The Lao Red Cross is working to integrate disaster risk reduction education into the Lao school curriculum from primary to university level. They have conducted pilot programs in 3 provinces to introduce DRR concepts and games to teachers and students. The programs use interactive tools like flipcharts and board games to make learning fun. Evaluations found these tools helped teachers transfer knowledge effectively. The Lao Red Cross aims to continue this work with support from partners to empower more children and communities.
The Lao Red Cross is working to integrate disaster risk reduction education into the Lao school curriculum from primary to university level. They have conducted pilot programs in 3 provinces to introduce DRR concepts and games to teachers and students. The programs use interactive tools like flipcharts and board games to make learning fun. Evaluations found these tools helped teachers transfer knowledge effectively. The Lao Red Cross aims to continue this work with support from partners to empower more children and communities.
The Knowledge Review comes up with a special edition on “The 10 Best International Schools in Thailand”, which brings forth some of the leading international schools which are innovatively transforming education worldwide. This issue highlights some of those schools which have made a name for themselves in the global arena for providing brilliant educational and infrastructural facilities in the field of education.
https://theknowledgereview.com/the-10-best-international-schools-in-thailand-2018-september2018/
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
Reported By Mr. John Philip Gulapa in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
Since certain individuals within the community are so quick to talk about what the District is doing wrong, here are the FACTS on what the District is doing right. Have we heard any of these things from those who are "so called" interested?
TEDx Phnom Penh - Heroes and innovations in educationsamng
Presented at a TEDx workshop session in Phnom Penh on 22 May 2012. The session reviewed existing materials on TED and looked at other innovations in education with a particular focus on developing countries (like Cambodia) and the role of technology.
The document is an end of year report from Bella T. Wong to the School Committee summarizing the Wellesley Public Schools' progress on their 2009-2010 system goals. It discusses initiatives to integrate technology into instruction, collect and analyze data to support students, and implement supplemental academic programs and mentoring to improve achievement for all students, especially those from Boston. Key accomplishments included increasing the number of classrooms with SMARTBoards and other technologies, launching math and tutoring programs, and collaborating with other districts on initiatives to close the achievement gap.
The Lao Red Cross is working to integrate disaster risk reduction education into the Lao school curriculum from primary to university level. They have conducted pilot programs in 3 provinces to introduce DRR concepts and games to teachers and students. The programs use interactive tools like flipcharts and board games to make learning fun. Evaluations found these tools helped teachers transfer knowledge effectively. The Lao Red Cross aims to continue this work with support from partners to empower more children and communities.
The Knowledge Review comes up with a special edition on “The 10 Best International Schools in Thailand”, which brings forth some of the leading international schools which are innovatively transforming education worldwide. This issue highlights some of those schools which have made a name for themselves in the global arena for providing brilliant educational and infrastructural facilities in the field of education.
https://theknowledgereview.com/the-10-best-international-schools-in-thailand-2018-september2018/
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
Reported By Mr. John Philip Gulapa in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
This document discusses tools that can be used to teach basic math concepts. It notes that Filipino students perform poorly in math and identifies challenges like lack of resources in public schools. To address these issues, the document explores how information and communication technologies (ICT) like graphing calculators, Microsoft Excel, instructional videos and online resources can be used as tools to teach math in engaging ways. However, it also acknowledges limitations due to difficulties accessing these tools. It concludes by emphasizing the need to address resource inadequacies and provide teacher training to help educators utilize ICT effectively.
Since certain individuals within the community are so quick to talk about what the District is doing wrong, here are the FACTS on what the District is doing right. Have we heard any of these things from those who are "so called" interested?
TEDx Phnom Penh - Heroes and innovations in educationsamng
Presented at a TEDx workshop session in Phnom Penh on 22 May 2012. The session reviewed existing materials on TED and looked at other innovations in education with a particular focus on developing countries (like Cambodia) and the role of technology.
The document is an end of year report from Bella T. Wong to the School Committee summarizing the Wellesley Public Schools' progress on their 2009-2010 system goals. It discusses initiatives to integrate technology into instruction, collect and analyze data to support students, and implement supplemental academic programs and mentoring to improve achievement for all students, especially those from Boston. Key accomplishments included increasing the number of classrooms with SMARTBoards and other technologies, launching math and tutoring programs, and collaborating with other districts on initiatives to close the achievement gap.
