This document provides guidance for teachers on planning effective lessons using the 2015 Virginia History and Social Science Standards of Learning. It suggests teachers consider what students need to know, do, and experience during the lesson to maximize understanding. Examples are given of lesson experiences that engage students in higher-level thinking and help them make connections. The document also discusses using maps, charts and other tools to help students analyze geographic and historical concepts.
This document discusses various ways that technology can be used in social studies education, including simulations, digital storytelling, geospatial technologies, and GPS. It provides examples of using devices and software for activities, communication, word processing, multimedia tools, and instructional software. Guidelines are presented for adaptive learning, responsible work, copyright, assessment rubrics, telecommunications, and sample lesson plans. Overall, the document explores how technology can enhance social studies instruction in many areas.
The document discusses tools for teaching 21st century skills, including using technology like blogs, wikis, podcasts, and online maps to promote collaboration, communication, creativity, and problem solving. It provides examples of how to incorporate these tools into project-based learning, digital storytelling, and other lessons to engage students and teach critical thinking. The document advocates experimenting with one of the suggested tools in January classes to revitalize teaching and learning.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. It describes having students work collaboratively in groups to complete a timeline of colony settlements using Xtimeline, locate colonies on Google Earth, write answers to questions and save websites using Google Docs and Delicious. The objectives are for students to understand colony locations, founding dates, important figures, how religion and geography impacted the colonies. Students will create a comic strip using ToonDoo to tell the story of their assigned colony region. The lesson is standards-aligned and intended to take place over one month during and outside of class. Screenshots provide examples of the online tools.
This document contains the daily lesson log for a class on Empowerment Technologies taught by Mark A. San Andres. The log outlines the objectives, content, learning resources, procedures, and reflections for lessons taught from October 9-13. The objectives are focused on demonstrating an understanding of ICT as a tool for social change and mobilization. The content covers ICT as a platform for change. Learning resources include textbooks and additional materials. Procedures include reviewing past lessons, presenting examples of social issues and how ICT was used to address them, discussions, developing mastery through activities, and finding applications to daily life. Reflections focus on student performance and progress, effectiveness of teaching strategies, and areas where additional support is
This document outlines an evaluation workshop with the following aims: understanding evaluation context and methods, sharing case studies, and learning about evaluation research and examples. The workshop activities include recapping evaluation methods, conducting interviews, analyzing data, reviewing evaluation reports, presenting demographic information using mapping software, and considering evaluation strategies. Examples of evaluation methods that could be tried include using online surveys, participant observation, and consulting pupils in advance of a program. Recommended evaluation resources are also provided.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. The objectives are for students to create a timeline of colony settlements using Xtimeline, locate colonies on a map using Google Earth, collaboratively write answers to questions about colonies using Google Docs, save useful websites using Delicious, and create a comic strip about their assigned colony region using ToonDoo. The lesson will take place over one month with students working in groups and conducting research both in class and at home. Standards addressed include writing, history, and technology operation skills.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. It describes having students work collaboratively in groups to complete a timeline of colony settlements using Xtimeline, locate colonies on Google Earth, write collaboratively using Google Docs, create a comic strip telling the story of their assigned colony region using ToonDoo, and save useful websites using Delicious. The objectives are for students to understand the founding dates and locations of the colonies, important people, how religion affected life, and how geography influenced economy. Standards covered include writing, history, and technology.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. The objectives are for students to create a timeline in Xtimeline, locate colonies in Google Earth, collaboratively write answers to questions using Google Docs, create a comic strip using ToonDoo, and save websites in Delicious. Working in groups, students will research one of three colony regions and complete the tasks. The lesson incorporates standards for history, English, and technology and is designed to equip students with skills for success in the 21st century by using online resources and collaboration.
This document discusses various ways that technology can be used in social studies education, including simulations, digital storytelling, geospatial technologies, and GPS. It provides examples of using devices and software for activities, communication, word processing, multimedia tools, and instructional software. Guidelines are presented for adaptive learning, responsible work, copyright, assessment rubrics, telecommunications, and sample lesson plans. Overall, the document explores how technology can enhance social studies instruction in many areas.
The document discusses tools for teaching 21st century skills, including using technology like blogs, wikis, podcasts, and online maps to promote collaboration, communication, creativity, and problem solving. It provides examples of how to incorporate these tools into project-based learning, digital storytelling, and other lessons to engage students and teach critical thinking. The document advocates experimenting with one of the suggested tools in January classes to revitalize teaching and learning.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. It describes having students work collaboratively in groups to complete a timeline of colony settlements using Xtimeline, locate colonies on Google Earth, write answers to questions and save websites using Google Docs and Delicious. The objectives are for students to understand colony locations, founding dates, important figures, how religion and geography impacted the colonies. Students will create a comic strip using ToonDoo to tell the story of their assigned colony region. The lesson is standards-aligned and intended to take place over one month during and outside of class. Screenshots provide examples of the online tools.
