/desktops for teachers. Teachers should teach from a calm space, use presentation tools like whiteboards, maintain engagement through icebreakers, discussions, projects, and assessments. Students should find a quiet study space, be prepared, take breaks, ask questions, and collaborate with peers. Regular communication between teachers, students and parents is also important.
This document discusses the benefits of integrating technology into the math classroom. It argues that technology can increase student understanding and performance by appealing to millennial learners' preferences, engaging multiple senses, and enabling relearning through replay. Specific tools mentioned include interactive whiteboards, online calculators, 3D graphics, videos, tutorials, and collaborative websites. General tools include games, podcasts, concept maps, and interactive presentations. The document advocates using technology to differentiate instruction, improve problem-solving skills, and make learning fun.
Carrie Lindholm's final project focuses on integrating technology like blogs, photo galleries, and communication logs into the Pre-Kindergarten classroom. The project also evaluates new technologies being used in the classroom, including five iPads used during free time and centers, and educational apps like Teach Me Toddler that track individual student progress. Lindholm aims to help parents understand and support their children's use of technology in learning.
This document provides tips and resources for parents to support their children's academic learning at home. It discusses the importance of family literacy and creating a literacy-rich environment at home. Specific tips include modeling reading, providing writing materials, keeping technology in common spaces, giving structured homework choices, and communicating directly with teachers. The document also lists several online learning resources and notes when parents should contact teachers.
The survey was conducted in June-July 2015 among members of the Creative Classroom Group on the Survey Monkey platform. It received 93 responses out of 782 members and included questions about demographics, level of participation in the group, views on structure and activities, and suggestions for future topics. Most members were female, registered in eTwinning for multiple years, and found the expert talks and activities useful. Suggested future topics included STEM, coding, assessment, motivation, and special needs.
This document discusses a collaborative approach between librarians and academic staff to teach information literacy skills to international students. [1] The librarians worked with English language tutors who teach international students to develop library orientation materials. [2] They provided training to the tutors and asked them to incorporate the library materials into their English language sessions. [3] Feedback was positive, but challenges remained in keeping materials up-to-date and monitoring the effectiveness of the approach.
This document discusses flipping the algebra classroom by having students learn new material outside of class time through online videos or other resources. This allows class time to be used for hands-on learning activities like labs, problem-solving workshops, and collaborative work. Flipping the classroom provides opportunities for differentiation, individualized attention, and aligning lessons with Common Core standards. An example is provided of flipping a lesson on completing the square by having students review an online explanation before doing a hands-on activity with algebra tiles in class.
Robotic teachers have the potential to assist human teachers by performing certain repetitive tasks like marking homework, delivering standardized content, and providing 24/7 access to students. However, human teachers remain necessary for their ability to connect with students emotionally, manage behavior, answer difficult questions, and share life experiences. While robots can help with guided learning, human teachers are still needed to oversee classrooms, support struggling students, and handle situations requiring human qualities like feelings, problem-solving skills, and morality. Overall, robotic teachers are not meant to replace but rather assist human teachers in education.
This document provides an overview and goals of an Algebra 1 course. The course will introduce students to mathematical concepts like proportions, statistics, and linear equations according to California standards. It will be facilitated both in a classroom and online to increase accessibility and parental involvement. Students will work on individual and group projects to develop leadership skills while earning credits every six weeks for completing assignments. The goals are for students to improve their math, technology, and collaboration skills to succeed in the course and beyond.
This document discusses whether teachers can be replaced by robots. It outlines the many roles of teachers, including being learning mediators, managers, researchers, and providing emotional support and role modeling for students. While robots may be able to deliver content, they are limited and cannot connect with students on a personal level or adapt to different environments in the same way teachers can. The document concludes that collaboration between current teachers and future robot teachers would be best, with robots assisting with technical elements but not replacing the unique social and cognitive skills of human teachers.
The document discusses the potential roles of robot teachers. It outlines tasks that robot teachers could perform better than human teachers, such as administering and grading assessments quickly and accurately. However, the document also notes that human teachers would still be needed. Teachers are able to interact with and support students in ways robots cannot, like moving around the classroom, addressing individual struggles, and sharing real-life experiences. While robot teachers could take on administrative duties, human teachers would continue playing important roles like teaching, preparing lessons, and serving as coaches and mentors.
This document provides a list of resources for lesson planning including websites, templates, and tips. It recommends connecting with other teachers online through professional learning networks and mentions specific people and websites that provide lessons, templates, webinars and other tools to help with planning instruction. The overall message is that lesson planning does not need to be stressful and there are many online resources and communities available to help teachers develop effective lessons.
