Here are potential responses to your questions:
Teachers' experience: The Ultranet allows easy access to student profiles and work samples. Teachers can efficiently plan lessons, assign tasks, provide feedback and monitor progress. Communication with parents is streamlined.
Students' experience: Students have a personalized learning space. They can access lessons and submit work from anywhere via the web. Peer collaboration is supported. Progress is visible.
Parents' experience: Parents get a window into their child's learning via the learner profile and work samples. Two-way communication with teachers is simple. Student progress and feedback is transparent.
An irresistible use case: A virtual field trip - students in different schools collaborate in real-time to "
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
This document provides a guide for teachers to select the appropriate Moodle tool based on the intended pedagogical purpose and ease of use. It outlines various Moodle tools and their ability to disseminate information, assess learning, enable communication and collaboration, and align with Bloom's taxonomy. The guide recommends tools best suited for different tasks and notes when planning and design are required to take full advantage of a tool's capabilities.
This study examined students' perceptions of e-assessment in a collaborative blended learning environment. The researchers investigated a distance education module taken by postgraduate students over two years. A blended approach incorporated both online and face-to-face elements, including group work, peer assessment, and the collaborative production of literature reviews. Results showed that students found peer assessment activities increasingly relevant and less difficult over time as practices evolved. The study provides insights into quality assurance and the role of user-generated content in online and blended learning environments.
The document provides guidance on using Edmodo, a social learning network for teachers, students, schools and districts. It outlines key features such as creating a safe online environment, posting assignments, communicating with students and parents, tracking grades, and accessing professional development resources. The steps to get started include completing a profile, creating groups, posting initial materials, and joining subject communities to access classroom content. Support includes webinars, help center documentation, and an online support community.
The document provides an overview and getting started guide for Edmodo, a social learning network for teachers, students, schools and districts. It summarizes that Edmodo allows users to connect, exchange ideas, share content, and access homework, grades and school notices in a safe, closed environment. The document outlines how to set up an account as a teacher or student, create groups and classes, post assignments, quizzes and grades, and integrate Edmodo into the classroom.
This document discusses the strategic integration of formal and informal learning through personal learning environments (PLEs) and social media. It explores how learning technologies can support self-regulated learning processes. Various web-based pedagogical tools are categorized according to the self-regulated learning processes they support. The document also examines how instructors use these tools to facilitate self-regulation, and how social media can be leveraged to create PLEs that foster self-directed learning.
The document describes a digital workbook (DWB) created by Opus Learning to track student interactions and reflections during online learning. The DWB records student notes, quiz responses, and messages as they interact with content. This data provides insights into learning behaviors and needs for intervention. It also forms an audit trail for authentication and a longitudinal record of learning for assessment. Benefits of the DWB include improved content through learner feedback, rich data for analysis, and a holistic assessment strategy across courses. The DWB aims to enhance the social learning experience by facilitating personal, peer, and instructor interactions.
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
This document provides a guide for teachers to select the appropriate Moodle tool based on the intended pedagogical purpose and ease of use. It outlines various Moodle tools and their ability to disseminate information, assess learning, enable communication and collaboration, and align with Bloom's taxonomy. The guide recommends tools best suited for different tasks and notes when planning and design are required to take full advantage of a tool's capabilities.
This study examined students' perceptions of e-assessment in a collaborative blended learning environment. The researchers investigated a distance education module taken by postgraduate students over two years. A blended approach incorporated both online and face-to-face elements, including group work, peer assessment, and the collaborative production of literature reviews. Results showed that students found peer assessment activities increasingly relevant and less difficult over time as practices evolved. The study provides insights into quality assurance and the role of user-generated content in online and blended learning environments.
The document provides guidance on using Edmodo, a social learning network for teachers, students, schools and districts. It outlines key features such as creating a safe online environment, posting assignments, communicating with students and parents, tracking grades, and accessing professional development resources. The steps to get started include completing a profile, creating groups, posting initial materials, and joining subject communities to access classroom content. Support includes webinars, help center documentation, and an online support community.
The document provides an overview and getting started guide for Edmodo, a social learning network for teachers, students, schools and districts. It summarizes that Edmodo allows users to connect, exchange ideas, share content, and access homework, grades and school notices in a safe, closed environment. The document outlines how to set up an account as a teacher or student, create groups and classes, post assignments, quizzes and grades, and integrate Edmodo into the classroom.