The document provides an overview of the Programme for International Student Assessment (PISA). PISA is an international assessment that measures the skills and knowledge of 15-year-olds in reading, mathematics, and science. It is administered every three years. The document discusses what PISA assesses, how it is administered, and what information is collected from students and schools through cognitive assessments and questionnaires. The main focus of PISA 2009 was reading literacy.
Reporting on Education: What You Need to KnowDavid Evans
This presentation provides tips for journalists covering education, gives a broad overview of education issues in Africa, and poses a few solutions. It was delivered as part of the impactAfrica webinar series, available here: http://impactafrica.fund/webinars.
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Jolly Futures provides literacy education in schools across sub-Saharan Africa and South Asia using a synthetic phonics method to teach English reading and writing. They deliver free teacher training and materials to government schools, and work closely with governments to implement pilots and scale nationally to improve literacy levels. Since 2005, Jolly Futures has reached over 1 million children across 10 countries in Africa and Asia.
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part I)
This document summarizes the challenges facing a failing school including low staff morale, cultural tensions, high levels of deprivation, and poor results. It discusses the need to build community, develop students, manage processes, and secure accountability to lead change. Key strategies identified are ensuring access for all students, increasing cognitive ability through personalized learning and mediation, and instilling a belief that all can succeed through a moral imperative of providing equal opportunities to learn. Technology is seen as a tool to enable new forms of learning and sharing work with a real audience.
This document summarizes the objectives and content of a presentation on connecting teaching and learning to 21st century skills and tools. The presentation defines characteristics of 21st century students, explores challenges for teachers, and examines how classrooms and professional development can incorporate 21st century topics and digital tools to engage students.
This document discusses research into using stop motion animation to teach science concepts. It presents findings from two studies. The first studied the impact of animation activities on student enjoyment and understanding at different grade levels. Results showed modeling, discussion and viewing others' work strongly supported learning. The second studied pre-service teachers creating animations. Benefits included aiding understanding and reinforcing concepts. Recommendations focused on preparation and allowing flexibility in the process. Overall, animation was found to be an engaging way to visually represent concepts and reinforce learning through its multi-stage process.
The SMILE project aims to bring mobile technology and innovative pedagogical practices to students in rural Tanzania to improve learning outcomes. It couples mobile phones loaded with the SMILE application, which allows students to create their own inquiries, with a focus on student-centered learning approaches like inquiry-based learning. In a pilot at Nangwanda Secondary School, the SMILE team provided technology resources and training to encourage creativity, collaboration, and critical thinking among students. Early results found that students and teachers rapidly adopted the technologies and that SMILE facilitated paradigm shifts in teaching practices to be more student-centered.
The document describes a learning activity designed by Angela Phillips for teaching mathematics to secondary school students. The activity aims to be mathematically rich, engage students, and allow choice and collaboration. It involves students generating math questions from an image, posting questions online for others to answer. Phillips considers accessibility issues like descriptions for visually impaired students and formats for different disabilities. The activity and its strengths and limitations in accessibility are evaluated.
The document contains the program schedule for an education technology conference. It lists 23 keynote speeches and workshops presented between 10:30-17:20 on various topics related to interactive textbooks, mobile learning, cloud computing, and using technology to transform teaching and learning. Each entry includes the presentation title, speaker, medium of instruction, and sometimes a brief introduction or background on the speaker.
the ppt is about to spraed education in rural areas through technology and how can technology in the form of education be a part of student life who lives in rural areas
The document summarizes a Disaster Risk Reduction Practitioners Workshop held in Bangkok, Thailand from November 13-14, 2013. Over 60 DRR practitioners from Southeast Asia attended to share experiences and lessons learned. The workshop focused on six themes: advocacy and awareness; community mobilization; school safety; early warning systems; livelihoods; and urban DRR. For each theme, presentations were given and challenges, best practices, and gaps were discussed. Key recommendations included the need for champions to promote DRR, aligning projects with national strategies, targeting awareness campaigns appropriately, and addressing challenges like institutionalizing DRR long-term. The workshop provided a valuable learning and networking opportunity for participants.