This document contains the daily lesson log for a class on Empowerment Technologies taught by Mark A. San Andres. The log outlines the objectives, content, learning resources, procedures, and reflections for lessons taught from October 9-13. The objectives are focused on demonstrating an understanding of ICT as a tool for social change and mobilization. The content covers ICT as a platform for change. Learning resources include textbooks and additional materials. Procedures include reviewing past lessons, presenting examples of social issues and how ICT was used to address them, discussions, developing mastery through activities, and finding applications to daily life. Reflections focus on student performance and progress, effectiveness of teaching strategies, and areas where additional support is
This document outlines an evaluation workshop with the following aims: understanding evaluation context and methods, sharing case studies, and learning about evaluation research and examples. The workshop activities include recapping evaluation methods, conducting interviews, analyzing data, reviewing evaluation reports, presenting demographic information using mapping software, and considering evaluation strategies. Examples of evaluation methods that could be tried include using online surveys, participant observation, and consulting pupils in advance of a program. Recommended evaluation resources are also provided.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. The objectives are for students to create a timeline of colony settlements using Xtimeline, locate colonies on a map using Google Earth, collaboratively write answers to questions about colonies using Google Docs, save useful websites using Delicious, and create a comic strip about their assigned colony region using ToonDoo. The lesson will take place over one month with students working in groups and conducting research both in class and at home. Standards addressed include writing, history, and technology operation skills.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. It describes having students work collaboratively in groups to complete a timeline of colony settlements using Xtimeline, locate colonies on Google Earth, write collaboratively using Google Docs, create a comic strip telling the story of their assigned colony region using ToonDoo, and save useful websites using Delicious. The objectives are for students to understand the founding dates and locations of the colonies, important people, how religion affected life, and how geography influenced economy. Standards covered include writing, history, and technology.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. The objectives are for students to create a timeline in Xtimeline, locate colonies in Google Earth, collaboratively write answers to questions using Google Docs, create a comic strip using ToonDoo, and save websites in Delicious. Working in groups, students will research one of three colony regions and complete the tasks. The lesson incorporates standards for history, English, and technology and is designed to equip students with skills for success in the 21st century by using online resources and collaboration.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. It describes having students work collaboratively in groups to complete a timeline of colony settlements using Xtimeline, locate colonies on Google Earth, write collaboratively using Google Docs, create a comic strip telling the story of their assigned colony region using ToonDoo, and save useful websites using Delicious. The objectives are for students to understand the founding dates and locations of the colonies, important people, how religion affected life, and how geography influenced economy. Standards addressed include writing, history, and technology.
This document provides guidance for a mini lesson on late 19th century United States history. It includes learning goals, essential questions, and standards for students to create an infographic on a topic related to economic and technological developments after Reconstruction. Students must select an approved topic, incorporate relevant information and multimedia into their infographic using an online tool. They are to cite at least six credible sources in MLA format and share their infographic on Twitter with a provided hashtag. The lesson aims to teach students about the impacts of railroads, inventions, and business monopolies on westward expansion and American life at this time.
Authentic learning how to facilitate community improvement through project-...rebekahmorris23
This presentation introduces educators and administrators to the basics of community improvement through project-based learning. This Powerpoint explains how teachers can align their projects to Georgia Standards of Excellence while also creating cross curricular projects that improve student engagement and that immediately impact their community. Teachers will also learn how to conduct asset mapping and needs assessments within their classroom in order to align community assets with community needs, resulting in a healthy, sustainable model for community development.
Teaching visualization: effective communication in visual formatsMargot
This document discusses effective strategies for teaching visual literacy. It defines a visually literate person as someone who can interpret visual media, use images effectively to design and communicate, and understand ethical issues related to visuals. It provides examples of visual literacy standards and competencies, such as determining needed visual materials and interpreting meanings from images. Effective practices for presentations using visuals are also outlined, such as using images and words together, limiting one idea per slide, and making slides understandable within three seconds. Sample assignments are proposed to help students develop visual communication skills.
The document summarizes a two-year project that used internet-based activities to help first-year geoscience students develop their understanding of 3D spatial relationships. The project tested students' spatial skills before and after using the online activities. It provided over 40 activities covering topics like minerals, fossils, volcanoes, and maps. Student feedback on the activities was positive and showed improved spatial awareness after using the resources. The project aims to help students who struggle with visualizing 3D relationships, which is an important skill for geoscience disciplines.
