This unit plan is for an 8th grade Language A class that will last 8-10 weeks. The unit will focus on how educating ourselves can help prevent discrimination and stereotyping. Students will learn about Iranian culture to reflect on their own biases. They will examine how discrimination can be prevented. Assessments include a persuasive essay and graphic cartoon on an issue of passion. Learning activities incorporate research, presentations, letter writing, and analyzing the graphic novel Persepolis to develop cultural understanding and persuasive writing skills. The unit successfully engaged students in learning about Iranian culture and reflecting on discrimination.
Enterprise Architecture is analogous to urban planning for an organization. It involves taking a holistic and future-looking approach to strategically plan and analyze an enterprise in order to efficiently govern projects, services, standards, and growth. Key activities of Enterprise Architecture include identifying interdependencies, innovating and showcasing new technologies, architecting enterprise-wide solutions, and establishing standards and governance processes. Governance is critical for a successful Enterprise Architecture, with governance frameworks and councils guiding strategic planning, architecture, and project development.
Enterprise architecture provides four main values: 1) It secures alignment between IT and business strategies by using a common language of business processes. 2) It supports long-term transformation by providing a map to ensure steps go in the right direction towards shared goals. 3) It identifies optimization opportunities by providing indicators on process costs and complexity. 4) It supports business continuity by documenting key IT assets so the business does not lose them if experts leave.
设计思维,以人为本的创新方法论。适用于产品,生活创新。重要的并非流程本身,而是潜在的思考方式,让我们更加适从于快速变化的世界。
注:(本PPT部分内容是为大学生所设计。)
更新信息请联系:stanfordivyguo@gmail.com
欢迎转载,请尊重版权 Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abby Y Covert: An Information Architecture Portfolio Abby Covert
Abby York Covert is an independent information architect based in New York City. She has extensive experience leading information architecture projects for companies such as Prismacolor, Kraft, Sharpie, Herman Miller, Nike, and IHOP. Abby prides herself on being an active member and leader in the information architecture community through volunteering, mentoring, and speaking at conferences. She currently serves as the President of the Information Architecture Institute.
Enterprise Architecture is analogous to urban planning for an organization. It involves taking a holistic and future-looking approach to strategically plan and analyze an enterprise in order to efficiently govern projects, services, standards, and growth. Key activities of Enterprise Architecture include identifying interdependencies, innovating and showcasing new technologies, architecting enterprise-wide solutions, and establishing standards and governance processes. Governance is critical for a successful Enterprise Architecture, with governance frameworks and councils guiding strategic planning, architecture, and project development.
Enterprise architecture provides four main values: 1) It secures alignment between IT and business strategies by using a common language of business processes. 2) It supports long-term transformation by providing a map to ensure steps go in the right direction towards shared goals. 3) It identifies optimization opportunities by providing indicators on process costs and complexity. 4) It supports business continuity by documenting key IT assets so the business does not lose them if experts leave.
设计思维,以人为本的创新方法论。适用于产品,生活创新。重要的并非流程本身,而是潜在的思考方式,让我们更加适从于快速变化的世界。
注:(本PPT部分内容是为大学生所设计。)
更新信息请联系:stanfordivyguo@gmail.com
欢迎转载,请尊重版权 Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abby Y Covert: An Information Architecture Portfolio Abby Covert
Abby York Covert is an independent information architect based in New York City. She has extensive experience leading information architecture projects for companies such as Prismacolor, Kraft, Sharpie, Herman Miller, Nike, and IHOP. Abby prides herself on being an active member and leader in the information architecture community through volunteering, mentoring, and speaking at conferences. She currently serves as the President of the Information Architecture Institute.
The document describes the phases of an enterprise architecture (EA) process from initial to optimized. It provides descriptions of five phases - initial, under development, defined, managed, and optimizing. For each phase, it outlines the state of the EA process, architecture development, business linkages, management involvement, operating unit participation, communication, and other aspects such as IT security, governance, and investment strategy.
As we head into a new year, one thing is for sure, the world of technology and IT will continue to evolve and be disrupted at a frightening pace. The role of the modern IT organisation will thus need to adapt and be agile in order to keep pace with this changing landscape and to continue to be valuable to the organisations that they service. As IT estates become more complex, internal IT functions will need to become more mature and efficient in the way they operate in order to be perceived as a valued asset to the business. The release of IT4IT at the end of last year provides an interesting and potentially highly valuable reference architecture for IT organisations to use to help achieve this level of maturity and efficiency.
The IT4IT standard has really started to pick up momentum as we start 2016 and it is great to see the increase in the membership of the IT4IT forum as well as the general interest that is being seen in the industry for this new standard. I recently co-presented a webinar in collaboration with the Open Group where we looked at the potential real-world application and benefits that IT4IT can offer. Mandate and mindset will be critical to the successful use of IT4IT but I am confident that this approach has the potential to be very beneficial for many organisations as the role of the IT function continues to be redefined.
This document provides an introduction to enterprise architecture (EA). It discusses enterprise challenges such as unaligned business processes, master data, applications, and technology. EA aims to help organizations understand how business strategies translate to operations. It sets out an organization's capability blueprint for developing and executing strategy. Implementing EA can provide benefits such as more efficient operations, improved return on investments, and faster procurement. An EA helps map the relationships between an organization's business, applications, data, and technology. It is important for organizations like PRASARANA to implement EA to reduce fragmentation, enhance information integration and technology planning, and achieve business-IT integration and enterprise agility. Developing a successful EA involves stakeholders from across the organization and having an
How to Manage Projects in SharePoint Using Out of the Box FeaturesGregory Zelfond
Learn how you can utilize SharePoint out of the box functionality to manage projects. 3 options are discussed: Office 365 Groups, Document sets and project sites. Also, what's available in terms of PMO-style dashboards and reporting capability.
