The document discusses strategies from Robert Marzano's research on effective classroom instruction and ways to integrate those strategies with instructional technology. Some of the key strategies mentioned include identifying similarities and differences, summarizing and note-taking, reinforcing effort and providing recognition, increasing value in homework and practice, using non-linguistic representations, incorporating cooperative learning, setting objectives and providing feedback, and using questions, cues, and advanced organizers. Specific technologies are suggested for implementing each strategy, such as comparison matrices, summary frames, rubrics, and interactive games and websites.
This was the last part of my presentation in National Meet ,NCERT,New Delhi on 22nd Dec,2012 celebration of National Mathematics Year.This slide show will give idea to teachers about the use of Technology in Teaching Mathematics.
Pratima Nayak,KV,Fort William,Kolkata
pnpratima@gmail.com.
Digital learning design framework and toolkit – Teesside’s story
Since its launch in 2019, the Teesside University online learning project, a strategic, change and transformation initiative across the institution yields a 90% retention rate for learners.
The course teams take part in an Academic Transformation Programme which utilises a very similar version of this toolkit, designed for full-fledge online learning course design and delivery model, supporting staff to design courses that offer a rich experience that is based on excellent teaching and learning literature from across the world.
Their collaboration with Jisc brings a wide-scale national and international dimension to digital learning design. The digital learning design framework and toolkit can be a fundamental action you take to ensure not just one department, not just one school, but an entire institution can move towards effective and creative learning design in a structured and supportive way, enabling scaled-up transformative change.
A presentation by John Sumpter, subject specialist: digital practice (leadership), Jisc and Ann Thanaraj, assistant academic registrar leading the digital transformation of learning and teaching, Teesside University
This was the last part of my presentation in National Meet ,NCERT,New Delhi on 22nd Dec,2012 celebration of National Mathematics Year.This slide show will give idea to teachers about the use of Technology in Teaching Mathematics.
Pratima Nayak,KV,Fort William,Kolkata
pnpratima@gmail.com.
Digital learning design framework and toolkit – Teesside’s story
Since its launch in 2019, the Teesside University online learning project, a strategic, change and transformation initiative across the institution yields a 90% retention rate for learners.
The course teams take part in an Academic Transformation Programme which utilises a very similar version of this toolkit, designed for full-fledge online learning course design and delivery model, supporting staff to design courses that offer a rich experience that is based on excellent teaching and learning literature from across the world.
Their collaboration with Jisc brings a wide-scale national and international dimension to digital learning design. The digital learning design framework and toolkit can be a fundamental action you take to ensure not just one department, not just one school, but an entire institution can move towards effective and creative learning design in a structured and supportive way, enabling scaled-up transformative change.
A presentation by John Sumpter, subject specialist: digital practice (leadership), Jisc and Ann Thanaraj, assistant academic registrar leading the digital transformation of learning and teaching, Teesside University
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
Sociotechnical Walkthrough Workshop@AECT17 Isa Jahnke
The half-day workshop has two goals, understanding and applying of the Sociotechnical-Walkthrough (STWT). The STWT is a participatory design and development method that supports collaborative work among educational designers, programmers and users (e.g., learners, teachers) to elicit workflows and communication processes while anticipating technology support. Participants will learn how to apply the STWT in different stages of a project—STWT can be used in the beginning of projects or during IT refinement to gain deeper understanding of specific functionalities.
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This presentation provides an overview of how Acorn high school has made strides to become a school that prepares students for 21st century teaching and learning.
Active-Meaningful Learning with Technologies Isa Jahnke
Bei der Anwendung von Internet-fähigen Technologien in der Weiterbildung, beim Online-Lernen und mit zunehmender Integration von mobilen Endgeräten im Alltag entstehen neue Lehr- und Lernräume: CrossActionSpaces. Dies sind dynamische, flexible Informations- und Kommunikationsräume, in denen Lernende die richtigen Antworten online suchen oder diskutieren können. Herausforderungen sind, um einige zu nennen, die Vielzahl falscher Informationen und fehlendes kritisches oder systemisches Denken. Hier kann das Digitale Didaktische Design (DDD) als Lehr-/Lernstrategie helfen. DDD fördert die Gestaltung von Lernen mit Technologien anstelle des Lernens durch Technologien. DDD es ist ein aktivitäts-basiertes Didaktik-Modell, das von der der Grundannahme ausgeht, dass Lernende nicht aufgrund der Aktivitäten der Lehrenden lernen, sondern durch eigene Aktivitäten. Zentrales Element des DDD ist, dass Lernende Artefakte in einem iterativen Prozess erstellen, kritisch reflektieren und verbessern. In der Keynote wird das DDD und Beispiele für meaningful learning with technologies in Weiterbildung und Fernstudium vorgestellt.
Technology Class presentation to class at Fordham Uniersity, It is meant for classroom teachers to broaden understanfing of integrating technology into teaching and learning.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
Sociotechnical Walkthrough Workshop@AECT17 Isa Jahnke
The half-day workshop has two goals, understanding and applying of the Sociotechnical-Walkthrough (STWT). The STWT is a participatory design and development method that supports collaborative work among educational designers, programmers and users (e.g., learners, teachers) to elicit workflows and communication processes while anticipating technology support. Participants will learn how to apply the STWT in different stages of a project—STWT can be used in the beginning of projects or during IT refinement to gain deeper understanding of specific functionalities.