This document discusses the strategic integration of formal and informal learning through personal learning environments (PLEs) and social media. It explores how learning technologies can support self-regulated learning processes. Various web-based pedagogical tools are categorized according to the self-regulated learning processes they support. The document also examines how instructors use these tools to facilitate self-regulation, and how social media can be leveraged to create PLEs that foster self-directed learning.
The document describes a digital workbook (DWB) created by Opus Learning to track student interactions and reflections during online learning. The DWB records student notes, quiz responses, and messages as they interact with content. This data provides insights into learning behaviors and needs for intervention. It also forms an audit trail for authentication and a longitudinal record of learning for assessment. Benefits of the DWB include improved content through learner feedback, rich data for analysis, and a holistic assessment strategy across courses. The DWB aims to enhance the social learning experience by facilitating personal, peer, and instructor interactions.
Getting your-students-started on the Ultranetthsieh
This document provides guidance for teachers on introducing students to the Ultranet online learning platform. It includes information on registering students and setting passwords, discussing safe and responsible online behavior, using collaborative learning spaces, setting learning goals and portfolios, and accessing tools and applications. The document guides teachers through training students step-by-step using an interactive student guide, discussing policies and supervising students' first interactions on the Ultranet.
SMART tests are short, specific mathematics assessments that provide instant feedback for teachers. They are used before teaching a topic to inform instruction. Teachers sign up for an account online at http://www.smart-test.edu.au/teacher/ and choose a quiz from the index. They then provide students with the test code to log in and take the quiz on any device. Teachers can immediately access students' results to identify their understanding and plan instruction accordingly.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
The document provides instructions for a School Portal Administrator to customize their school's community page on the portal. It outlines how to:
1. Manage pages and assign administrator rights to edit the school page. This allows customizing the look and feel of the page through editing stylesheets, applying school logos, and setting permissions.
2. Change the look and feel of individual pages by selecting page themes or entering custom CSS styles.
3. Apply a school logo which appears in the top left corner of each page.
4. View the changes by accessing the school's community page where additional content like calendars, news, policies can be added and organized for the school community.
Privacy, copyright, ip and safe use presentation finalthsieh
The document provides information about privacy, safe and responsible use, and copyright/intellectual property regarding the Ultranet release. It outlines what student and teacher data is available, how privacy is protected, roles and access rights, and expectations for appropriate use. Teachers are responsible for moderating spaces and modeling safe online behaviors, and can use copyrighted content under fair use provisions but should otherwise link to or use endorsed content.
The document discusses plans to further implement the Ultranet digital learning platform in Victorian schools in 2011. It will prioritize bringing all users onboard and supporting teachers to integrate Ultranet into classroom practice. It also announces professional learning days on using iPads for learning and developing Ultranet implementation plans, and provides registration numbers for casual staff and school visitors who use Ultranet.
The document outlines the roles and responsibilities of a School Portal Administrator in the Ultranet. A School Portal Administrator can customize the look and feel of the school's community page by changing colours, backgrounds, and adding the school logo. They can also access and manage all active spaces created by the school. The document provides steps for coaches to assign School Portal Administrator rights to other users, and instructions for School Portal Administrators to create and modify organisation pages, apply custom stylesheets to change appearances, and display the school's page.
The document provides instructions for Northcote High School teachers to establish customized Ultranet design spaces for their classes. It explains how to copy a template design space, adapt it by adding images, videos, and documents, and share it with students by adding members. Key steps include copying a template, renaming pages, uploading YouTube or ClickView videos, and adding uploaded documents to content libraries for easy access by other teachers.
Verb Viper is an educational game that aims to improve student performance in verbs. It provides corrective feedback to students and motivates engagement through multiple levels and topics. While it keeps students focused through sound and game levels, it lacks student interaction and physical involvement, and has a plain design with low reinforcement. The presenters demonstrate the game and evaluate it as having an excellent score based on grading standards.
The document discusses plans to further implement the Ultranet digital learning platform in Victorian schools in 2011. It will prioritize bringing all users onboard and supporting teachers to integrate Ultranet into classroom practice. It also announces professional learning days on using iPads for learning and developing Ultranet implementation plans, and mentions releasing a checklist survey to identify training needs.
