Come on a journey of the senses. Explore content creation, student lead exploration and ‘messy learning’. Balance virtual with real experience! Transform classroom learning using iPads and teaching approaches that draw on modern learning pedagogies. With emphasis placed on Universal Design for Learning.
Please watch this brief educational slideshow to learn why Multisensory Learning is important. Couple this information with a great exhibit (www.bodyadventure.org) designed to teach kids about healthy eating and obesity and you can create a teaching/learning environment that works.
Teaching and learning materials for motor and speech developmentjilu123
Teaching and learning materials -Imortance
Motor development - types of development-activities
VAKT
Speech and Language-materials,Language aquisition,comprehension,receptive and expressive,Functions of language,language delay,activities to foster language development.
Please watch this brief educational slideshow to learn why Multisensory Learning is important. Couple this information with a great exhibit (www.bodyadventure.org) designed to teach kids about healthy eating and obesity and you can create a teaching/learning environment that works.
Teaching and learning materials for motor and speech developmentjilu123
Teaching and learning materials -Imortance
Motor development - types of development-activities
VAKT
Speech and Language-materials,Language aquisition,comprehension,receptive and expressive,Functions of language,language delay,activities to foster language development.
Includes:
Topic, developmental level and rationale
Thematic web
Main Ideas
General Objectives
Previous Knowledge
Theoretical Underpinnings
Curriculum Strands
List of Resources
List of Skills
Evaluation Strategies
List of Activities
Activity Plan (sample)
Integration of Bird Theme into the Environment
Parental Involvement
Craig warman - A Music School for the DeafCraig Warman
Architectural Thesis - A Music School for the Deaf
How are the sensory impaired included within design today? The spaces we design as architects seem to lack the inclusion of all the senses. Either this is the case, or we as users forget to listen, touch, taste and smell these spaces created. It is intended to incorporate the use of all the senses within architectural design and allow for the sensory impaired to experience architecture in a similar way the sensory able do. The key link to understanding these issues, is through phenomenology. Phenomenology argues the bias of vision and the exclusion or underplaying of the remaining senses; the argument here is it lacks the inclusion of the sensory impaired. It is found that through vision one is able to “experience” sound, it is through the means of visualisations and vibrations that the inclusion of the Deaf would take place. It is important to heighten the remaining senses to the level of the dominant (vision); thus elevating all users experiences through architecture.
Includes:
Topic, developmental level and rationale
Thematic web
Main Ideas
General Objectives
Previous Knowledge
Theoretical Underpinnings
Curriculum Strands
List of Resources
List of Skills
Evaluation Strategies
List of Activities
Activity Plan (sample)
Integration of Bird Theme into the Environment
Parental Involvement
Craig warman - A Music School for the DeafCraig Warman
Architectural Thesis - A Music School for the Deaf
How are the sensory impaired included within design today? The spaces we design as architects seem to lack the inclusion of all the senses. Either this is the case, or we as users forget to listen, touch, taste and smell these spaces created. It is intended to incorporate the use of all the senses within architectural design and allow for the sensory impaired to experience architecture in a similar way the sensory able do. The key link to understanding these issues, is through phenomenology. Phenomenology argues the bias of vision and the exclusion or underplaying of the remaining senses; the argument here is it lacks the inclusion of the sensory impaired. It is found that through vision one is able to “experience” sound, it is through the means of visualisations and vibrations that the inclusion of the Deaf would take place. It is important to heighten the remaining senses to the level of the dominant (vision); thus elevating all users experiences through architecture.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
Diversity is important. All of us are different and we live in the same world.
It is very important for children to understand we have to share lots of things with classmates, friends, different people around us…. These differences should be understood and appreciated.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Communication Strategy for preschool Children in Early Childhood Care and Education. It mostly discuss on communication skills and strategy to be used in Early Childhood Development
Creating A Community Language for Collaborative Innovation Community (COINs16...Takashi Iba
The presentation slides of Ogo Iroha, a member of Iba Lab, for Collaborative Innovation Networks conference (COINs16), Rome, Italy. 8. Jun - 11. Jun 2016
Iroha Ogo, Satomi Oi, Jei-Hee Hong, Takashi Iba, “Creating A Community Language for Collaborative Innovation Community,” Collaborative Innovation Networks conference (COINs16), Rome, Italy, 2016
Streaming and Archive of the video is available at http://coinsconference.org
As more and more art museums develop multimedia and mobile guides to be part of their interpretive offerings for visitors, some are developing guides specifically for family audiences. The Nelson-Atkins Museum of Art and the Whitney Museum of American Art have both made that decision, and are using evaluation to develop and refine their guides in order to provide engaging and valuable experiences for families. A front-end study at the Nelson-Atkins surveyed parents about their preferences for mobile guide content from their own perspectives as adult learners, from their perspectives as parents, and from the perspectives of their children. A summative study of the Whitney’s Biennial 2012 multimedia guide explored the ways families use this type of interpretive device, as well as the their perspectives about the impact and value of the multimedia guide experience. Hear what lessons have been learned through evaluation at these two museums about developing family multimedia and mobile tours, and discover how they are impacting family visitor experiences.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
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!