The Lao Red Cross aims to educate children about disaster risk reduction through school activities to empower future generations and spread messages to communities. They are working with the Ministry of Education on a three step process: 1) orienting teachers on DRR concepts, 2) introducing children to concepts, and 3) evaluating and improving. Interactive tools like flipcharts and games make the lessons fun and effective even in areas without technology. Evaluations found these tools helped children and teachers learn easily. The Lao Red Cross will continue partnering with the Ministry of Education to mainstream DRR education.
1) The document summarizes a 3-day training held in Laos to build the capacity of Red Cross volunteers in epidemic control and response. 17 participants from 15 provinces attended.
2) The training covered topics such as understanding epidemics and outbreaks, epidemic response cycles, and using epidemic control toolkits to assess situations and deliver health messages.
3) Evaluation found the training increased participants' knowledge and abilities to respond to epidemics. However, more support is needed to roll out training to more volunteers nationwide.
The document summarizes the Safe Schools program implemented across Cambodia, Indonesia, and Nepal to increase school safety and resilience to natural disasters. The program worked to strengthen school infrastructure, mainstream disaster risk reduction into school curricula, conduct risk assessments of schools, and raise community awareness. It highlights how the program empowered children to take leadership roles in disaster preparedness activities and advocacy. It also describes the replication of effective practices from the program in other countries, benefiting over 2.5 million children.
The document provides an overview of the Programme for International Student Assessment (PISA). PISA is an international assessment that measures the skills and knowledge of 15-year-olds in reading, mathematics, and science. It is administered every three years. The document discusses what PISA assesses, how it is administered, and what information is collected from students and schools through cognitive assessments and questionnaires. The main focus of PISA 2009 was reading literacy.
Reporting on Education: What You Need to KnowDavid Evans
This presentation provides tips for journalists covering education, gives a broad overview of education issues in Africa, and poses a few solutions. It was delivered as part of the impactAfrica webinar series, available here: http://impactafrica.fund/webinars.
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Jolly Futures provides literacy education in schools across sub-Saharan Africa and South Asia using a synthetic phonics method to teach English reading and writing. They deliver free teacher training and materials to government schools, and work closely with governments to implement pilots and scale nationally to improve literacy levels. Since 2005, Jolly Futures has reached over 1 million children across 10 countries in Africa and Asia.
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part I)
This document summarizes the challenges facing a failing school including low staff morale, cultural tensions, high levels of deprivation, and poor results. It discusses the need to build community, develop students, manage processes, and secure accountability to lead change. Key strategies identified are ensuring access for all students, increasing cognitive ability through personalized learning and mediation, and instilling a belief that all can succeed through a moral imperative of providing equal opportunities to learn. Technology is seen as a tool to enable new forms of learning and sharing work with a real audience.
This document summarizes the objectives and content of a presentation on connecting teaching and learning to 21st century skills and tools. The presentation defines characteristics of 21st century students, explores challenges for teachers, and examines how classrooms and professional development can incorporate 21st century topics and digital tools to engage students.
This document discusses research into using stop motion animation to teach science concepts. It presents findings from two studies. The first studied the impact of animation activities on student enjoyment and understanding at different grade levels. Results showed modeling, discussion and viewing others' work strongly supported learning. The second studied pre-service teachers creating animations. Benefits included aiding understanding and reinforcing concepts. Recommendations focused on preparation and allowing flexibility in the process. Overall, animation was found to be an engaging way to visually represent concepts and reinforce learning through its multi-stage process.
The SMILE project aims to bring mobile technology and innovative pedagogical practices to students in rural Tanzania to improve learning outcomes. It couples mobile phones loaded with the SMILE application, which allows students to create their own inquiries, with a focus on student-centered learning approaches like inquiry-based learning. In a pilot at Nangwanda Secondary School, the SMILE team provided technology resources and training to encourage creativity, collaboration, and critical thinking among students. Early results found that students and teachers rapidly adopted the technologies and that SMILE facilitated paradigm shifts in teaching practices to be more student-centered.
The document describes a learning activity designed by Angela Phillips for teaching mathematics to secondary school students. The activity aims to be mathematically rich, engage students, and allow choice and collaboration. It involves students generating math questions from an image, posting questions online for others to answer. Phillips considers accessibility issues like descriptions for visually impaired students and formats for different disabilities. The activity and its strengths and limitations in accessibility are evaluated.