This document discusses making decisions about integrating technology into teaching. It provides examples of using a SNOWY framework to select appropriate tools for different lessons. Specifically, it models applying SNOWY to choose tools for two sample lessons - one on historical events influencing 9/11 for 9th grade world history, and another on whether the US should supply more troops to Afghanistan for 12th grade AP government. The selected tools include reading Wikipedia and BBC articles, watching a United Streaming video, using a group webquest, creating a timeline, and writing an objective for the 9th grade lesson.
The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
This document provides an overview and introduction to an International Baccalaureate Diploma Programme Mathematics Higher Level workbook created by Goodshepherd International School. The workbook is designed to prepare students for IBDP Math HL examinations in 2014 and focuses on building problem-solving skills, testing reverse processes, connecting topics to real-life applications and history, and exploring concepts in different ways. It covers topics like circular functions, trigonometry, and binomial theorem through exercises that apply different command terms to thoroughly practice various approaches.
This document contains a daily lesson log from Crecencia Drucila Lopez Senior High School. The lesson plan is for Technical Drafting and focuses on drafting structural layout and details. The objectives are for students to identify structural terms, draft foundation plans individually and collaboratively, and write a reflection on the importance of strong foundations. The content covered structural terms, different structures and details, and drafting foundation plans. The procedures involve reviewing concepts, examples, discussions, practice drafting, and assessments. Resources include textbooks, laptops, and materials for drafting.
This presentation was delivered on Oct. 20th at the IBM executive conference. The presentation looks at how the Ottawa Catholic School Board is transitioning to a 21st Century Learning and Teaching District. The focus is on pedagogy and not just technology.
Effect of mixed media visualization on learner perceptions and outcomesBond University
Pilot study presented at the 25th Australasian Conference on Information Systems - examining the effect of mixed media visualization on learner perceptions and outcomes in 3D spatial modeling. Presented is an evaluation of physical and virtual media (3D Printed, Virtual Reality and 2D Projection) and several core guidelines for more in-depth research on the interaction between media for improved learning in domains which really on visualizations and manipulations.
The document discusses the need to update K-12 curriculum for 21st century learners. It advocates designing curriculum around essential questions, big ideas, and skills that prepare students for an uncertain future. Curriculum mapping is presented as a way to align curriculum within and across grade levels, integrate new technologies and resources, and make curriculum more globally connected and socially networked.
The document provides details about the School of Environmental Studies at Lagos State Polytechnic in Nigeria. It describes the school's six departments, hierarchy of staff members, proposed input-process-output system, shortcomings and solutions. The school aims to produce creative and skilled graduates through its departments of Architecture, Art and Design, Building Technology, Estate Management, Quantity Survey, and Urban Planning. It outlines the school's activities, tools used, and goals of preparing students for successful careers.
Learning in the wild: designing for location-based experiencesLiz FitzGerald
This document discusses designing location-based learning experiences using mobile technologies. It presents three case studies: 1) augmenting visitor experiences at heritage sites using different mobile technologies, finding that simplicity is important; 2) comparing people-led and technology-led audio tours of a historical event, finding social interaction enhanced learning; and 3) Situ8, an app for user-generated location-based media creation and sharing to support informal learning about places. The document advocates designing for context, balancing authoritative and user-generated content, and addresses challenges of in-the-wild research and location-based mobile learning.
This document is a daily lesson log for a Grade 12 Media and Information Literacy class. Over four days, the lesson objectives progress from identifying traditional and new media to defining information literacy. On the first day, learners are expected to identify and discuss the characteristics of traditional and new media. The second day focuses on technological and cultural determinism and searching theories of information and media. The third day covers normative press theories and evaluating media in the Philippines. Finally, the fourth day defines information literacy and its components. Learning resources include textbooks, presentations, and online videos. Assessment includes activities analyzing cartoons, media types, and information literacy. The teacher reflects on teaching strategies, difficulties, and innovations.
The presentation provided examples of how technology can be used to teach social studies in three ways: integrated instruction, simulated environments, and traditional drill and practice. Specific technologies discussed included digital storytelling, virtual field trips, and geographic information systems lessons. Challenges to teaching social studies like it being less emphasized on assessments and lack of resources were also covered. The presentation provided many examples of software, websites and tools that can support social studies instruction and engagement for both general education students and those with special needs.
This document outlines an interdisciplinary workshop on international week 2020 led by Professors Jon Fairburn and Jess Power. It discusses their backgrounds working across various facilities and disciplines. It presents the need for interdisciplinary studies to address complex issues too broad for a single discipline. An example project of students from the film department working with local farmers on promotional films is described. Reflections from various disciplines on interdisciplinary collaboration are shared. The document concludes with proposing a sustainability week event and providing resources to aid its planning.
This document provides updates on changes to the GCSE geography specification in the UK, effective 2009. It discusses the reasons for changes, including updating content, encouraging innovative teaching and assessment, and incorporating 14-19 curriculum developments. It also summarizes projects involving young people's perspectives in geography and controlled assessments replacing exams.