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 Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Home assignment II on Spectroscopy 2024 Answers.pdf
Multi-sensory Learning and UDL
1. Come on a journey of the senses. Explore content creation, student lead exploration and ‘messy learning’. Balance virtual with
2. Oak Lodge School for Speech and Hearing impaired…
A small school in South London.
3. This is my story.. It started many years ago! Art meets technology.
Experiments in cross curricular project work began with staff Training.
4. My students are deaf….they have a speech and language impairment impacting on their social, emotional and intellectual ….All students have additional learning needs…..
5. My students learn in different ways.
The techniques and pedagogies outlined in this presentation are not limited to deaf students…
6. Sign Language
American Sign Language
Lets start with language- essential for developing and sharing concepts!
…..Sign language is not universal. (This is one of the most asked questions)
The American signed alphabet uses one hand.
Lets start with language- essential for developing and sharing concepts!
…..Sign language is not universal. (This is one of the most asked questions)
The American signed alphabet uses one hand.
7. British Sign Language
The British signed alphabet uses two hands!
Here, video is used for rehearsal and documentation.
(BSL is a language in its own right, with its own lexicon and syntax…)
14. Technology used to explore understandings.
Recently I have focussed on the theme of Sound and Music….
Music has many benefits for hearing and deaf children and is linked to language development.
15. Learning through the senses.
Technology captures experience and documents learning.
19. Messy Learning: Accessing and developing all learning modes!
Manipulating materials to understand them.
Thinking through your hands!
‘Messy Learning’
24. Transforming Learning
SAMR a Model by Professor Puentedura
Redefinition
Modification
Augmentation
Substitution
Tech allows for the creation of new tasks,
previously inconceivable
Tech allows for significant task design
Tech acts as a direct substitute, with
functional improvement.
Tech acts as a direct substitute, with no
functional change.
Enhancement
Transformation
SAMR a Model by Professor Puentedura
43. Expressing opinions and communicating ideas develops confidence and language skills.
The bully machine, a full school project evolved from “The Bully Machine” by Debbie Fox and Allan Beane.
46. Skills for Life!
Assessment for Learning- Developing important life skills.
47. Ibooks used to record student strengths and areas to improve.
48.
49. Challenge students- change the teaching and learning dynamics.
Now I will outline one ‘multi-sensory’ project where technology features throughout the 3 strands: Explore, Design, Perform.
This project grew to include 3 local mainstream schools! Curriculum
50. Can you see sound?
Big Questions are fun!
Big Questions are fun!
Big Questions are fun!
Big Questions are fun!
Big Questions are fun!
Big Questions are fun!
Big Questions are fun!
Big Questions are fun!
* Challenge Based Learning starts with a BIG question:
* CAN YOU SEE SOUND?
51. Phase 1
* Deaf Students explore alternative ways of experiencing * sound and music.
Experiential Learning
53. Visualising Sound
Processing pitch, tone
and rhythm.
Patterns that move to
the music.
iTunes Visualiser
* …and capture amazing images of * movement and vibration.
55. Chladni Plate
High frequency sound
waves, when
projected across a
metal plate, cause
salt granules to
vibrate forming
geometric patterns.
* and marvel over the incredible Chladni plate experiments,
* demonstrating the beauty of sound waveforms.
56. * They animate dancing shapes in response to sound and music…
57. An iPad, a tripod and and a special mount make setting up simple!
+ +
58. Developing Vocabulary
* Animation and film is social, requiring the development of problem solving, sequencing and group
59. * Experimentation and creativity flourish, drawing on cross curricular learning.
Creating
Reflection and symmetry
61. Sound Poetry
* They find new iPad apps to direct their exploration, editing clips to create music.
62. … They develop a new relationship to sound.
*They develop a new relationship to sound!
63. Phase 2
* I extended the project to include 3 local schools… * With wonderful results!
64. Collaborating
- Focused Learners
*Hearing students focussed on communicating their understanding of sound to a deaf audience.
65. Leadership
* They were encouraged to utilise their personal strengths.
- Students teaching each other.
66. Experimenting
* I became a facilitator, extending learning; rewarding creativity, co-operation and productivity…
- Experimentation driving the learning process.
67. Skills for Life!
…skills they need for success in education and in life!
68. Reviewing
* We regularly reviewed progress as a class and in groups.
Sharing
69. Presenting
* The four schools came together to celebrate their outstanding achievement. Hearing students Celebration Evening
70. Can you see sound?
Before I finish….. I have a question for you………..
* CAN YOU SEE SOUND?
71. Can you think of a BIG Question that you can is important to you?
Come on a journey of the senses. Explore content creation, student lead exploration and ‘messy learning’. Balance virtual with real experience! Transform classroom learning using iPads and teaching approaches that draw on modern learning pedagogies.
Oak Lodge School for Speech and Hearing impaired…
A small school in South London.
This is my story.. It started many years ago! Art meets technology.
Experiments in cross curricular project work began with staff Training.
My students are deaf….they have a speech and language impairment impacting on their social, emotional and intellectual development.