The document contains the program schedule for an education technology conference. It lists 23 keynote speeches and workshops presented between 10:30-17:20 on various topics related to interactive textbooks, mobile learning, cloud computing, and using technology to transform teaching and learning. Each entry includes the presentation title, speaker, medium of instruction, and sometimes a brief introduction or background on the speaker.
the ppt is about to spraed education in rural areas through technology and how can technology in the form of education be a part of student life who lives in rural areas
The document summarizes a Disaster Risk Reduction Practitioners Workshop held in Bangkok, Thailand from November 13-14, 2013. Over 60 DRR practitioners from Southeast Asia attended to share experiences and lessons learned. The workshop focused on six themes: advocacy and awareness; community mobilization; school safety; early warning systems; livelihoods; and urban DRR. For each theme, presentations were given and challenges, best practices, and gaps were discussed. Key recommendations included the need for champions to promote DRR, aligning projects with national strategies, targeting awareness campaigns appropriately, and addressing challenges like institutionalizing DRR long-term. The workshop provided a valuable learning and networking opportunity for participants.
The Lao Red Cross aims to educate children about disaster risk reduction through school activities to empower future generations and spread messages to communities. They are working with the Ministry of Education on a three step process: 1) orienting teachers on DRR concepts, 2) introducing children to concepts, and 3) evaluating and improving. Interactive tools like flipcharts and games make the lessons fun and effective even in areas without technology. Evaluations found these tools helped children and teachers learn easily. The Lao Red Cross will continue partnering with the Ministry of Education to mainstream DRR education.
1) The document summarizes a 3-day training held in Laos to build the capacity of Red Cross volunteers in epidemic control and response. 17 participants from 15 provinces attended.
2) The training covered topics such as understanding epidemics and outbreaks, epidemic response cycles, and using epidemic control toolkits to assess situations and deliver health messages.
3) Evaluation found the training increased participants' knowledge and abilities to respond to epidemics. However, more support is needed to roll out training to more volunteers nationwide.
The document summarizes the Safe Schools program implemented across Cambodia, Indonesia, and Nepal to increase school safety and resilience to natural disasters. The program worked to strengthen school infrastructure, mainstream disaster risk reduction into school curricula, conduct risk assessments of schools, and raise community awareness. It highlights how the program empowered children to take leadership roles in disaster preparedness activities and advocacy. It also describes the replication of effective practices from the program in other countries, benefiting over 2.5 million children.
Khelvigyan Project - Children Toy Foundation★ Akshay Surve
The Khelvigyan project was developed by the Children Toy Foundation to promote play and recreation for underprivileged children ages 2 to 12 in Mumbai, India. It has established 260 toy libraries across 11 states and 2 union territories, benefiting over 24,000 children. The project in Matunga provides educational toys, games, and play activities to complement formal education for around 1,500 children from nearby slum communities. Evaluations found improvements in scholastic aptitude, with the experimental group performing better than the control group in most subjects after the 8-week intervention. Teachers also perceived benefits such as increased interest in school and improved math and language skills. The project provides a low-cost model that can be replicated in other
The document discusses incorporating technology into teaching the macro skills of listening, reading, writing, and speaking in an English language curriculum. For listening, the document proposes using songs or voice recordings and having students identify emotions and intonation. For reading, it suggests using illustrated videos and group reading assessments. For writing, it recommends using images to inspire poems. For speaking, it proposes having students do role plays after watching movies. The document also discusses how a multiliteracies approach could help instill communicative competence, such as using images, music, and group activities like interpretive dancing to encourage interaction and teamwork.
This document discusses radio-based instruction and its effectiveness among senior high school students in Landan National High School during the COVID-19 pandemic. It begins by providing background on the impact of the pandemic on education globally. It then discusses the theoretical framework of using radio-based instruction and the conceptual framework of the study. The study aims to determine the level of effectiveness of radio-based instruction in teaching English to Blaan senior high school students. It will analyze effectiveness based on student demographics and academic performance. The goal is to propose interventions to improve radio-based instruction effectiveness.