Choose your own adventure - Using live feedback to place learning back into t...Danny Liu
The document discusses using live student feedback systems like Socrative to engage students in large biology lectures. It describes how student response systems can be used to periodically poll students and gauge understanding, facilitating discussion. Examples are given of how instructors can use the technology to check comprehension, apply concepts, and obtain feedback. Research finds these systems help learning and 96% of students say they improve engagement and reflection. The presentation encourages adopting such systems to make large classes more interactive.
Presentation to parents of Elkanah Senior Primary which showed the why and how of the school's assessment policy. 2-part presentation: Arthur Preston & Jacky Louw (7 February 2013)
Este documento resume los efectos de los glucocorticoides en el sistema inmunológico, su mecanismo de acción y metabolismo, así como sus usos terapéuticos y efectos adversos. Los glucocorticoides suprimen el sistema inmunológico al inhibir linfocitos, macrófagos y otras células, y modulan procesos como la inflamación, el sueño y el estado de ánimo. Son usados para tratar alergias, asma y otras enfermedades, pero pueden causar efectos secundarios como infe
El sistema endocrino regula funciones metabólicas a través de hormonas secretadas por glándulas como la hipófisis, tiroides y suprarrenales. Las hormonas viajan por la sangre para afectar tejidos distantes, regulando procesos como el crecimiento y desarrollo. Trastornos endocrinos incluyen hipertiroidismo, hipotiroidismo e hipopituitarismo, causados por niveles anormales de hormonas.
Blending Pedagogy and Technology for Deep LearningKaroline Manny
The document discusses how technology can be used as a tool to promote deep learning. It states that technology is not a pedagogy itself but can be used to solve problems experienced in traditional classrooms. Some ways discussed to promote deep learning include using clickers and laptops for in-class assessments, creating websites and podcasts to make materials accessible, and having students collaborate on experiential and problem-based projects using technologies like blogs, wikis, and video. The goal is to make students actively engaged in relating content to their lives and collaborating with others.
This document discusses modern teaching methodologies used in early childhood classrooms. It explores a variety of active learning techniques like discussions, group work, storytelling and role playing that encourage student participation and holistic development. Traditional lecturing is compared to these modern methods, which aim to make lessons more engaging and memorable by directly involving students in the learning process. The impact of these student-centered approaches on children's physical, social-emotional and cognitive growth is also addressed.
This document discusses different technologies that can be used in the classroom including iPads, laptops, smart boards, voice4U, and GoTalk devices. It notes that these technologies allow students to access lessons online and increase engagement, help visual learners, and provide a voice for students who cannot communicate. The document also discusses the author's experience in a self-containment classroom that influenced them to become a special education teacher and their view that technology is important in special education classrooms as it can help students integrate and communicate.
This document provides information for parents about Year 2 at Dobcroft Infant School. It includes:
1. An introduction to the Year 2 teachers and teaching assistants.
2. An overview of the Year 2 curriculum, which includes areas like numeracy, literacy, science, and more. Assessments are moderated by the Year 2 team.
3. Information about routines for the school day, homework, reading, communication with teachers, and other policies.
Customized Game-Based Learning with Memardenmemarden
Learn how Memarden allows extremely fast creation and customization of lessons, and then converts those lessons into a variety of interactive games.
How does this process help to engage students and improve outcomes? What is the effect on Blended Learning of customizing the lesson to the teacher's face-to-face teaching style?
Tips for improving online classes are provided. Teachers should be tech-savvy, practice skills, and seek continuous improvement. Requirements for effective online classes include strong internet, screen sharing software, input devices, laptops/desktops for teachers. Teachers should teach from a calm space, use presentation tools like whiteboards, maintain engagement through icebreakers, discussions, projects, and assessments. Students should find a quiet study space, be prepared, take breaks, ask questions, and collaborate with peers. Regular communication between teachers, students and parents is also important.
This document discusses the benefits of integrating technology into the math classroom. It argues that technology can increase student understanding and performance by appealing to millennial learners' preferences, engaging multiple senses, and enabling relearning through replay. Specific tools mentioned include interactive whiteboards, online calculators, 3D graphics, videos, tutorials, and collaborative websites. General tools include games, podcasts, concept maps, and interactive presentations. The document advocates using technology to differentiate instruction, improve problem-solving skills, and make learning fun.