The 9-step literacy walk framework provides a structured process for conducting classroom observations to improve literacy teaching and learning. The framework involves preparing teachers, conducting classroom visits with a small team, discussing observations, and providing feedback. The purpose is to identify effective practices, areas for development, and support teacher growth through collaborative reflection.
This document provides information about a group project on Abraham Lincoln that students will complete. Students will be split into groups and assigned a time period of Lincoln's life to research. They will use approved websites to fill out a worksheet and create a PowerPoint presentation. Following group presentations, there will be a quiz. The project aims to develop 21st century skills and teach students about appropriate internet use and creating presentations.
This document summarizes a webquest activity for students to research Abraham Lincoln in groups. Students will be assigned a time period of Lincoln's life and complete worksheets and a presentation. They will use approved websites for research and develop skills like critical thinking, teamwork, and compromise. The teacher will assess students on content knowledge, computer use, delegation of work, organization, and writing. The goal is for students to learn about Lincoln and develop 21st century skills through group research and presentations.
The document provides an overview of the flipped classroom model compared to the traditional classroom model. It explains that in a flipped classroom, direct instruction from lectures is moved outside of the classroom through videos or other online resources. This allows class time to be used for interactive learning activities where the teacher guides students as they apply concepts. The document lists online tools that can be used like Edmodo and wikispaces for students to access lectures and interact online. It emphasizes that educational technology and classroom activities are important elements of flipped learning that influence the learning environment.
This document provides instructions for a group project on Abraham Lincoln. Students will be split into groups and assigned a time period of Lincoln's life to research. Each group will use approved websites to gather information and fill out a worksheet. Groups will then present their findings in a 5 minute PowerPoint presentation. Following the presentations, there will be a quiz over Lincoln's life. The document outlines the project steps and provides evaluation criteria for assessing students' work.
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
The document is a report submitted by a student teacher documenting their observation of a high school English class. It includes details about the student teacher, cooperating teacher, date of observation, and school. It then compares the traditional and progressive approaches to curriculum, noting differences in teacher vs student-centered focus, memorization vs open-ended questions, and individual vs group work. The student teacher provides insights that the two approaches complement each other and both aim to improve student learning. In their analysis, the student teacher explains why both approaches should be considered and how the philosophies observed in the class relate to curriculum.
Blended Learning: How do you know it when you see it?Rob Darrow
This document discusses blended learning and how to define it. It begins by introducing the International Association for K-12 Online Learning (iNACOL) and their focus on providing leadership in online and blended learning. The rest of the document discusses defining blended learning and examining what it looks like through different frameworks. It explores blended learning models and the roles of teachers, administrators, students and parents in blended learning environments. Examples of blended schools are provided and questions are asked at the end.
The document discusses the teaching and learning process. It defines key terms, outlines seven principles of effective teaching and learning, and describes the four aspects and educational spiral model. It also compares the education process to the nursing process, noting they both involve assessment, planning, implementation, and evaluation to achieve behavioral outcomes and monitor quality.
Getting your-students-started on the Ultranetthsieh
This document provides guidance for teachers on introducing students to the Ultranet online learning platform. It includes information on registering students and setting passwords, discussing safe and responsible online behavior, using collaborative learning spaces, setting learning goals and portfolios, and accessing tools and applications. The document guides teachers through training students step-by-step using an interactive student guide, discussing policies and supervising students' first interactions on the Ultranet.
SMART tests are short, specific mathematics assessments that provide instant feedback for teachers. They are used before teaching a topic to inform instruction. Teachers sign up for an account online at http://www.smart-test.edu.au/teacher/ and choose a quiz from the index. They then provide students with the test code to log in and take the quiz on any device. Teachers can immediately access students' results to identify their understanding and plan instruction accordingly.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
The document provides instructions for a School Portal Administrator to customize their school's community page on the portal. It outlines how to:
1. Manage pages and assign administrator rights to edit the school page. This allows customizing the look and feel of the page through editing stylesheets, applying school logos, and setting permissions.
2. Change the look and feel of individual pages by selecting page themes or entering custom CSS styles.
3. Apply a school logo which appears in the top left corner of each page.
4. View the changes by accessing the school's community page where additional content like calendars, news, policies can be added and organized for the school community.
