This document is a final reflection by Adery on their student teaching experience. Over the past 7 weeks, Adery has learned about various teaching pedagogies and gained knowledge from teaching experiences. Adery recognizes that as a lifelong learner, they are constantly learning more about what they already know. Adery discusses concepts like student motivation, creating meaningful lessons, and differentiated instruction. Moving forward, Adery plans to focus on authentic assessments, student motivation, and differentiated instruction using technology. Adery will implement blogs, wikis, and iMovies as authentic assessments and aims to employ differentiated instruction coupled with alternative assessments to motivate all students.
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
A passionate student is a learning student. As the people of the world are becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to improve teaching and learning in our schools. Come join in a discussion of why we should all have a sense of urgency for shifting classroom practice toward more engaging approaches that unleash the passion that lies within each student.
A passionate student is a learning student. As the people of the world are becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to improve teaching and learning in our schools. Come join in a discussion of why we should all have a sense of urgency for shifting classroom practice toward more engaging approaches that unleash the passion that lies within each student.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. FINAL REFLECTION ADERY
A. It has been said, “It’s what you know after you know it all that counts.” This
statement holds a truth to life, while at the same time reflects what I have learned over the
last seven weeks. I have studied various pedagogical ideologies and have gained a
wealth of knowledge from my teaching experience, therefore I have a strong
understanding of what it means to motivate and inspire while sculpting young minds.
However, even though I have this knowledge base, I constantly learn more about what I
already know. Each time, an opportunity is presented to strengthen my understanding
and improve my pedagogy. It is what I know after I [think] I know it all that really
counts. When one looks at content from varying perspectives, a new understanding takes
place.
Student motivation is a concept that many teachers, including myself, find
intriguing. What motivates one student does not always motivate the next. I have
learned that there are many outside factors that influence student motivation. As Jere
Brophy (1987) expressed, “motivation to learn is a competence acquired ‘through general
experience but stimulated most directly through modeling, communication of
expectations, and direct instruction or socialization by significant others (especially
teachers and parents)” (Lumsden, 1994). As an educator, it is my ultimate goal to inspire
and motivate students to reach their full potential. With this in mind, achievable
classroom expectations are established for all students to thrive. As a role model, I take
the time to learn about each and every one of my students. The more I know more about
an individual, the better I can motivate. When one takes the time to learn about each
student, open communication, trust, and respect are further established. In turn, a
welcoming learning environment where each student feels important is recognized.
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“Classroom climate is important. If students experience the classroom as a caring,
supportive place where there is a sense of belonging and everyone is valued and
respected, they will tend to participate more fully in the process of learning” (Lumsden,
1994). Through my experience, I have learned that when students know you care about
them, their motivation to achieve and participate is increased. I help students to see the
potential they possess and I motivate them to reach their goals. I am constantly learning
motivational theories and understanding how to implement this driving force in
education, however, knowledge of what I have learned applied to what I already know
strengthens my pedagogy and understanding.
Preparing meaningful lessons, in which all students are successful, is crucial.
“..The idea of understanding is surely distinct from the idea of knowing something”
(Wiggins, G., & McTighe, J., 1998). It is not enough for students to learn facts. “Simply
knowing more facts does not necessarily mean greater understanding; students may learn
facts without having any idea what they mean or why they’re important” (Levstik, L. S.,
& Barton, K. C. (1997). Students learn a wealth of information, however if meaningful
connections are not made, understanding cannot be fostered. I have learned that
meaningful lessons promote transfer of understanding. “The ability to transfer our
knowledge and skill effectively involves the capacity to take what we know and use it
creatively, flexibly, fluently, in different setting or problems, on our own” (Wiggins, G.,
& McTighe, J., 1998). When significant lessons are taught, students can easily
comprehend material and apply the knowledge learned; thus transfer. As an educator is it
my role to create meaningful examples that students can connect. Ultimately, when
students can connect to the material being taught, meaning is attached, and therefore
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greater understanding occurs. Deeper connections can also be made to material through
activities and discussions. Through social interactions, student knowledge is also
improved. “...In a setting where serious activity and/or discussion is possible, that
knowledge is enriched and elaborated by social interactions with people who have also
experienced their own process of getting what’s inside out. Thus learners construct their
sense of the world by applying their old understandings to new experiences and ideas”
(Wiggins, G., & McTighe, J., 1998). Promoting a collaborative learning environment,
where social interaction constructs a reexamination of material presented, allows students
to make connections and create meaning. An in depth understanding of fact based content
builds on prior knowledge, while connections are made in an innovative manner. I have
come to more fully understand that creating a meaningful classroom, where students
make connections to their prior knowledge and life experiences, promotes more than
learning. It builds understanding.