Carrie Lindholm's final project focuses on integrating technology like blogs, photo galleries, and communication logs into the Pre-Kindergarten classroom. The project also evaluates new technologies being used in the classroom, including five iPads used during free time and centers, and educational apps like Teach Me Toddler that track individual student progress. Lindholm aims to help parents understand and support their children's use of technology in learning.
This document provides tips and resources for parents to support their children's academic learning at home. It discusses the importance of family literacy and creating a literacy-rich environment at home. Specific tips include modeling reading, providing writing materials, keeping technology in common spaces, giving structured homework choices, and communicating directly with teachers. The document also lists several online learning resources and notes when parents should contact teachers.
The survey was conducted in June-July 2015 among members of the Creative Classroom Group on the Survey Monkey platform. It received 93 responses out of 782 members and included questions about demographics, level of participation in the group, views on structure and activities, and suggestions for future topics. Most members were female, registered in eTwinning for multiple years, and found the expert talks and activities useful. Suggested future topics included STEM, coding, assessment, motivation, and special needs.
This document discusses a collaborative approach between librarians and academic staff to teach information literacy skills to international students. [1] The librarians worked with English language tutors who teach international students to develop library orientation materials. [2] They provided training to the tutors and asked them to incorporate the library materials into their English language sessions. [3] Feedback was positive, but challenges remained in keeping materials up-to-date and monitoring the effectiveness of the approach.
This document discusses flipping the algebra classroom by having students learn new material outside of class time through online videos or other resources. This allows class time to be used for hands-on learning activities like labs, problem-solving workshops, and collaborative work. Flipping the classroom provides opportunities for differentiation, individualized attention, and aligning lessons with Common Core standards. An example is provided of flipping a lesson on completing the square by having students review an online explanation before doing a hands-on activity with algebra tiles in class.
Robotic teachers have the potential to assist human teachers by performing certain repetitive tasks like marking homework, delivering standardized content, and providing 24/7 access to students. However, human teachers remain necessary for their ability to connect with students emotionally, manage behavior, answer difficult questions, and share life experiences. While robots can help with guided learning, human teachers are still needed to oversee classrooms, support struggling students, and handle situations requiring human qualities like feelings, problem-solving skills, and morality. Overall, robotic teachers are not meant to replace but rather assist human teachers in education.
This document provides an overview and goals of an Algebra 1 course. The course will introduce students to mathematical concepts like proportions, statistics, and linear equations according to California standards. It will be facilitated both in a classroom and online to increase accessibility and parental involvement. Students will work on individual and group projects to develop leadership skills while earning credits every six weeks for completing assignments. The goals are for students to improve their math, technology, and collaboration skills to succeed in the course and beyond.
This document discusses whether teachers can be replaced by robots. It outlines the many roles of teachers, including being learning mediators, managers, researchers, and providing emotional support and role modeling for students. While robots may be able to deliver content, they are limited and cannot connect with students on a personal level or adapt to different environments in the same way teachers can. The document concludes that collaboration between current teachers and future robot teachers would be best, with robots assisting with technical elements but not replacing the unique social and cognitive skills of human teachers.
The document discusses the potential roles of robot teachers. It outlines tasks that robot teachers could perform better than human teachers, such as administering and grading assessments quickly and accurately. However, the document also notes that human teachers would still be needed. Teachers are able to interact with and support students in ways robots cannot, like moving around the classroom, addressing individual struggles, and sharing real-life experiences. While robot teachers could take on administrative duties, human teachers would continue playing important roles like teaching, preparing lessons, and serving as coaches and mentors.
This document provides a list of resources for lesson planning including websites, templates, and tips. It recommends connecting with other teachers online through professional learning networks and mentions specific people and websites that provide lessons, templates, webinars and other tools to help with planning instruction. The overall message is that lesson planning does not need to be stressful and there are many online resources and communities available to help teachers develop effective lessons.
Choose your own adventure - Using live feedback to place learning back into t...Danny Liu
The document discusses using live student feedback systems like Socrative to engage students in large biology lectures. It describes how student response systems can be used to periodically poll students and gauge understanding, facilitating discussion. Examples are given of how instructors can use the technology to check comprehension, apply concepts, and obtain feedback. Research finds these systems help learning and 96% of students say they improve engagement and reflection. The presentation encourages adopting such systems to make large classes more interactive.