Privacy, copyright, ip and safe use presentation finalthsieh
The document provides information about privacy, safe and responsible use, and copyright/intellectual property regarding the Ultranet release. It outlines what student and teacher data is available, how privacy is protected, roles and access rights, and expectations for appropriate use. Teachers are responsible for moderating spaces and modeling safe online behaviors, and can use copyrighted content under fair use provisions but should otherwise link to or use endorsed content.
The document discusses plans to further implement the Ultranet digital learning platform in Victorian schools in 2011. It will prioritize bringing all users onboard and supporting teachers to integrate Ultranet into classroom practice. It also announces professional learning days on using iPads for learning and developing Ultranet implementation plans, and provides registration numbers for casual staff and school visitors who use Ultranet.
The document outlines the roles and responsibilities of a School Portal Administrator in the Ultranet. A School Portal Administrator can customize the look and feel of the school's community page by changing colours, backgrounds, and adding the school logo. They can also access and manage all active spaces created by the school. The document provides steps for coaches to assign School Portal Administrator rights to other users, and instructions for School Portal Administrators to create and modify organisation pages, apply custom stylesheets to change appearances, and display the school's page.
The document provides instructions for Northcote High School teachers to establish customized Ultranet design spaces for their classes. It explains how to copy a template design space, adapt it by adding images, videos, and documents, and share it with students by adding members. Key steps include copying a template, renaming pages, uploading YouTube or ClickView videos, and adding uploaded documents to content libraries for easy access by other teachers.
Verb Viper is an educational game that aims to improve student performance in verbs. It provides corrective feedback to students and motivates engagement through multiple levels and topics. While it keeps students focused through sound and game levels, it lacks student interaction and physical involvement, and has a plain design with low reinforcement. The presenters demonstrate the game and evaluate it as having an excellent score based on grading standards.
The document discusses plans to further implement the Ultranet digital learning platform in Victorian schools in 2011. It will prioritize bringing all users onboard and supporting teachers to integrate Ultranet into classroom practice. It also announces professional learning days on using iPads for learning and developing Ultranet implementation plans, and mentions releasing a checklist survey to identify training needs.
The 9-step literacy walk framework provides a structured process for conducting classroom observations to improve literacy teaching and learning. The framework involves preparing teachers, conducting classroom visits with a small team, discussing observations, and providing feedback. The purpose is to identify effective practices, areas for development, and support teacher growth through collaborative reflection.
This document provides information about a group project on Abraham Lincoln that students will complete. Students will be split into groups and assigned a time period of Lincoln's life to research. They will use approved websites to fill out a worksheet and create a PowerPoint presentation. Following group presentations, there will be a quiz. The project aims to develop 21st century skills and teach students about appropriate internet use and creating presentations.
This document summarizes a webquest activity for students to research Abraham Lincoln in groups. Students will be assigned a time period of Lincoln's life and complete worksheets and a presentation. They will use approved websites for research and develop skills like critical thinking, teamwork, and compromise. The teacher will assess students on content knowledge, computer use, delegation of work, organization, and writing. The goal is for students to learn about Lincoln and develop 21st century skills through group research and presentations.
The document provides an overview of the flipped classroom model compared to the traditional classroom model. It explains that in a flipped classroom, direct instruction from lectures is moved outside of the classroom through videos or other online resources. This allows class time to be used for interactive learning activities where the teacher guides students as they apply concepts. The document lists online tools that can be used like Edmodo and wikispaces for students to access lectures and interact online. It emphasizes that educational technology and classroom activities are important elements of flipped learning that influence the learning environment.
This document provides instructions for a group project on Abraham Lincoln. Students will be split into groups and assigned a time period of Lincoln's life to research. Each group will use approved websites to gather information and fill out a worksheet. Groups will then present their findings in a 5 minute PowerPoint presentation. Following the presentations, there will be a quiz over Lincoln's life. The document outlines the project steps and provides evaluation criteria for assessing students' work.
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
The document is a report submitted by a student teacher documenting their observation of a high school English class. It includes details about the student teacher, cooperating teacher, date of observation, and school. It then compares the traditional and progressive approaches to curriculum, noting differences in teacher vs student-centered focus, memorization vs open-ended questions, and individual vs group work. The student teacher provides insights that the two approaches complement each other and both aim to improve student learning. In their analysis, the student teacher explains why both approaches should be considered and how the philosophies observed in the class relate to curriculum.