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This presentation provides an overview of how Acorn high school has made strides to become a school that prepares students for 21st century teaching and learning.
Active-Meaningful Learning with Technologies Isa Jahnke
Bei der Anwendung von Internet-fähigen Technologien in der Weiterbildung, beim Online-Lernen und mit zunehmender Integration von mobilen Endgeräten im Alltag entstehen neue Lehr- und Lernräume: CrossActionSpaces. Dies sind dynamische, flexible Informations- und Kommunikationsräume, in denen Lernende die richtigen Antworten online suchen oder diskutieren können. Herausforderungen sind, um einige zu nennen, die Vielzahl falscher Informationen und fehlendes kritisches oder systemisches Denken. Hier kann das Digitale Didaktische Design (DDD) als Lehr-/Lernstrategie helfen. DDD fördert die Gestaltung von Lernen mit Technologien anstelle des Lernens durch Technologien. DDD es ist ein aktivitäts-basiertes Didaktik-Modell, das von der der Grundannahme ausgeht, dass Lernende nicht aufgrund der Aktivitäten der Lehrenden lernen, sondern durch eigene Aktivitäten. Zentrales Element des DDD ist, dass Lernende Artefakte in einem iterativen Prozess erstellen, kritisch reflektieren und verbessern. In der Keynote wird das DDD und Beispiele für meaningful learning with technologies in Weiterbildung und Fernstudium vorgestellt.
Technology Class presentation to class at Fordham Uniersity, It is meant for classroom teachers to broaden understanfing of integrating technology into teaching and learning.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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!
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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.
How libraries can support authors with open access requirements for UKRI fund...
Marrying Marzano W Instructional Technology
1. Marrying Marzano with Instructional Technology based on the research from: Classroom Instruction That Works by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock
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3. Average Percentile Points Gained By Students on Achievement Tests Identifying Similarities and Differences 45 Summarizing and Notetaking 34 Reinforcing Effort & Providing Recognition 29 Increasing Value in Homework and Practices 28 Using Non-linguistic Representations 27 Incorporating Co-operative Learning Effectively 27 Setting Objectives and Providing Feedback 23 Generating and Testing Hypothesis 23 Statistics from Classroom Instruction That Works , p. 7 Utilizing Questions, Cues, & Advanced Organizers 22
8. Summarizing and Notetaking Rule based summary- steps for students to use to decide which information to delete or substitute and which to keep
9. Technology Integration Summary Frames- a series of questions that the teacher provides to students to highlight the critical elements for specific types of information (questions taken from Classroom Instruction That Works , Marzano, p. 35-41) The Narrative Frame The Topic-Restriction-Illustration Frame The Definition Frame The Argumentation Frame The Problem/Solution Frame The Conversation Frame
10. Technology Integration Formatting tools- use Word tools such as underlining, bold, font color, highlighting, bulleted lists, outlining, etc.
22. Technology Integration descriptive patterns - represent facts about specific persons, places, things, and events time-sequence patterns - organize events in a specific chronological order
23. Technology Integration process/cause-effect patterns - organize information into a casual network leading to a specific outcome or into a sequence of steps leading to a specific product generalization/principle patterns - organize information into general statements with supporting examples concept patterns - organize information around a word or phrase that represents entire classes or categories of persons, places, things and events
24. Technology Integration Visualizing is an important strategy students need to use when reading or learning new content. Using digital cameras , MovieMaker , United Streaming , paint programs , and Inspiration are a few resources to help students create mental images by stimulating their thinking. The following visualizing project will help students practice generating mental pictures. The visualization project is a five day project that incorporates reading and rereading of a story, visualizing images, sequencing events, retelling the story, and illustrating the retelling of the story. The project is intending to be used with a picture book that contains a strong sequence. Daily project details are listed below. Day 1 – classroom: Teacher shows visualization PowerPoint to class. First reading of story without illustrations (illustrations are not shown to class until the end of the project)
25. Technology Integration Day 2 - computer lab: Students view story in PowerPoint format and reread story together. Students use KidPix or other drawing program to illustrate one event from the story. Students take story home to reread for homework with parent/guardian (Word document) Day 3 - computer lab: Class reviews story sequence together Students use Inspiration to sequence events of story. (sample) Day 4 – classroom: Students retell story while teacher types retell into Word document using projector, class edits when necessary Day 5 - classroom or computer lab: Students are given book pages from the class retelling of story to illustrate (or students use a paint program to illustrate pages) Student pages are scanned and made into a PowerPoint show for classroom computers
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27. Technology Integration Part 1 - Students created a picture of their invention using a paint program. Pictures were exported and saved as .jpg picture files Part 2 -Students created a web using Inspiration showing what the invention could do. Pictures were exported and saved as .jpg picture files Part 3 -Students used a Powerpoint template to write a paragraph about their invention The picture and web graphics were inserted into the Powerpoint file.
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32. Technology Integration PowerPoint games- download these PowerPoint game templates and change to fit your classroom needs Are You Smarter Than a 5th Grader Wheel of Fortune Jeopardy template 1 Jeopardy template 2 Jeopardy template 3 Who Wants to Be a Millionaire Twenty Questions Guess the Covered Word Hillsborough Squares 1 Hillsborough Squares 2 Weakest Link Undercove r (Concentration) - directions Password