A teacher who understands the theory behind how students learn can more
consistently develop effective plans” (Levstik, L. S., & Barton, K. C. (1997). As a
lifelong learner, I am continuously perceptive as to how students learn and ways in which
to help them grow as individuals. Each student has varying capacities to learn.
Therefore, in order to educate young minds, it is important that I over learn material to be
taught. To impart knowledge in a powerful way, it is necessary to “..Practice the basics
until they become second nature” (Langer, E. (1997). When over learning occurs, I am
able to see multiple perspectives and impart material in a diverse meaningful fashion
allowing students to further understand content. Understanding various learning theories
is applicable to learning my content better in order to achieve differentiated instruction.
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4. FINAL REFLECTION ADERY
Over learning, in part, is acting as a reflective practitioner, where experience and time
will help me evolve as an educator. Through teaching the same content day after day and
year after year, I learn from my students just as they learn from me. Student experiences
and stories give me the opportunities to over learn material, attaching new meaning, as
their knowledge is then added to my understanding. More significance is attached to my
knowledge base and a deeper understanding is gained. Application of learning theories,
coupled with purposeful learning, will encourage differentiated instruction.
Through these courses I have extended my understanding, learning how to
implement differentiated instruction using technology. Teaching …”Emerges from
thinking deeply about the nature of discipline in conjunction with strategies for helping
students learn that discipline over time… Teaching requires the transformation of content
in ways that make it intellectually accessible to students” (Mishra, P., & Koehler, M. J.
(2009, May). Thus, using technology to transform content knowledge, allows students to
gain a better deeper understanding of material. Using Web 2.0 technologies in my
domain speaks to the digital natives, allowing the 21st century students to make
connections, collaborate, and learn in a compelling way. Utilizing technology motivates
students to learn as well as deepens their insight. Providing the opportunity to learn with
technology inspires students to actively participate. There are many ways in which I
aspire to use technology in my classroom. Through implementation of technologies I
have previously incorporated into my pedagogy, I have already observed students more
eager to learn material and reflect upon their experiences. When students are asked to
“blog” instead of write a paper they are engaged void of off task behavior. The
connotation attached to writing a paper is often one of negative feelings, however the
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5. FINAL REFLECTION ADERY
connotation attached to blogging elicits an enthusiastic learner. “Teachers need to
develop a willingness to play with technologies and an openness to building new
experiences for students so that fun, cool tools can be educational” (Mishra, P., &
Koehler, M. J. (2009, May). I have learned a great deal about various Web 2.0
technologies I would like to incorporate in my pedagogy. However, at this time, I need to
develop a greater understanding in order to present these technologies in a meaningful
manner. It is not enough to know about them. Time, practice, and experimenting with
educational technologies will help me to comprehend various programs, giving me a
deeper understanding. Consequentially, these tools will be used in a manner to promote
active engagement.
Understanding Student motivation, preparing meaningful lessons, and over
learning content to the point of mastery, in order to establish differentiate instruction, are
all concepts that I have been taught though my studies and learned as a result of
experience. However, as I gain more knowledge of each of the aforementioned
ideologies, a greater understanding is attached. As a lifelong learner, I am constantly
learning ways in which to impart knowledge in meaningful and innovative ways. As I
revisit theories on student motivation, how to create meaningful lessons, as well as
implementation of differentiated instruction (and what it looks like), I recognize that I
have a vast knowledge base. However, when concepts are re-examined, I acquire a
firmer grasp of understanding this material and therefore execute lessons in a more
powerful manner. Each time I return to concepts that I already know, I analyze them
further. A quality educator reflects on her practice, searching for new ways in which to
become a better teacher, in order to construct a learning environment where students
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understand material and can apply learned concepts to their daily life. In learning to
educate and sculpt young minds, I am on a journey to understand ideologies that will
enable me to inspire youth in a powerful manner.
B. This experience, learning more about technology and various educational
theories, has inspired me to rethink my pedagogy, analyzing resources and professional
development that will improve implementation of my instruction. In order for my
teaching instruction to mature, there are essential areas to focus. Thinking forward I find
that I need to re-evaluate in order to improve my pedagogy, as it pertains to authentic
assessments, student motivation and using differentiated instruction. This process of
reflection and “rethinking” will also include technology not merely as a means to an end,
but help uncover content such that learners are engaged through technology enhanced
lessons and instruction.