Blended Learning: How do you know it when you see it?Rob Darrow
This document discusses blended learning and how to define it. It begins by introducing the International Association for K-12 Online Learning (iNACOL) and their focus on providing leadership in online and blended learning. The rest of the document discusses defining blended learning and examining what it looks like through different frameworks. It explores blended learning models and the roles of teachers, administrators, students and parents in blended learning environments. Examples of blended schools are provided and questions are asked at the end.
The document discusses the teaching and learning process. It defines key terms, outlines seven principles of effective teaching and learning, and describes the four aspects and educational spiral model. It also compares the education process to the nursing process, noting they both involve assessment, planning, implementation, and evaluation to achieve behavioral outcomes and monitor quality.
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...Michael Barbour
Barbour, M. K. (2011, April). Exploring models of effective primary and secondary e-learning. An invited keynote presentation to the Southern Central Divide Information Communication Technology Professional Development Cluster’s Leading Innovation in a Broadband World conference, Ashburton, New Zealand.
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
This document discusses inquiry-based learning and its benefits. It notes that inquiry-based learning encourages students to take ownership of their learning, become co-creators of knowledge, and develop important skills like critical thinking that are useful for an uncertain world. The document provides examples of student feedback that praised inquiry-based learning for allowing active engagement, facilitating learning through doing, and making the learning experience more stimulating. It also outlines the schedule and assessments for a social work course that uses inquiry-based learning.
The document discusses a workshop for college faculty on applying Bloom's taxonomy to improve their teaching methods. The workshop will ask faculty to design a new course activity focused on higher-order thinking skills. During the workshop, faculty will discuss Bloom's taxonomy, identify higher-order thinking verbs, and work together to design an activity for their course emphasizing higher-level skills. They will then submit a proposal for the new activity to the dean to demonstrate applying what they learned about Bloom's taxonomy and improving instruction. The goal is to help faculty move away from purely lecture-based teaching and toward methods that promote deeper learning.
The document provides strategies for instructional designers to create e-learning courses that stay relevant to students' needs. It discusses using asynchronous tools to allow students to engage with course material at any time. Synchronous web tools like VoIP, chats, web conferences and virtual worlds are recommended to enhance engagement. Collaborative learning strategies can help students develop skills through peer interaction and multiple perspectives. The document also covers factors that influence learning like cognitive load, styles, and the environment. It recommends considering these factors when designing content and interactions to maximize comprehension.
ELTIP Enriched learning through interdisciplinary project 2017 philosophyMarvin Bronoso
This document discusses modern approaches to student learning assessment. It advocates for assessment that is ongoing, formative, and helps students take ownership of their learning. Role-playing is presented as one approach, where students perform scenarios and receive feedback to apply lessons in a real-world context. The benefits of role-playing assessment include increased achievement, information retention, and developing skills like critical thinking and collaboration. Overall, the document promotes assessing students through experiential, integrated tasks that involve students directly applying their learning.
This document provides an analysis and design plan for an online professional development course for PreK-4 teachers. The goals are to (1) prepare teachers for effective science lab instruction and (2) provide strategies for hands-on, inquiry-based science and technology integration. Baseline data will be collected on current resources, teacher skills and comfort levels, and student performance. The self-paced online course will allow teachers flexibility to learn independently or collaboratively. Potential challenges include teacher resistance to change and lack of experience with online learning. Close collaboration with the school administrator will be needed to understand teacher needs and gather demographic data to ensure course success.
This document discusses assessment and its role in the learning process. It emphasizes that assessment should primarily be formative and focus on supporting student learning. Effective assessment provides clarity for students by setting clear learning intentions and success criteria. Teachers need skills like using a variety of assessment methods, analyzing data, and involving students in the assessment process through self-assessment and peer assessment. The goal is to help students understand their own progress and set new learning goals.
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
The document discusses the use of study guides in OpenCourseWare to guide students through the learning process in the absence of teacher interaction. It notes that regular classrooms provide teacher guidance and peer/teacher interaction that is lacking in OCW. Study guides can offer information on how to approach course materials and study as well as links to other relevant resources, fulfilling some of the functions of an instructor. The document differentiates between general study guides with tips for OCW learning and course-specific guides tailored to individual classes.
The document provides instructions for uploading videos to the Ultranet education platform in 3 steps:
1. Log into the Fuse website using your teacher login and upload the video file, providing a name and description.
2. Once uploaded, copy the embed code below the video.
3. Paste the embed code into the wiki or blog post on Ultranet and save. The video will then be displayed on the Ultranet page.