The document contains comments from experts praising a proposed model resource book for small schools in Sri Lanka. Dr. Simona Popa from UNESCO Prospects thanks the author for addressing the important topic of small schools and their unrealized potential. Jenny Homan, who has worked in rural Tanzania education for 10 years, says the book has identified true issues in rural education. Qasir Rafiq and Javeed Mirza also appreciate the book for covering an important topic that most educators overlook. The experts feel the book will interest scholars, practitioners, and policymakers working in comparative and international education.
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
This report on policy mapping study on Safe Schools policy practices analyses the Safe School perspective in South Asia and safe schools programme in Nepal since last few decades and suggest the gaps and needs towards fulfilling the comprehensive school safety framework.
The document provides updates on various DIPECHO-funded disaster risk reduction programs in Nepal. It focuses on school safety initiatives. CARE is implementing a project to improve disaster preparedness knowledge and capacity in schools through teacher trainings and classroom sessions for students. Practical Action is raising awareness of risks through school competitions and discussions. Handicap International provides tips for making school safety inclusive for students with disabilities. Mercy Corps works with schools to introduce disaster risk reduction and form student rescue clubs to develop preparedness plans. The overall goal is to enhance knowledge and awareness of safer schools and communities in Nepal.
ONE WORLD UNIVERSITY was created by ADPP Mozambique and the Federation Humana People to People in 1998.
In 2005, the institution was approved by the Council of Ministers in Mozambique as a private university. It was accredited to deliver academic courses and degrees to the level of Bachelor and Masters with a national recognized qualification. It was also given its’ official name ISET – Instituto Superior de Educacao e Tecnologia — in short
ISET/OWU.
This document provides an outline for a thesis on exploring the effectiveness of using visual aids to promote speaking skills for 12th grade students at Cam Pha High School. It includes an introduction that establishes the rationale and aims of the study, which are to examine how audiovisual aids, visual communication, actual photographs and objects, and student feelings impact speaking ability. The literature review discusses visual aids, visual communication advantages and disadvantages, actual photographs, and the Communicative Language Teaching approach. The methodology section defines key terms and outlines the study's data collection instruments of surveys, interviews and classroom observations.
This document provides guidance for teachers on running a peer-led comics creation project in the classroom. It outlines the goals of empowering students' communication skills and fostering collaboration. Teachers are encouraged to have students work in groups to create comic stories related to topics like diversity, bullying, and disability rights. Guidelines are provided on structuring the project, integrating it with curriculum, choosing topics, and using available materials and technology. Expected outcomes include an illustrated booklet and developing students' social skills and willingness to learn.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to :
This document discusses integrating disaster risk reduction (DRR) education into school curriculums. It provides examples of countries that have successfully integrated DRR, such as including it as a separate subject in India or teaching DRR concepts within existing subjects in Lao PDR. The key approaches discussed are to plan curriculum changes ahead of a country's national curriculum development cycle so there is enough time to develop, test, and refine DRR curriculum materials before nationwide adoption. Integrating DRR education can help students and their families better prepare for and respond to disasters in their communities.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. Early childhood educators must work with parents to evaluate appropriate uses of technology and integrate it into learning to benefit children.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. Early childhood educators must work with parents to evaluate appropriate uses of technology and integrate it purposefully to benefit children's learning.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. However, early childhood educators must work with parents to evaluate appropriate uses of technology and ensure it benefits children's learning and development.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. However, early childhood educators must work with parents to evaluate appropriate uses of technology and ensure it benefits children's learning and development.
The document provides guidance for teachers on conducting psychosocial support activities for students returning to in-person classes after prolonged remote learning during the COVID-19 pandemic. It includes considerations for maintaining safety protocols and creating an atmosphere of safety, calm, empathy and confidence. The packet contains play-based activities designed to help students express their emotions and build self-awareness, self-regulation, problem-solving skills, and self-confidence as they adjust back to school. Teachers are encouraged to use the activities as a companion to students by being present and attentive to their emotional needs during this transition period.
This document provides guidance for teachers on conducting psychosocial support activities for learners returning to limited face-to-face classes after prolonged isolation due to the COVID-19 pandemic. It includes a variety of play and arts-based activities designed to help learners build skills related to safety, self-awareness, self-expression, self-regulation, problem solving, self-confidence, empathy and envisioning their future. The activities are divided into three sections - I Am, I Can, I Have - corresponding to different psychosocial support skills. Instructions are provided on introducing, conducting and closing the activities to create a nurturing classroom environment that supports both learning and healing.