This document provides an introduction to Western methods of policy analysis. It defines policy as advice that relates to public decisions and is informed by social values. Policy analysis goes beyond personal decision making and is a social and political activity. The document outlines some commonly used elements and methods of Western policy analysis, including defining the problem, constructing alternatives, selecting criteria, and deciding on the best policy. It notes that Western policy analysis is influenced by Judeo-Christian values like democracy, liberalism, individualism, and materialism. The document also provides an example of how the Navajo Nation currently takes a more reactive crisis-based approach to policy making at the chapter level without thorough analysis.
The document discusses the United States' foreign policy and involvement in international organizations. It describes the goals of U.S. foreign policy as maintaining national security, supporting democracy, promoting world peace, and providing aid to people in need. It also outlines the roles of the president and Congress in foreign policy and discusses various alliances and international organizations, including NATO, the United Nations, and its six divisions which are the General Assembly, Security Council, Economic and Social Council, International Court of Justice, Trusteeship Council, and Secretariat.
This document outlines a lesson plan for 5th grade students to research and learn about the 13 colonies using various online tools. It describes having students work collaboratively in groups to complete a timeline of colony settlements using Xtimeline, locate colonies on Google Earth, write collaboratively using Google Docs, create a comic strip telling the story of their assigned colony region using ToonDoo, and save useful websites using Delicious. The objectives are for students to understand the founding dates and locations of the colonies, important people, how religion affected life, and how geography influenced economy. Standards addressed include writing, history, and technology.
This document provides guidance for a mini lesson on late 19th century United States history. It includes learning goals, essential questions, and standards for students to create an infographic on a topic related to economic and technological developments after Reconstruction. Students must select an approved topic, incorporate relevant information and multimedia into their infographic using an online tool. They are to cite at least six credible sources in MLA format and share their infographic on Twitter with a provided hashtag. The lesson aims to teach students about the impacts of railroads, inventions, and business monopolies on westward expansion and American life at this time.
Authentic learning how to facilitate community improvement through project-...rebekahmorris23
This presentation introduces educators and administrators to the basics of community improvement through project-based learning. This Powerpoint explains how teachers can align their projects to Georgia Standards of Excellence while also creating cross curricular projects that improve student engagement and that immediately impact their community. Teachers will also learn how to conduct asset mapping and needs assessments within their classroom in order to align community assets with community needs, resulting in a healthy, sustainable model for community development.
Teaching visualization: effective communication in visual formatsMargot
This document discusses effective strategies for teaching visual literacy. It defines a visually literate person as someone who can interpret visual media, use images effectively to design and communicate, and understand ethical issues related to visuals. It provides examples of visual literacy standards and competencies, such as determining needed visual materials and interpreting meanings from images. Effective practices for presentations using visuals are also outlined, such as using images and words together, limiting one idea per slide, and making slides understandable within three seconds. Sample assignments are proposed to help students develop visual communication skills.
The document summarizes a two-year project that used internet-based activities to help first-year geoscience students develop their understanding of 3D spatial relationships. The project tested students' spatial skills before and after using the online activities. It provided over 40 activities covering topics like minerals, fossils, volcanoes, and maps. Student feedback on the activities was positive and showed improved spatial awareness after using the resources. The project aims to help students who struggle with visualizing 3D relationships, which is an important skill for geoscience disciplines.
This document discusses making decisions about integrating technology into teaching. It provides examples of using a SNOWY framework to select appropriate tools for different lessons. Specifically, it models applying SNOWY to choose tools for two sample lessons - one on historical events influencing 9/11 for 9th grade world history, and another on whether the US should supply more troops to Afghanistan for 12th grade AP government. The selected tools include reading Wikipedia and BBC articles, watching a United Streaming video, using a group webquest, creating a timeline, and writing an objective for the 9th grade lesson.
The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
This document provides an overview and introduction to an International Baccalaureate Diploma Programme Mathematics Higher Level workbook created by Goodshepherd International School. The workbook is designed to prepare students for IBDP Math HL examinations in 2014 and focuses on building problem-solving skills, testing reverse processes, connecting topics to real-life applications and history, and exploring concepts in different ways. It covers topics like circular functions, trigonometry, and binomial theorem through exercises that apply different command terms to thoroughly practice various approaches.
This document contains a daily lesson log from Crecencia Drucila Lopez Senior High School. The lesson plan is for Technical Drafting and focuses on drafting structural layout and details. The objectives are for students to identify structural terms, draft foundation plans individually and collaboratively, and write a reflection on the importance of strong foundations. The content covered structural terms, different structures and details, and drafting foundation plans. The procedures involve reviewing concepts, examples, discussions, practice drafting, and assessments. Resources include textbooks, laptops, and materials for drafting.