Presentation to parents of Elkanah Senior Primary which showed the why and how of the school's assessment policy. 2-part presentation: Arthur Preston & Jacky Louw (7 February 2013)
Este documento resume los efectos de los glucocorticoides en el sistema inmunológico, su mecanismo de acción y metabolismo, así como sus usos terapéuticos y efectos adversos. Los glucocorticoides suprimen el sistema inmunológico al inhibir linfocitos, macrófagos y otras células, y modulan procesos como la inflamación, el sueño y el estado de ánimo. Son usados para tratar alergias, asma y otras enfermedades, pero pueden causar efectos secundarios como infe
El sistema endocrino regula funciones metabólicas a través de hormonas secretadas por glándulas como la hipófisis, tiroides y suprarrenales. Las hormonas viajan por la sangre para afectar tejidos distantes, regulando procesos como el crecimiento y desarrollo. Trastornos endocrinos incluyen hipertiroidismo, hipotiroidismo e hipopituitarismo, causados por niveles anormales de hormonas.
Presentacion ASPHER Aragón. Asociación de Pacientes de Enfermedades Hematológ...ASPHER Aragón
Este documento describe la creación de la Asociación de Pacientes de Enfermedades Hematológicas Raras de Aragón (ASPHER Aragón). Un grupo de pacientes y familiares con enfermedades hematológicas raras se reunían mensualmente para apoyarse mutuamente. En 2013 decidieron constituir formalmente una asociación para dar a conocer estas reuniones a otros afectados y prestar servicios de apoyo e información. La asociación fue inscrita oficialmente en febrero de 2014 y desde entonces ha realizado diversas actividades como reunion
que es la hematologia, como se compone.., de donde se origina, las afecciones que esta conlleva y los cuidados preventivos que la auxiliar de enfermeria aplicaria en causa de emergencia con imagenes ilustrativas
El documento resume el sistema endocrino, incluyendo las hormonas, glándulas endocrinas como la hipófisis, tiroides, suprarrenales y páncreas, y sus funciones. Explica la clasificación, mecanismos de acción, regulación y efectos fisiológicos de las principales hormonas, así como algunos trastornos relacionados.
El documento presenta información sobre el sistema endocrino, incluyendo las glándulas endocrinas y hormonas, así como los ejes hipotálamo-hipófisis y sus hormonas. También describe la regulación del sistema endocrino, los tipos de hormonas, la síntesis de hormonas peptídicas y esteroideas, y los principales motivos de consulta endocrina como alteraciones de peso, color de piel, vello corporal y volumen urinario.
El sistema endocrino está compuesto de glándulas que segregan hormonas las cuales regulan funciones en el cuerpo. Las glándulas endocrinas incluyen la hipófisis, tiroides, páncreas, ovario y testículos. Las hormonas viajan a través de la sangre y afectan tejidos distantes, regulando procesos como el crecimiento, metabolismo y desarrollo sexual. Los trastornos endocrinos incluyen hipotiroidismo, hiperglucemia y síndrome de ovario poliquístico.
La biometría hemática proporciona información sobre los componentes de la sangre mediante el análisis de una muestra de sangre venosa. Los valores de referencia de los recuentos de eritrocitos, leucocitos, neutrófilos, eosinófilos y plaquetas pueden indicar condiciones como anemia, infección, inflamación o cáncer. El examen requiere ayuno previo y evitar factores de estrés para obtener resultados precisos.
El documento proporciona información sobre el sistema endocrino. Explica que está formado por glándulas endocrinas que producen hormonas y las secretan a la sangre para regular funciones del organismo de forma coordinada. Describe las principales glándulas (hipófisis, tiroides, páncreas, suprarrenales, gónadas), las hormonas que producen y sus funciones. También aborda métodos de control hormonal y algunas enfermedades relacionadas como la diabetes y problemas de la glándula tiroides.
Este documento describe el sistema endocrino, incluyendo conceptos básicos como las hormonas y sus propiedades, tipos de hormonas según su composición química y mecanismos de señalización, células blanco y receptores hormonales. Explica la diversidad química de las hormonas como los esteroides, derivados de la tirosina y péptidos, además de detallar la síntesis y acción de hormonas específicas como la insulina, hormona paratiroidea y angiotensina. Final
Este documento resume las principales enfermedades hematológicas que afectan la producción de sangre y sus componentes. Explica los procesos de hematopoyesis y eritropoyesis, y describe las características normales y alteraciones de eritrocitos, leucocitos y plaquetas. Las alteraciones incluyen anemias, policitemias, neutrofilias, linfocitosis, eosinofilia, trombocitopenia y macroplaquetas, asociadas a diferentes enfermedades y estados fisiopatológicos.