The document provides guidance for teachers on conducting psychosocial support activities for students returning to school after prolonged periods of remote learning during the COVID-19 pandemic. It includes considerations for maintaining safety protocols and outlines activities designed to help students build confidence and resilience. The activities aim to support students' socio-emotional and academic development by creating a nurturing school environment where they feel safe, calm, empathetic and confident after difficult pandemic experiences. The teacher's role is to companionably attend to students' emotions and adjust to their needs, rather than focus on academic instruction, as students readjust to in-person learning.
The document discusses the impact of disaster risk reduction (DRR) field sessions held in Myanmar by the IFRC. It provides details about the field sessions, which involve community assessments, training participants on identification and mitigation of risks. Participants from Myanmar worked with two communities to address flooding, fire and health risks. Community members reported improved cleanliness, organization, and prevention of health issues after applying their new DRR knowledge. The field sessions benefited both the communities and Myanmar Red Cross Society by increasing preparedness.
Bai trinh bay hoi nghi truoc mua mua bao 2012 eng 26 sept 2012CSRU
The document summarizes the agenda and expected outcomes of a 2012 pre-disaster meeting held by the Vietnamese Red Cross. The meeting aimed to: 1) Agree on response sectors, distribution timeframes and relief item specifications; 2) Map existing resources; and 3) Agree on coordination mechanisms. It also reviewed recommendations from 2010-2011 meetings and what had/had not been implemented, such as developing needs assessment templates and standard operating procedures. Key discussion points included how to improve operations and why some recommendations faced challenges in implementation. The overall goal was to increase efficiency, reduce costs and relieve pressure during disaster response.
Garments ERP Software in Bangladesh _ Pridesys IT Ltd.pdfPridesys IT Ltd.
Pridesys Garments ERP is one of the leading ERP solution provider, especially for Garments industries which is integrated with
different modules that cover all the aspects of your Garments Business. This solution supports multi-currency and multi-location
based operations. It aims at keeping track of all the activities including receiving an order from buyer, costing of order, resource
planning, procurement of raw materials, production management, inventory management, import-export process, order
reconciliation process etc. It’s also integrated with other modules of Pridesys ERP including finance, accounts, HR, supply-chain etc.
With this automated solution you can easily track your business activities and entire operations of your garments manufacturing
proces
The Steadfast and Reliable Bull: Taurus Zodiac Signmy Pandit
Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
The Genesis of BriansClub.cm Famous Dark WEb PlatformSabaaSudozai
BriansClub.cm, a famous platform on the dark web, has become one of the most infamous carding marketplaces, specializing in the sale of stolen credit card data.
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations
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1. Investing in the future
Lao Red Cross
In October 2011, the Lao People’s Democratic Republic
(Lao PDR) made the decision to include a curriculum
on disaster risk reduction (DRR) in the formal education
system, from primary school to university. The DRR
curriculum has been drafted by the Ministry of Education
and Sports Standing Committee, but has not yet been
finalized as of December 2013.
Planting seeds of knowledge
By working with the Ministry of Education and Sports, the
Lao Red Cross aims to invest in the future by planting seeds
of knowledge about safety and resilience with children.
The Lao Red Cross – an active stakeholder nationally for
response and DRR – is advocating with the Standing
Committee for the need to mainstream DRR into every stage
of the school curriculum among relevant stakeholders,
including partners Ministry of Education and Sports.
In 2012, the Lao Red Cross has worked with the education
department in the three provinces of Khammouan,
Savannakhet and Salavan to raise awareness of DRR by
targeting school teachers and students. The pilot in the
three provinces integrates different DRR topics into
regular school sessions at targeted primary schools, with
the support of the local education authority, and the
schools’ principals, teachers, students and parents.
Credit: Lao Red Cross
Khammouan
The Lao Red Cross recognizes that children are agents of
change. When they are empowered with knowledge on
DRR through school activities, the messages extends to
the wider community; children pass on messages and
share the information with both their family and peers.