….All students have additional learning needs…..
My students learn in different ways.
The techniques and pedagogies outlined in this presentation are not limited to deaf students… they have universal application!
Lets start with language- essential for developing and sharing concepts!
…..Sign language is not universal. (This is one of the most asked questions)
The American signed alphabet uses one hand.
The British signed alphabet uses two hands!
Here, video is used for rehearsal and documentation.
(BSL is a language in its own right, with its own lexicon and syntax…)
iBooks used to instruct and revise.
Activity- Learn the BSL Alphabet
Video used to capture progress.
Research shows how people learn is as unique as their fingerprints….
Curriculum should be designed to meet this diversity.
Minimise the barriers and maximise the learning for all students.
PEDAGOGY
Universal Design for Learning caters for individual differences.
Present information and content in different ways. MULTI-SENSORY!
The What!
Technology used to explore understandings.
Recently I have focussed on the theme of Sound and Music….
Music has many benefits for hearing and deaf children and is linked to language development.
Learning through the senses.
Technology captures experience and documents learning.
Experience is the heart of the learning activity!
VISUAL AND KINAESTHETIC LEARNING
Mind Mapping…. Building concepts visually.
Sequencing, Grouping, Revealing misconceptions…
Planing and thinking!
HAPTIC LEARNING
Learning through touch… Essential for understanding the world.
Messy Learning: Accessing and developing all learning modes!
Manipulating materials to understand them.
Thinking through your hands!
Learning grammatical structures visually..
Shape coding by Susan Ebbels- Moore House School,Surry, UK
VERBAL LEARNING
Creating a bridge between BSL and english grammar.
Student created resources…
Teacher created resources to differentiate learning.
Students learn grammar using visual coding.
Transforming Learning
SAMR a Model by Professor Puentedura
Science, Art, DT come together in one task!
The “MaKey MaKey” interface in youtube…
My students experiment, discover and create!
Individuals experiment and extend.
Differentiated outcomes!
Differentiated learning…Focussed research…
14 different worksheets. 14 different lines of enquiry.
Using QR Codes students research independently and then share their learning.
Collaborative Group Activity Here!
Differentiate the ways that students can express what they know.
The How!
Bloom’s Taxonomy. Creativity as the highest form of thinking. Content creation central to encouraging deep learning.
Content Creation
Students learn by doing. Demonstrating their understanding
Challenge sheets to encourage multiple outcomes.
Literacy and Art.
Expressing ideas, experiences and observations using Sign Poetry.
Our enquiring minds curriculum embeds technology within its 3 strands;
Explore, Design, Perform (A simplified UDL template)
Stimulate interest and motivation for learning.
The Why
Developing communication strategies. Deaf adults have a very high incidents of mental health. This has been attributed to isolation and loneliness.
Students communicate across the globe to deaf students in America… and learn some AMERICAN SIGN LANGUAGE! Developing a wider community.
PEDAGOGY: The hole in the wall project… Collaboration and Social Learning.
Animation activities allows students to practice and refine their group work skills.
They develop leadership skills!
Expressing opinions and communicating ideas develops confidence and language skills.
The bully machine, a full school project evolved from “The Bully Machine” by Debbie Fox and Allan Beane.
Students working together. Sharing experiences and learning.
Working with others to solve real world problems
Assessment for Learning- Developing important life skills.
Skills for life activity here!
Ibooks used to record student strengths and areas to improve.
Challenge students- change the teaching and learning dynamics.
Now I will outline one ‘multi-sensory’ project where technology features throughout the 3 strands: Explore, Design, Perform.
This project grew to include 3 local mainstream schools!
* Challenge Based Learning starts with a BIG question:
* CAN YOU SEE SOUND?
* Deaf Students explore alternative ways of experiencing * sound and music.
* They visualise sound using iPads…
* …and capture amazing images of * movement and vibration.
* They investigate the science of sound waves…
* and marvel over the incredible Chladni plate experiments,
* demonstrating the beauty of sound waveforms.
* They animate dancing shapes in response to sound and music…
An iPad, a tripod and and a special mount make setting up simple!
* Animation and film is social, requiring the development of problem solving, sequencing and group work skills.
* Experimentation and creativity flourish, drawing on cross curricular learning.
* My students experiment, discover and create!
* They find new iPad apps to direct their exploration, editing clips to create music.
*They develop a new relationship to sound!
* I extended the project to include 3 local schools… * With wonderful results!
*Hearing students focussed on communicating their understanding of sound to a deaf audience.
* They were encouraged to utilise their personal strengths.
* I became a facilitator, extending learning; rewarding creativity, co-operation and productivity…
…skills they need for success in education and in life!
* We regularly reviewed progress as a class and in groups.
* The four schools came together to celebrate their outstanding achievement. Hearing students learnt some sign language for the event!
Before I finish….. I have a question for you………..
* CAN YOU SEE SOUND?
Can you think of a BIG Question that you can is important to you?
We all learn differently!
In Conclusion….
The learning experience is paramount. Technology can impact every stage of the learning Journey.