Los glucocorticoides son los antiinflamatorios más eficaces y son sintetizados y liberados por la corteza suprarrenal. A partir del colesterol, la corteza suprarrenal sintetiza dos clases principales de corticosteroides: corticosteroides de 21 átomos de carbono como el cortisol y corticosteroides de 19 átomos de carbono. Los glucocorticoides tienen amplio uso farmacológico debido a sus acciones antiinflamatorias e inmunomoduladoras.
El documento describe la glándula tiroides, su localización en el cuello, sus hormonas (T3 y T4) y sus funciones de regulación del metabolismo. Explica causas de hipertiroidismo e hipotiroidismo, así como sus tratamientos respectivos.
El documento describe el sistema endocrino, que incluye glándulas como la hipófisis, la tiroides, las glándulas suprarrenales, el páncreas y las glándulas sexuales. Estas glándulas secretan hormonas que regulan funciones vitales como el crecimiento, el metabolismo, la reproducción y el desarrollo sexual. El sistema endocrino mantiene el equilibrio interno del cuerpo a través de mecanismos de retroalimentación que controlan los niveles de hormonas.
Este documento describe diferentes tipos de comunicación. Explica la diferencia entre comunicación oral y escrita, y presenta los componentes de la comunicación no verbal, incluyendo kinésica, proxémica, paralingüística y comunicación simbólico-icónica. También incluye ejemplos y preguntas sobre estos tipos de comunicación.
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online issues. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in real-world problem solving and knowledge creation. Teachers are encouraged to reflect on incorporating ICTs and digital pedagogy approaches into their own subjects and classrooms.
This document provides an agenda and notes for a teacher professional development session. It includes topics like using blogs and wikis in the classroom, digital pedagogy, the TPACK framework, Bloom's taxonomy, and legal and ethical online practices. Examples are given of how teachers have incorporated ICT tools into lessons on topics like the Fitzroy River turtle to engage students in hands-on projects and collaborate with researchers. The session also discusses productive pedagogies and using ICTs to develop higher-order thinking skills when appropriate for content and age groups.
Innovative Blended Learning: Promoting a Paradigm ShiftKelsey Skaggs
Presented by Brian Coffey and Brian Seymour.
Blended learning is more than an buzzword: it is a revolutionary way to engage students in deeper learning. Experience blended learning from the perspective of two practitioners who are changing the way their schools teach. Discuss the importance of using technology as a strategic instructional tool and how to create an atmosphere that encourages educators to truly innovate their learning environments.
This document discusses adding engagement to the classroom through digital storytelling. It notes that bored students do not learn and students need motivation. While teachers want to engage students, they often lack time and resources to teach technology. The document suggests that digital storytelling can engage students by allowing them to express themselves using different modalities and intelligences. It provides suggestions for how to implement digital storytelling, such as starting simply and providing structured support and resources.
This document discusses integrating an online learning experience into a student success course called Smart Start to help students determine if online learning is a good fit for them before taking an online course. It includes three key components: 1) a course navigation tutorial, 2) a Blackboard orientation, and 3) an online learning week. The purpose is to help students develop the technical skills and decide if the online format works for their learning needs. Student and instructor feedback found that while some students decided online classes were a good fit, others realized they were not suited for the online environment. Overall, the experience helped prepare students who did take online classes later on.
This document discusses differences between pre-school and first grade education. Pre-school focuses on developing social-emotional skills through play, while first grade begins academic foundations like reading, writing, math and science. Effective lesson planning is important at both levels and considers student development, learning objectives, and engaging instruction. Technology can enhance learning if implemented carefully due to risks like inappropriate content, cyberbullying and distraction.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
This document discusses strategies for effective distance learning. It defines distance education and outlines the presenter's goals of discussing pedagogical issues, solutions using digital tools, and enhancing the learning experience. The presenter advocates for using tools like Mentimeter to engage students, building community, and increasing asynchronous involvement. Characteristics of successful distance learning include variety, cooperation, interaction, flexibility, and active learning. Tools like Peergrade can support peer assessment and social learning. Overall, distance learning should provide a meaningful experience, transform learning, and allow formative assessment.
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.
Embedding digital research skills in the undergraduate curriculum - Dr Claire...CONUL Conference
Dr Claire McGuinness and Dr Crystal Fulton developed a series of digital research skills e-tutorials for undergraduate students at UCD iSCHOOL. They conducted a student survey to evaluate the e-tutorials. Most students found the e-tutorials facilitated their understanding of topics and enjoyed working through them. Students reported using a variety of digital research skills for assessments. While students saw benefits to online learning like flexibility, some noted technical issues. Overall, students wanted more e-tutorials to further develop their digital literacy skills. The researchers will continue refining best practices for creating e-tutorials and plan to expand the program.