The document discusses the Ultranet, an online learning management system used in Victorian government schools. It provides an introduction to the Ultranet team at NHS and describes key features of the Ultranet, including spaces for design, collaborative learning, and the community. It also notes that NHS is participating in a lighthouse project to help teachers and students effectively use the Ultranet and support a 1:1 computer program, with findings shared with other schools. Examples of potential school focuses and uses of design and collaborative spaces on the Ultranet are also provided.
The document discusses the implementation of learning intentions at John Fawkner College. It formed a teaching and learning team to build a consistent approach using learning intentions in all classrooms. The team highlighted research showing that clear learning intentions improved student achievement. It surveyed staff and students, challenged resistance, supported teachers, and created accountability through observation and reviews. The goal was to establish clear, consistent, and explicit learning intentions as a whole-school approach based on research showing their educational benefits.
The document discusses driving change in education through innovation. It notes that current practices may not be working as well as they could given changes in students' expectations and preferences. Students prefer learning with peers and through practical activities rather than copying from boards. Theories of action are proposed for whole schools and individual teachers to foster curiosity and achievement, including setting high expectations, using inquiry-based learning, establishing teaching protocols, and incorporating feedback and collaborative work. Precise teaching tailored to individual students is advocated to better engage and personalize learning.
Jamie Oliver took on the challenge of improving school meals across 60 schools and 20,000 students in Greenwich. This required building relationships to overcome fears of change and risk taking. Oliver focused on a few key changes through behavior change and continuous learning. He increased transparency to build accountability and empowered peers to work together towards their shared goals of improving school meals.
This document outlines Kotter's 8-step model for leading change and discusses how Jamie Oliver implemented school dinner reforms. It recommends matching Oliver's actions to Kotter's model, identifying steps that could be improved. Leaders are asked to reflect on a current change effort, list strategies used, and determine how to strengthen areas like establishing urgency, empowering stakeholders, and securing short-term wins.
The document provides guidance on giving and receiving constructive feedback in order to improve outcomes. It discusses establishing moral purpose and ethical leadership, making decisions based on student impact, and acknowledging positive feedback. Guidelines are given for giving constructive feedback, including maintaining respect, focusing on solutions, and asking for responses. Challenges like resistance to change and defensiveness are addressed. Requesting feedback from others as a leader is also covered. The overall message is that constructive feedback done well can be a positive learning experience for improvement.
Literacy Walks are designed to improve literacy teaching and student achievement through focussed classroom observations. A Literacy Walk involves a small team visiting classrooms to observe literacy practices for 15 minutes each. The team collects evidence on classroom environment, student work and teacher practices without judgement. After each visit, the team discusses their observations to identify strengths and questions, then provides feedback to teachers to guide professional learning. The goal is for schools to engage in ongoing reflective practice through Literacy Walks to continuously improve literacy instruction.
This document describes several types of classroom observations that can be implemented in schools to improve teaching and learning: instructional rounds, literacy/numeracy walks, Japanese lesson study, peer observations/triads, peer shadowing/mentoring, and coaching. For each observation type, the document provides details on purpose, process, considerations for implementation, and potential resources. It suggests that schools select a focus, determine protocols, and allocate time for observation cycles, debriefing, and follow-up in order to successfully adopt these observation strategies.
This document outlines different types of classroom observation methods and provides details on how each could be implemented. It discusses instructional rounds, literacy/numeracy walks, Japanese lesson study, peer observations, peer shadowing, and coaching. For each observation type, the document describes the purpose, process, considerations for implementation, and potential benefits. It suggests that schools select a focus, establish protocols, and allocate time for observation as well as pre-briefings, debriefings and feedback when implementing these strategies.
This document discusses triads and professional learning teams (PLTs) and their purpose and processes. It explains that a triad involves 3 teachers focusing on improving teaching practice through reciprocal classroom observations and feedback, while a PLT involves a larger group using data to investigate and evaluate teaching strategies to improve student outcomes. Both aim to develop teacher efficacy. The document provides guidance on forming triads, the observation and feedback process, and organizing the work of the triad to support teacher reflection and development of pedagogical skills.
1. To export a complete space, go to Actions > Manage Pages and select Export. This will export the space along with all pages and permissions to a .lar file that can be imported elsewhere.