This presentation was delivered on Oct. 20th at the IBM executive conference. The presentation looks at how the Ottawa Catholic School Board is transitioning to a 21st Century Learning and Teaching District. The focus is on pedagogy and not just technology.
Effect of mixed media visualization on learner perceptions and outcomesBond University
Pilot study presented at the 25th Australasian Conference on Information Systems - examining the effect of mixed media visualization on learner perceptions and outcomes in 3D spatial modeling. Presented is an evaluation of physical and virtual media (3D Printed, Virtual Reality and 2D Projection) and several core guidelines for more in-depth research on the interaction between media for improved learning in domains which really on visualizations and manipulations.
The document discusses the need to update K-12 curriculum for 21st century learners. It advocates designing curriculum around essential questions, big ideas, and skills that prepare students for an uncertain future. Curriculum mapping is presented as a way to align curriculum within and across grade levels, integrate new technologies and resources, and make curriculum more globally connected and socially networked.
The document provides details about the School of Environmental Studies at Lagos State Polytechnic in Nigeria. It describes the school's six departments, hierarchy of staff members, proposed input-process-output system, shortcomings and solutions. The school aims to produce creative and skilled graduates through its departments of Architecture, Art and Design, Building Technology, Estate Management, Quantity Survey, and Urban Planning. It outlines the school's activities, tools used, and goals of preparing students for successful careers.
Learning in the wild: designing for location-based experiencesLiz FitzGerald
This document discusses designing location-based learning experiences using mobile technologies. It presents three case studies: 1) augmenting visitor experiences at heritage sites using different mobile technologies, finding that simplicity is important; 2) comparing people-led and technology-led audio tours of a historical event, finding social interaction enhanced learning; and 3) Situ8, an app for user-generated location-based media creation and sharing to support informal learning about places. The document advocates designing for context, balancing authoritative and user-generated content, and addresses challenges of in-the-wild research and location-based mobile learning.
This document is a daily lesson log for a Grade 12 Media and Information Literacy class. Over four days, the lesson objectives progress from identifying traditional and new media to defining information literacy. On the first day, learners are expected to identify and discuss the characteristics of traditional and new media. The second day focuses on technological and cultural determinism and searching theories of information and media. The third day covers normative press theories and evaluating media in the Philippines. Finally, the fourth day defines information literacy and its components. Learning resources include textbooks, presentations, and online videos. Assessment includes activities analyzing cartoons, media types, and information literacy. The teacher reflects on teaching strategies, difficulties, and innovations.
The presentation provided examples of how technology can be used to teach social studies in three ways: integrated instruction, simulated environments, and traditional drill and practice. Specific technologies discussed included digital storytelling, virtual field trips, and geographic information systems lessons. Challenges to teaching social studies like it being less emphasized on assessments and lack of resources were also covered. The presentation provided many examples of software, websites and tools that can support social studies instruction and engagement for both general education students and those with special needs.
This document outlines an interdisciplinary workshop on international week 2020 led by Professors Jon Fairburn and Jess Power. It discusses their backgrounds working across various facilities and disciplines. It presents the need for interdisciplinary studies to address complex issues too broad for a single discipline. An example project of students from the film department working with local farmers on promotional films is described. Reflections from various disciplines on interdisciplinary collaboration are shared. The document concludes with proposing a sustainability week event and providing resources to aid its planning.
This document provides updates on changes to the GCSE geography specification in the UK, effective 2009. It discusses the reasons for changes, including updating content, encouraging innovative teaching and assessment, and incorporating 14-19 curriculum developments. It also summarizes projects involving young people's perspectives in geography and controlled assessments replacing exams.
This document provides an introduction to Western methods of policy analysis. It defines policy as advice that relates to public decisions and is informed by social values. Policy analysis goes beyond personal decision making and is a social and political activity. The document outlines some commonly used elements and methods of Western policy analysis, including defining the problem, constructing alternatives, selecting criteria, and deciding on the best policy. It notes that Western policy analysis is influenced by Judeo-Christian values like democracy, liberalism, individualism, and materialism. The document also provides an example of how the Navajo Nation currently takes a more reactive crisis-based approach to policy making at the chapter level without thorough analysis.
The document discusses the United States' foreign policy and involvement in international organizations. It describes the goals of U.S. foreign policy as maintaining national security, supporting democracy, promoting world peace, and providing aid to people in need. It also outlines the roles of the president and Congress in foreign policy and discusses various alliances and international organizations, including NATO, the United Nations, and its six divisions which are the General Assembly, Security Council, Economic and Social Council, International Court of Justice, Trusteeship Council, and Secretariat.