Integrating Higher-Order Thinking Skills into MathClif Mims
This document discusses integrating higher-order thinking skills into middle and high school math classes. It provides examples of how students can demonstrate conceptual understanding through creating their own math problems and solutions using digital tools like videos, posters, and animations. The document advises that teachers allow students to struggle productively, explore concepts, and create multiple representations of their understanding in order to develop higher-order thinking skills beyond just memorizing steps. Special thanks are given to a teacher who has implemented these strategies in their classroom.
This document describes how a teacher uses Edmodo to support blended learning in their classroom. The teacher's learning objectives include integrating technology, differentiating instruction, actively involving students, and developing higher-order thinking. Classes 8 and 11 use Edmodo both during and outside of school. The teacher gets to know students through learning profiles and observation on Edmodo. A variety of features like Discover, virtual library, and engaging media are used. Instruction is differentiated and caters to multiple intelligences. Students work at their own pace and the teacher remains connected during breaks. Evaluation includes formal and informal assessments, and feedback is provided to build confidence and guide instruction. 21st century skills are developed through Edmodo-blended learning.
The document outlines 10 classroom activities aimed at promoting long-term learning. It begins with an introduction and agenda. It then discusses the concepts of long-term learning and effective teaching. The main part presents the 10 activities: teacher shadowing, virtual team teaching, virtual window, online forums, course commercials, book projects, using technology, right brain drawing, film analysis, and social networking. Questions and a group brainstorming session are included at the end.
Creating a digital learning environment backbonejbsd43
This document provides an overview of creating a digital learning environment at Riverside Secondary school. It introduces Jeremy Brown, the Digital Immersion Coordinator, and details that the school has 1350 students, 80 teachers, and most technology comes from in-house or an SD43 technology project. It outlines several technology programs offered and goals of blended classrooms, connected learning, and developing digital citizens and higher-order thinking skills. It addresses considerations around infrastructure, devices, software, and management of a digital learning environment.
'Rethinking the way we teach' by Shelley ShottSchoolNet SA
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2. Some key points discussed are using flipped classrooms and technology to provide different sources of expertise. Active learning approaches and creative uses of technology in the classroom are also covered.
3. The role of the teacher is shifting from a "sage on stage" to a "guide on the side" as students take more ownership of their learning with access to various technologies.
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Connected leadership. It's a click away NJPSA/FEA/NJASCDSpike Cook
This document summarizes a presentation given by Dr. Spike Cook about connected leadership and technology integration at RM Bacon Elementary School. Some key points:
- Dr. Cook is the principal of RM Bacon Elementary School in Millville, NJ, which serves a high percentage of economically disadvantaged students.
- Under Dr. Cook's leadership, RM Bacon has become highly connected through extensive use of social media, online collaboration among teachers, and modeling technology integration best practices.
- Teachers have connected with educators around the world and students' work has been featured in educational publications.
- Dr. Cook advocates for continuous learning among educators and empowering teachers to try new technologies and find what works best for their students.
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LACUE 2016 It's not me.... It's you!
1. It’s Not Me… It’s You!
Brittany Pike and Cherry Donaldson
Technology Teachers, K-5
Magnolia School of Excellence
bpike@magnoliacharter.org
cdonaldson@magnoliacharter.org
3. Shift in Focus to the Student
Traditional Student Centered
teacher
teacher
student
students
4. Make Learning More Fun!
• Resources available are all about student
centered and student engagement
▫ Websites
▫ Apps
▫ Center Activities on pinterest
• Fun? The Fun Theory Video
5.
6. We Know Why…. But How?
A shift in
mindframe
Inquiry based/
Discovery Learning
Student choice
and interests
Student
leadership and
ownership
Break up with your old habits of technology use and make your classroom more student-centered. Take the focus off ME, the teacher, and put it on YOU, the student!
Traditional approach: direct instruction with teacher as the formal authority, expert, and personal model
Student centered approach: inquiry based learning and cooperative learning with teacher as the facilitator, personal model, and delegator
How can we make lessons more student centered? The Fun Theory is one idea
The general idea
Students share in decision making
Teach one lesson with overview so all students can troubleshoot basics.
Assign one or two peer tech managers.
If you want to do this on your own, you can make it specific to you and your classroom. If you want to brainstorm in a group that’d be great too.