2. It is best to create the space in the area it will be imported to avoid issues with mismatched banners.
3. To import the exported space, create a new space, go to Manage Pages and select Import to browse and select the .lar file. The imported space and all pages will be added.
The document discusses plans for implementing iPads and the Ultranet system in schools. It notes that in 2011 the focus will shift to fully implementing Ultranet by ensuring all users have access and supporting teachers in integrating it into classroom lessons. It also mentions an upcoming implementation planning day and that a survey was conducted to identify training needs to help schools effectively adopt Ultranet.
This document provides instructions for generating and printing parent/guardian welcome letters in the Identity and Access Management system. It discusses the different types of welcome letters that can be generated based on a student's living arrangements. The steps to access the delegated administrator application and select the task to generate letters are outlined. Important tips are provided around updating student information, generating letters in batches, printing and distributing the letters securely to the appropriate parents/guardians.
The document provides a 7-step process for parents/guardians to log in to the Ultranet for the first time:
1. Obtain a welcome letter from the school with a unique key
2. Enter email details and accept terms and conditions on the Ultranet website
3. Enter the unique key and student details
4. Complete personal details and set up security questions
5. Set up an account with a secure password
6. Check email for a confirmation link and activate the account
7. Log in to the Ultranet with username and password
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
2. What’s the BIG Idea?
The Ultranet connects people,
places, spaces and ideas.
It is an online student centred
learning environment that supports
high-quality learning and teaching,
connects students and parents and
enables efficient knowledge transfer.
It enables a rich knowledge
framework for schools, making
classrooms without walls possible
3. leading tools forstudents to take students,
Web 2.0information
facilitated knowledgeof studentfor greater
opportunities for in online curriculum curriculum
student practice lookingpersonalised planning,
a continuous recordfor access for teachers
online, 24/7 anywheretransferstudents to &
contemporary teachers & learning
system & customised
delivery
collaborate within
for Victoria delivery
sharing &assessment
responsibility the&
planning&overfor their learning
progress& teachers across
parents acrosstime State schools
The Ultranet will deliver….
6. EducationWorkflow
Product Workflow Using the Ultranet, Planning can include:
• Organising your Learning Tasks in a way that
suits you or your school
• Create a variety of Learning Tasks for your
students
• Assign a Standard to each Learning Task
7. EducationWorkflow
Product Workflow Using the Ultranet, Planning can include:
Teaching
• Organising your resourcesTasks Spaces that
Using Release 1 Learning and in a way
• suits you or youraccess to web-based content
Providing direct school
• Create a variety of Learning Tasks for your
Providing self-paced learning opportunities
• students individualised curriculum
Providing
• Assign a Standard to each Learning Task
STUDENT VIEW
TEACHER
8. EducationWorkflow
Product Workflow Using the Ultranet, Teaching cancan include:
Assessment include:
• Using Release 1 resources and Spaces
Dynamic Reporting
• ProvidingFeedback (Observations) content
Dynamic direct access to web-based
• Providing self-pacedvisual data
• Student Profile learning opportunities
• Providing individualised curriculum
STUDENT VIEW
TEACHER
4.50 4.75 4.50
4.50 4.75 4.50
4.75 5.00 5.00
9. EducationWorkflow
Product Workflow Using the Ultranet, Student Data look like:
Using the Ultranet, Assessment can include:
• ManuallyReportingdata:
• Dynamic entered
• Confirmation of Standard achievement
• Dynamic Feedback (Observations)
• Observations (comments)
• Coming soon:
• Individual visual
• Student Profiletasks data
• Overall progress
• Dynamic data:
• Task progress feeds
• Standard demonstration progress feeds
• Individual Task Observation feeds
TEACHER VIEW STUDENT VIEW
10. Privacy (who sees what?)
IMPORTANT: This should be a key component of
your communication with staff
Key areas of interest
DYNAMIC SYSTEMS
• Creation of Learning Tasks in a class means instant access by students and
parents (by default)
• Learning Tasks and Observations won’t go through a peer monitoring system
to check for errors (by default)
PARENT AND STUDENT COLLABORATION IN THE REPORTING SYSTEM
• Parents have access to tasks and observations created by teachers for their
child (by default)
• Parents and students can comment on teacher observations (by default)
11.
12. QUESTIONS?
1. CONNECT
How are the ideas and information connected to what you
already know?