I will implement authentic assessments using various technologies, providing
students with an alternative means of measuring retention of material. Allowing students
to be creative, using Web 2.0 technologies, offers an opportunity for students to express
their knowledge in inventive ways. Authentic assessments not only express knowledge,
but an understanding of content. This transfer of knowledge, application of learned
material, provides a more in depth understanding. “Developing the ability to transfer
one’s learning is key to a good education” (Wiggins, G., & McTighe, J., 1998). Providing
students with an opportunity to transfer learned material, allowing deeper understanding
using technology, presents me with more insight with respect to student comprehension.
Furthermore, implementing an alternative means of evaluation, students will be actively
engaged in reflecting upon various units of study. There are a variety of authentic
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assessments that will improve student understanding.
In order to apply authentic assessments effectively in my pedagogy, I will need to
research web resources, books, and journals. Professional development and Michigan
State University educational technology courses will give me greater awareness as I re-
think alternative assessments using technology. Alternative assessments I would like to
integrate into my teaching include blogging, wiki creations, as well as video editing
software such as iMovie.
Blogs are beneficial tools to be used in the classroom, if used properly. As a
teacher, incorporating technology into the classroom in a blog format would not only
motivate students to become more engaged in material it will enhance their technological
skills and deepen understanding of learned material. Weblogs, or blogs, are Web pages
often likened to online personal journals. They are noted for being the "unedited,
published voice of the people" (Winer 2003). Ferdig, R., & Trammell, K. (2004)
Content Delivery in the 'Blogosphere". T.H.E Journal.. Using blogs in my health
education classroom can utilize Web 2.0 technologies as well as hold students
accountable for participation and learning. This alternative means of assessment poses an
opportunity to utilize the computer labs at school in order to engage and enhance student
learning. It has been said “…teachers whose students blog within the context of lessons
report improved writing and dramatically improved attitudes toward learning, classrooms
and schools” (Blog Rules). Integrating blogging in my Health Education classroom will
help students comprehend health material to the point of understanding. This innovative,
alternative assessment will allow students to transfer their learned knowledge and serve
as a means for me to evaluate student cognitive intellectual capacity.
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8. FINAL REFLECTION ADERY
Including Wikis as an alternative means of assessment will allow students to work
collaboratively, generating a group effort in order to truly understand health content.
Students will create a Wiki as a final project for varying units of study. Each group will
be given a different topic as it pertains to the chosen unit. Therefore, student
understanding is deepened and students can collaborate. In implementation of Wikis into
my pedagogy, I will show students how to build Wiki web pages using pbworks.com,
Google Sites as well as Wikispaces. When students are given the opportunity to work
together, multiple perspectives are taken into account, and a greater comprehension of
material is attained.
Incorporating iMovie as a means of assessing student learning will allow students
to tap into their right brain; creativity. Students will be able to produce movies, and edit
them, as they apply their understanding of health related content. One way in which
iMovie will be used as a valid means of measuring student comprehension, is through
generating commercials. Students will be able to utilize programs such as Jing to aid in
the editing process. Each iMovie will signify understanding of health concepts, as
students will have to apply content learned in order to craft a meaningful commercial.
In an effort to motivate students, one needs to utilize differentiated instruction
coupled with alternative assessments. As I re-evaluate my teaching philosophy as it
pertains to the previously mentioned ideologies, I will strive to employ teaching methods
that allow all students to thrive. Differentiated instruction means reaching all learners.
“The intent of differentiating instruction is to maximize each student’s growth and
individual success…” (www.cast.org). When technology is applied to learning, student
motivation is increased and active participation is transpired. Through differentiated
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instruction, using technology, critical thinking skills are elicited. As critical thinking
skills are used, a greater understanding of content occurs. Transformation of known facts
emerges into deeper realizations. Students are motivated when educators find new and
innovative ways in which to present material. As I understand the true meaning of
teaching, I will incorporate technology through differentiated instruction, assessments, as
well as a motivational technique to help students know what they think they know.
Employing technology through teaching will broaden student learning and increase
achievement.
REFERENCES:
Ferdig, R., & Trammell, K. (2004) Content Delivery in the 'Blogosphere". T.H.E Journal.
Lumsden, L. (1994). Student motivation to learn. Eugene, OR: ERIC Clearinghouse
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on Educational Management.
Langer, E. (1997). When practice makes imperfect. In The Power of Mindful
Learning. (pp.9-31). New York : Addison-Wesley.
Levstik, L. S., & Barton, K. C. (1997). The theory behind disciplined inquiry. In Doing
History: Investigating with children in elementary and middle schools (pp. 9-16).
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning &
Leading with Technology, (36)7. 14-18.
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria , VA :
Association for Supervision and Curriculum Development. Chapter 2: Understanding
understanding
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
http://www.edtechmag.com/k12/issues/november-december-2006/blog-rules.html
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