Mainstreaming disaster risk reduction
Savannakhet
Salavan
Step 1: orientation
As the Lao Red Cross works to integrate disaster risk
reduction into the curriculum, an orientation session for
teachers and staff is organised as an initial step to
introduce the basic concepts. For this pilot project, the
orientation meetings involved 33 teachers from 20 schools
and 5 staff members from the provincial department of
education in Khammouan, Savannakhet and Salavan. The
process is structured in such a way that educators will
benefit from a clear understanding of disaster management
terms and scenarios. It also provides a feedback loop for
process improvement and evaluation. The pilot process
consists of three main steps, as illustrated main steps, as
illustrated:
2. Lao Red Cross
2
Case study Educate children today and invest in the future
The process
Step 1
Introduce school teachers
and school staff members
to basic disaster
management terms.
Make certain the teachers
and staff members
understand the terms.
• Use flip charts with pictures
to demonstrate disaster
management terms.
• Introduce disaster risk
reduction games through
the Disaster Risk Reduction:
Learning through play DVD.
Step 2
Introduce school children to
basic disaster management
terms. Make sure the children
understand the terms and
are able to identify with
the concepts.
• Use flip charts with
pictures to demonstrate
disaster management terms.
• Introduce disaster risk
reduction games through
the Disaster Risk Reduction:
Learning through play DVD.
• Get children to play games
with the teachers.
• Get teachers to play games
with the facilitators.
Step 3
Evaluation and
recommendations
• Participants in the
introduction provide
feedback on the relevance
and usefulness of the flip
charts and the Disaster Risk
Reduction: Learning through
play DVD.
• What can be improved in the
flip charts and the games?
• What are the
recommendations from
the teachers and the
national educators?
• Evaluators and participants
can help provide an opinion
for the way forward.
Step 2: the learning process
A series of sessions for teachers and staff are conducted
in the following order: 1) questions and discussions 2)
visuals and clarification, 3) games and reinforcement.
Through these three sessions, participants learn about
disaster management concepts, visual tools are used to
clarify complex definitions such as ‘hazard’ and ‘risk’, and
Lao Red Cross teams reinforce the learning through fun,
interactive games.
Step 3: The real-time scenario
After a brief introduction, teachers are exposed to one
specific scenario. They then have to test what they have
learnt by demonstrating how they can transfer their
knowledge to the children.
In the pilot, breaking down complex messages was easy
since teachers in Lao PDR are well trained and innovative.
The children understood the messages easily because the
teachers also took the initiative to localize the context
and gave Laotian examples.
On a technical level, fun and interesting tools such as flip
charts and DVDs allow teachers to apply case-based
reasoning. This was found to be particularly useful when
teaching in an environment that does not benefit from
any multimedia capacity. The case-based reasoning
process allows teachers to draw on their own experiences,
examining how problems from the past were solved and
how those solutions could be applied to potential problems
in the future.
On a practical level, flip charts also help to eliminate
disruption due to technical issues. For example, if a DVD
player fails or a laptop crashes or if a school simply does
not have any multimedia capacity, classes can still take
place. Additionally, teachers consider the flip charts to be
portable tools that can be used inside and outside the
classroom.
Teaching with the right tools
Since 2008, the European Commission for Humanitarian
Aid and Civil Protection (ECHO) has been supporting the
IFRC to deliver a regional initiative, ‘Enhancing Red Cross
and Red Crescent capacities to build safer and more
resilient communities in South-East Asia’. The initiative
bolsters the ongoing disaster risk reduction education
initiatives by Lao Red Cross – as well as other National
Societies in the region - as they work successfully in
schools and communities.
3. Lao Red Cross
3
Case study Educate children today and invest in the future
DRR board games
With this support, the IFRC and National Societies have
also been able to develop a number of different interactive
educational materials. When games are introduced to
children, they can learn important messages in a fun way.
And in the context of DRR, games tell children the
importance of specific actions to be taken before, during
and after disasters.