This document discusses the challenges that ethnicity and national identity pose to the European Union. It outlines three main types of challenges: from dominant nationhood, ethnic/immigrant minorities, and dominant ethnicity. Dominant nationhood may fear loss of sovereignty. Ethnic minorities could strengthen dominant ethnic groups. Dominant ethnicity may fear cultural changes from immigration and challenge multiculturalism. The document also discusses the rise of far-right nationalist parties and debates around multiculturalism, assimilation, and civic nationalism in Europe.
This document provides tips for improving presentation skills. It recommends planning the presentation by clarifying the purpose, knowing the audience, taking notes but not writing out the full speech. When giving the presentation, the document suggests telling the audience the main points, then making those points, then recapping what was said. Techniques like varying speech pace, moving around, using visual aids and maintaining eye contact are also covered. The document emphasizes planning, practicing the presentation multiple times, speaking clearly while being yourself, and not panicking if things do not go exactly to plan.
Indian Nationalism and Independence (1).pptMudassirJatala
1. The document discusses the history of Indian independence and the creation of Pakistan, from British rule of India in the late 19th century to the partition in 1947.
2. It led to the rise of nationalism in both the Indian National Congress and Muslim League, with leaders like Gandhi, Jinnah, and Nehru advocating for self-rule.
3. Gandhi employed nonviolent civil disobedience through campaigns like the Salt March, but Hindu-Muslim tensions rose and the British ultimately granted independence, partitioning India and creating Pakistan in 1947.
Andrew and Noah - Empire State Building.pptxMudassirJatala
The document provides basic facts, history, and interesting details about the Empire State Building. It notes that the building was constructed in 1931 and five workers died during construction. It has over 6,500 windows, 1,860 steps, and 73 elevators. The original owner was Walter P. Chrysler and it cost $40,948,900 to build. The Empire State Building became famous as one of the most iconic office buildings, and it has been featured in many famous films. It is now a museum that attracts over 3.5 million visitors annually.
This document discusses the history and development of new media. It covers topics like the definition of new media, the information revolution brought on by digitization and networking, the building of the internet through international cooperation on standards, and the characteristics of new media like convergence and interactivity. It also addresses social issues around new media like the knowledge gap and challenges around privacy and intellectual property.
The document discusses the roles and structures of effective political parties. It notes that political parties are a cornerstone of democracy as they represent social interests, provide policy choices, and allow citizens to participate politically. The document outlines that while parties can vary, they commonly have structures like constitutions, branches, and subgroups. It emphasizes that effective parties are transparent, democratic, and promote communication and the participation of women.
This document summarizes a lecture on theories of the welfare state and healthcare systems. It discusses key variables like types of welfare states, political systems, and interest groups. It also examines different theoretical approaches for understanding policy change, including social context theories, actor-centered theories, and institutional theories. The lecture compares concepts like preferences, power, and resources within different theoretical frameworks and maps out causal factors like social structures, politics, and institutions that can influence policy outcomes.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
Easily Verify Compliance and Security with Binance KYCAny kyc Account
Use our simple KYC verification guide to make sure your Binance account is safe and compliant. Discover the fundamentals, appreciate the significance of KYC, and trade on one of the biggest cryptocurrency exchanges with confidence.
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
How MJ Global Leads the Packaging Industry.pdfMJ Global
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2. DISCLAIMER
Reference within this presentation to
any specific commercial or non-
commercial product, process, or
service by trade name, trademark,
manufacturer or otherwise does not
constitute or imply an endorsement,
recommendation, or favoring by the
Virginia Department of Education.
3. Questions to Ask During Planning
Essential Components in Planning an Effective Lesson
using the 2015 History and Social Science Standards of
Learning
• What do students need to know and understand by the end of this lesson?
• What do students need to do during this lesson?
• Which historical thinking skills are best suited for this standard?
• What other content material should be added to provide historical context and
richness to the lesson in order to maximize student understanding of the
standard?
• What student learning experiences would be most effective during this lesson?
• How can I check for understanding effectively and accurately to measure the
students’ content knowledge and historical thinking skills?
3
7. 2015 SOL Skill Progression
7
2008 Standards:
Understand content
2015 Standards:
Understand content by
applying the skill.
Skills are aligned with English Standards
9. The experiences should be –
• engaging,
• rigorous with higher level thinking
questions,
• relevant
(connecting time periods, places, and
events to the present day).
10. Experiences
• Engaging- promoting
discussion, collaboration,
and understanding
• Opportunities to practice
social science skills using
various content
• Varied throughout the
lesson to help students
make connections
• Worksheets
• Specific to one
Standard, topic, or
course
10
11. Standards
Skills - WG1.c:
The student will demonstrate skills for historical thinking,
geographical analysis, economic decision making, and
responsible citizenship by creating, comparing, and
interpreting maps, charts, graphs, and pictures to determine
characteristics of world regions.