2.EXTEND
What new ideas did you get that extend your thinking in new
directions?
3. CHALLENGE
What is still challenging or confusing for you?
14. Teacher, Parent, Student:
Learner Profile for a student (Relationship View)
Click breadcrumbs to
return to a previous page
Relationship
View Teacher, student
Teacher only or parent can
can click on a click on a
class to drill teacher for more
down information
Parent uses this
button to access
their child’s
eXpress space
15. Teacher, Parent, Student:
Learner Profile for a student (Profile View)
Click the dropdown
arrow in the top-right
of each box to drill
down to more detail
Profile
View
Click a class in the list to
go directly to the profile
view for that class
Click the Progress
Data will be progressively button to see detailed
built up over time. reports
This view is available to teachers,
students and parents
18. Parent: View child’s work on a Learning Item (Journal)
View teacher’s
instructions to
students
View journal
entries submitted
by child and by
the teacher
19. Parent: View teacher’s feedback on a Learning Item
View Comments and
Grades or Marks
recorded by the teacher
for this item.
View
Demonstrations
recorded by the
teacher for this item.
To add an
Observation
click the New
button
21. Parent: Review child’s Confirmations, Demonstrations and Opportunities
Select
child
Click to view
Demonstrations and
Opportunities
Click to view
detail of
Confirmation
27. Education Workflow
How the Ultranet
supports quality
learning and teaching
28. Student Data
• Teachers can readily
access rich, up-to-date
information about their
students…
• Where are my Ultranet functionality?
students up to
with their
learning?
29. Plan
• Teachers can readily collaborate
with their colleagues and share
their curriculum planning.
• Data can be used to plan and
deliver a more personalised
curriculum
What and • Digital learning resources can
how do I be incorporated.
want my • Collaborative learning can be
students to facilitated through web 2.0
learn? tools
Ultranet functionality?
30. Teach
• Learning tasks are delivered
online or offline and are
facilitated by the teacher
• The teacher monitors student
• How do I learning
actively
support and • Ultranet functionality?
monitor my
student’s
learning?
31. Assess
• Teachers can assess and
record student progress
online.
• Students capture evidence of
their learning
What evidence
of learning • Ultranet functionality?
have my
students
demonstrated?
35. e5
DETERMINES READINESS FOR LEARNING
What will the teacher say and do?
Engage SAY DO
Assesses prior knowledge
What did we learn yesterday? Differentiated tasks / groupings
Identifies a purpose for Students involved in pre lesson
What do we know about…?
learning discussion about what they
What strategies did you use?
Connects to students’ lives Where do we use this in know.
everyday life? Encourage students to share
What language/words might we strategies previously used or
use/hear? that may be used.
How might you learn/do it? Encourage/ prompt confident
reflections by students.
Stipulate lesson focus.
Explicitly teach correct
vocabulary. Brainstorm and
discuss.
Establish a clear focus for
learning and share with
students.
Help students make
connections to the real world.
36. e5
FACILITATE SUBSTANTIVE CONVERSATION
What will the teacher say and do?
Elaborate SAY
Promotes thinking DO
Maintains the flow of
conversation What do you think….? The teacher will question
Builds on participants How do you know…..? others to build on and
ideas Can anyone add evaluate student
information… responses.
How can we……? The teacher will provide
Could you tell me more a range of entry points
…. for students to work at
Give me an own level.
example……. The teacher will provide
challenging tasks.
The teacher will promote
teacher /student and
student/student
conversation.
37. e5
CULTIVATES HIGHER ORDER THINKING
What will the teacher say and do?
Elaborate SAY
Structures learning tasks DO
Extends learning to new
contexts How can we use these The teacher will provide an
Provides feedback understandings in another activity /activities to promote
Adjusts instruction situation? evaluation, analyising and
What if….? synthesizing.
If we know this what does The teacher will encourage
that mean when applied prediction/justification of
to……? strategies.
Why did you do that? The teacher facilitates
students to apply
understandings to make
generalisation. (see rules and
patterns.
The teacher will present
problem solving tasks to
students.
38. QUESTIONS?
Can you describe the user experience of the Ultranet
(from the Teachers', Students', Parents' point of views)
Can you describe a use-case for the Ultranet which makes
it utterly irresistible & seductive?
What would you invent to extend, or improve the
Ultranet? (It needn't be technology.)