Online games in 8 languages
The IFRC has developed disaster risk reduction guidelines
titled, “Children in disasters: Games and guidelines to
engage youths in risk reduction”, as well as the DVD,
“Disaster Risk Reduction: Learning through play”, which
is available online in the eight main Southeast Asian
languages including Laotian:
http://www.ifrcmedia.org/assets/pages/drr-games/index.html
Interactive flip charts
The IFRC has additionally developed a flip chart titled,
“Once upon a time”. Illustrated below, this learning
tool allows a teacher to tell the story of what a family
needs to remember during a flood. This ranges from
what a community meeting is, to how to respond to an
early warning alarm. It also allows a teacher to borrow
working solutions from their own experience and from
the Laotian context.
The images are in sequence with the “Disaster Risk
Reduction: Learning through play” DVD. Lao Red Cross is
requesting further support from IFRC and donors to
laminate the materials before binding, so teachers can make
notes while delivering the presentation, in order to make
it a more interactive learning experience.
The children who took part in the pilot sessions enjoyed a
DRR game that is modelled on a traditional snakes and
ladders board game.
The game follows a pedagogical model that is grounded in
action-research initiatives. Children who play the game
are encouraged to solve a problem – in this case, to answer
questions, either individually or as a class. The class is
then encouraged to become a small community of practice
as they begin the reflection process with their teachers
after playing the game.
The Lao Red Cross and the IFRC tested it on a large board
measuring 3 metres by 2 metres. The Lao Red Cross hopes
that the output from the reflection process will eventually
be linked to curriculum objectives.
The IFRC has since expanded the project, and after the
pilot, the board was further provided to several schools in
Southeast Asia, adapting it to each local language.
4. Lao Red Cross
4
Case study Educate children today and invest in the future
Observations and recommendations
What next?
With the support of a number of INGOs and the Ministry
of Education and Sports, Khammouan was one of the first
provinces to mainstream DRR into school education.
However, more implementation is needed to cover the
orientation process of more teachers, educators and
officers from the education sector in order to reach more
children in the province.
The Lao Red Cross will continue to work closely with the
Ministry of Education and Sports to integrate and
mainstream DRR into both formal and informal school
education. In this way, the National Society will strive to
reach and empower children in school communities and
to synergize this effort with wider community initiatives.
Salavan, on the other hand, is a province without any DRR
experience. However, it appears to have a great interest in
and understanding of what it is to be disaster ready. Based
on evaluation and feedback, Salavan needs DRR education.
The provinces of Khammouan and Savannakhet have an
awareness of DRR, but need refresher courses to remind
teachers and students of what they learnt before.
The evaluation recognized that 100 per cent of participants
indicated a need for the laminated flip charts to be bigger,
preferably A3 size. The Lao Red Cross test charts were
made in A4. It was also noted that while the test visuals
are good, a bigger set of charts with more colourful
pictures and key messages at the back of each page would
be more exciting for teachers and students, allowing
teachers to use the charts to formulate lessons. Mr Vihath
Sainalivong, Deputy Head of Khongxedon District Education
Department in Salavan, said, “Some primary schools do
not have DVD players and others may not have electricity….
The DVD is more interesting as a tool, but the flip chart is
easier to use.”
Orientation sessions on community-based disaster risk
reduction should be given to primary and secondary
school teachers so that they will gain a sound foundation
in disaster risk reduction and can use this as leverage
when teaching in schools.
The Lao Red Cross, together with Red Cross Red Crescent
Movement partners and non–Movement partners, will
endeavour to provide waterproof flip charts and other
useful teaching aids to further foster the process of
reaching more young people, as children learn relevant
practical skills that they can take back and apply within
their families and communities. The Lao Red Cross
recognizes this is an effective way of saving lives and
minimizing loss to property and livelihoods, and reducing
health risk.
A second field visit would be beneficial to measure the
impact of the work and to assess if the tools provided are
effective and continue to be relevant and easy to use.
Regarding the DRR game, children loved it. Teachers and
educators ranked the game as 100 per cent relevant
to mainstreaming disaster risk reduction. Games are
preferred by teachers and students alike, as they are fun
and engaging. Students and teachers commented that it
was easier to learn new ideas in a fun environment.
æ
For further information, please contact:
International Federation of Red Cross and Red Crescent Societies
South-East Asia Regional Delegation, Ocean Tower 1, 5th floor, 170/11-12 Sukhumvit soi 16,
Klong-toey, 10110 Bangkok, Thailand
Tel: +66 (0)26 618 201 | Fax: +66 (0)26 619 322
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