Content - WG3.b:
The student will apply the concept of a region by describing
how regional landscapes reflect the physical environment
and the cultural characteristics of their inhabitants
1
1
13. World Geography Sample Lesson Ib: WG.11
This style of lesson is great for predicting and using evidence.
Students are given a picture and asked to analyze the cultural
landscape to then identify the location
14. GSI: Geographic Scene Investigation
I. What do you see?
This looks like it’s in the city because this is multiple floors and lots of electric lines and
telephone poles. The buildings don’t look finished and there isn’t any glass in the
windows so it’’s probably in an LDC. They could be apartment buildings so that means
there’s a lot of people around (just not in this picture). There is a “HomeWorks South”
billboard with some different writing (with wavy writing, pos. Sandskrit?) above it which
means this city has multiple languages. The date on the billboard is like how the British
write their dates so maybe connected to Britain. There is a thatch roof on that lean-to in
front of the picture. The trees are green and look tropical. There are flags and other signs
(not in English) over the door. There is a car and a motorcycle in the picture but no paved
roads. It looks dirty. There are metal fans like exhaust fans all over the lean-to by the
motorcycle. This might be someone’s business.
Student Example taken from VGA “WHAT WORKS”
Lesson 5 by Penny Anderson
https://php.radford.edu/~vga/?page_id=3691
1
4
15. GSI: Geographic Scene Investigation
II. Where might this be?
Since this looks like it’s an LDC with a lot of people, and it looks tropical, and the
writing is in both English and wavy writing (like Sandskrit) and it’s got electricity and
lots of buildings, and India used to be the British crown colony, I think it is Mumbai,
India.
Teacher’s Note:
Although this is not India, the student was very observant to see in the photo signage,
architecture, and other cultural items. The student was on the right track with an LDC
that was highly influenced by Britain. This is a picture of Bangkok, Thailand.
Student Example taken from VGA “WHAT WORKS”
Lesson 5 by Penny Anderson
https://php.radford.edu/~vga/?page_id=3691
1
5
16. 1.What do you see? 2. Where might this be?
http://www.arcgis.com/apps/MapTour/index.html?appid=20805a99ccfe47ef863db8f2e8f60525&webmap=7ec41f7a24db4
273baca3e6282824e9f
1
6
17. 1
7
Capetown, South Africa - In addition to other physical
characteristics of South Africa, such as the Drakensburg
Mountains and the Witwaterstrand, is the iconic Table
Mountain overlooking Cape Town. No where else in the
world has a “Table Mountain”.
18. 1.What do you see? 2. Where might this be?
https://php.radford.edu/~vga/?page_id=1766&album=6&photo=55&occur=1
1
8
20. Standards
Skills – WG.1a:
The student will demonstrate skills for historical thinking,
geographical analysis, economic decision making, and responsible
citizenship by: synthesizing evidence from artifacts and primary
and secondary sources to obtain information about the world’s
countries, cities, and environments
Content – WG.15a
The student will apply social science skills to analyze past and resent
trends in human migration and cultural diffusion by: determining how
human migration and cultural diffusion are influenced by social,
economic, political, and environmental factors
2
0
21. Learning Experience
Analyze one map with the “Layers of Inference” Graphic Organizer
• Option 1 - Split into small groups and observe, reflect, and
question each document as a group.
• Option 2 - Create and post large, color pictures of the various
maps. Participants use sticky notes to observe, reflect, and
question in a gallery walk
• Option 3 - create a QR code gallery walk rather than print large
color pictures of the maps.
• Extension - participants create an outline for a response
answering the questions “Where do people choose to settle?
What factors influence their decisions on settlement location?
21
22. SCIM
•Survey: What do you see?
•Contextualize: When does this
take place in history? What other
events are occurring?
•Infer: What do you think is
happening?
•Monitor: What other information
do you want to know?
2
2
Historical Inquiry, Virginia Tech
28. World map indicating the categories of Human Development Index by country (based on 2013 data,
published on July 24, 2014). Very high High Medium Low No data
Human Development World Map
31. Standards
Skills -
SOL WG.1g - The student will demonstrate skills for historical thinking,
geographical analysis, economic decision making, and responsible citizenship
by: analyzing multiple connections across time & place
Content -
SOL WG.2b - The student will analyze how physical and ecological processes
shape Earth’s surface by: describing how humans influence the environment
and are influenced by it
SOL WG.8b & WG.8c - The student will analyze the characteristics of the
Russian and Central Asian regions by: describing major physical and
environmental features & explaining important economic characteristics like
the shrinking of the Aral Sea & declining cotton production in Central Asia
3
1
37. Standards
Skills - SOL WG.1h
The student will demonstrate skills for historical thinking,
geographical analysis, economic decision making, and responsible
citizenship by: using a decision-making model to analyze and
explain the incentives for and consequences of a specific choice
made
Content - SOL WG.17c
The student will apply social science skills to analyze the impact of
globalization by: mapping, describing, and evaluating economic
unions like the European Union (EU)
3
7
38. Decision-Making Models
Effective decision-making models: compare the expected
costs and benefits of alternative choices; identify the costs
and benefits of specific choices made.
Two models or tools
•Cost-Benefit Decision Guide
•PACED
3
8
39. Tool #1
Cost-Benefit Decision Guide
3
9
Tool used for deciding whether or not an action should be taken by
comparing its benefits and costs.
Use when a “Yes or No” decision needs to be made.
Importance of Tool
For Future Decisions – an intentional consideration of less
obvious factors that may be important to the outcome
For Past Decisions – provides context for the decision -
helping to understand why the action was taken and
evaluate whether the best decision was made.
41. 4
1
Britain Leaves the European Union
1) Teachers brainstorm initial
answers and share out, via chart
paper to show what they already
know.
2) Jigsaw teachers into three groups,
each group will focus on specific
issue related to Brexit: Identity,
Economy, or Sovereignty
3) Distribute one-page briefing
paper to each group that matches
their assigned issue and have
them fill their own chart paper of
Cost-Benefit chart.
4) Have each group share out OR
have groups do a gallery walk to
the remaining issues that have
been charted out.
5) To wrap up, have participants
stand by the issue that has the
greatest COSTS, have
participants talk with others
standing in same group and be
prepared to defend their answer.
You can repeat this with
BENEFITS
43. Tool #2
PACED Decision-Making Grid
4
3
Tool necessary when deciding among
various alternatives
by considering the cost and benefits of each
alternative against predetermined criteria.
44. Tool #2
PACED Decision-Making Grid
4
4
How do you decide?
PACED
Identify the Problem
List Alternatives or choices
State the Criteria - What’s most important?
Evaluate
Decide
46. 4
6
Use this model with Brexit
AND/OR use the next slide
with the Chinese migration
example.
If you use Brexit,
model with participant
input (based on what they
just read) how to fill out
chart.
47. 4
7
If you use Chinese Migration Article
(1)Distribute article for teachers to skim.
(2)Fill out PACED decision making model as a group.
Note: This article is about rural Chinese residents migrating to
cities to work and the economic and social implications of their
decision.
“In China, a Rare Return Lunar New Year Allows Migrant
Workers to Leave Jobs in Cities for Rural Homes” from The
Washington Post
Link to the article - http://wpo.st/Ur8o1
48. Exploring topics
What other topics might lend themselves well to using
a decision-making model to analyze and explain the
incentives for and consequences of a specific choice?
Brainstorm your thoughts and add them to the
following shared google doc page.
http://tinyurl.com/WGdecisionmaking
4
8
49. Writing to Learn
● Not graded
● Prior to lesson
●Assess student
background knowledge
● End of lesson
●Check understanding
● Make Connections
● Answer BIG
QUESTION
●Free-write
50. Resources
Current Affairs
• NEWSELA- database of current event articles that can be accessed in different
formats by reading levels. Teachers can use Newsela to differentiate nonfiction
reading. It’s indexed by broad themes (War and peace, Arts, Science, Health,
Law)
• The Guardian- The Guardian is a National British daily newspaper, known until
1959 as the Manchester Guardian. Along with its sister papers The Observer and
The Guardian Weekly, The Guardian is part of the Guardian Media Group, owned
by The Scott Trust Limited.
Economics
•The Economist - The Economist online offers authoritative insight and opinion on
international news, politics, business, finance, science and technology. All online
articles are from The Economist print edition (including those printed only in
British copies) and maintained in a searchable online archive that dates back June
1997. The Economist online is part of The Economist Group and is responsible for
The Economist on the internet with offices in New York, London and San
Francisco, and a growing worldwide editorial staff.
•Virginia Council on Economic Education
5
0
51. Reflections:
3 things you learned,
2 ways you can use this learning in
your class, and
1 question you still have
5
1
53. World Geography Presenters
53
Brennan Sigel Hanover bsigel@hcps.us
Kelly Stead Norfolk Kestead@nps.k12.va.us
Bethany Augrom Stafford augrombl@staffordschools.net
Diana Jordan Arlington Diana.jordan@apsva.us
Sherry Cole Washington scole@wcs.k12.va.us
Jill Pritt Campbell
County
jpritt@campbell.k12.va.us
54. 5
4
Christonya Brown, K-12, History and Social Science Coordinator
E-mail: Christonya.Brown@doe.virginia.gov
Betsy Barton, Elementary, History and Social Science Specialist
E-mail: Betsy.Barton@doe.virginia.gov
Virginia Department of Education
Jill Nogueras, English and History and Social Science Specialist
E-mail: Jill.Nogueras@doe.virginia.gov