Government Enterprise Architecture for New Zealand v3.1Regine Deleu
This document provides an overview of the Government Enterprise Architecture for New Zealand version 3.1 (GEA-NZ v3.1). It describes the purpose, structure, and dimensions of the GEA-NZ v3.1 framework. The framework includes dimensions for strategy & investment, governance & performance, business, data & information, applications & ICT services, infrastructure, and security & privacy. For each dimension, the document outlines the reference model, context/relationships to other dimensions, how to use the reference model, and described artefacts. It is intended to help agencies, architects, and managers understand and apply the GEA-NZ v3.1 framework.
Everything you need to know to create a modern Intranet/Digital Employee Expe...Thomas Maeder
Everything you need to know to create a modern Intranet/Digital Employee Experience with out of the box capabilities of SharePoint Online
Masterclass SharePoint modern vs classic
Presentation shared with the Melbourne Australia-based #M365 Adoption User Group on January 31st, 2022.
Abstract: As organizations investigate the Microsoft Viva offerings and begin to develop their own Employee Experience strategies, one common question is: What can I do today to prepare for these new solutions? In this session, we'll cover the 4 business areas of Microsoft Viva (Culture & Communications, Productivity & Wellbeing, Knowledge & Expertise, Skilling & Growth) and their current (pre-Viva deployment) state, and what can/should be done to prepare for Viva. In addition, we'll walk through the customer and partner resources available to organizations to help you develop a comprehensive strategy.
This document repeats the word "SAHTECH" multiple times without any other context. It is difficult to determine the meaning or purpose of the document based on the limited information provided.
An introduction to fundamental architecture conceptswweinmeyer79
(Note: This is a very dated version of this popular deck, as SlideShare does not provide authors with a mechanism to update their documents. If interested in the latest version, feel free to message me on LinkedIn or at wweinmeyer@gmail.com. Also, feel free to ask SlideShare to bring back the ability to update posted documents.)
A discussion of the fundamentals you need to nail in your architecture practice:
- Architecture vs. Design
- Conceptual vs. Logical vs. Physical architecture
- Viewpoint Frameworks
- Architecture Domains
- Architecture Tiers
You are free to use/copy this information but if you do so, please include an acknowledgement
Introduction to Enterprise ArchitectureMohammed Omar
what is Enterprise Architecture
Enterprise Architecture Life-cycle
Enterprise Architecture benefits
Enterprise Architecture challenges
EA driven approach for IT strategy
Enterprise Architecture frameworks
Why do we Need Enterprise Architecture
Effective Application Portfolio Management using ArchiMateCorso
This document discusses application portfolio management (APM) and provides an overview of the Corso solution. It begins with an introduction to Martin Owen, CEO of Corso, and his background. It then discusses the benefits of APM, including alignment of business and IT, vendor management, technology rationalization, and risk reduction. The document presents Corso's definition of APM and emphasizes taking a holistic view of the relationships between applications, technologies, information and business processes. It also shows how APM concepts can be modeled and aligned with the ArchiMate standard and TOGAF framework.
A slide deck to complement my 2-hour, FREE, on demand SharePoint Training available here: https://youtu.be/mSVC08zbQ7M
The following topics are covered in the course:
- What is SharePoint, OneDrive and Office 365
- The concept of Sites, Pages and Web Parts
- How to upload and download documents from the document library
- How to share a document in SharePoint
- How to setup alerts to be notified of changes to your documents or content
- How to create your own views in a library or list
- The concept of Versioning, Check-in and Check-out
- The concept of Co-Authoring
- How to sync documents to your desktop via OneDrive
- How to sync Calendar, Tasks and Contacts to Outlook
- How to search for documents and items in SharePoint
- How to Export SharePoint information to Excel
Business architecture provides a holistic view of an organization's capabilities, value delivery, information, organizational structure, and how they relate to strategies, products, initiatives, and stakeholders. It represents a blueprint for executing business strategy. The presentation discusses business architecture blueprints such as capability maps, value stream maps, organization maps, and Hoshin kanri matrices. It also covers certification in business architecture from the Business Architecture Guild and The Open Group.
Making the most out of collaboration with Office 365InnoTech
Office 365 provides a universal toolkit for collaboration that addresses challenges for businesses, IT, and users. It offers a single hub for teamwork through Microsoft Teams that allows for chat, calls, meetings and access to Office apps. Additionally, it provides solutions for co-authoring documents, sharing files across organizations, and fostering discussions through Yammer to improve engagement. The tools in Office 365 help dispersed teams work more efficiently across locations through unified communication and collaboration capabilities.
This MYP unit planner outlines an 8-week unit on discrimination for Year 8 students. The unit will focus on how discrimination can be overcome through studying the environments area of interaction. Students will respond to the unit question "How do we overcome discrimination?" through an exam consisting of a text response essay and reading comprehension on the films Rabbit Proof Fence and Persepolis. Students will develop skills in film analysis, visual text analysis, and expository essay writing. Teaching strategies will include lectures, discussions, group work and teacher conferences, with formative assessments and rubrics provided. Resources will include the films, essay structure handouts, and contextual readings.
The document describes the phases of an enterprise architecture (EA) process from initial to optimized. It provides descriptions of five phases - initial, under development, defined, managed, and optimizing. For each phase, it outlines the state of the EA process, architecture development, business linkages, management involvement, operating unit participation, communication, and other aspects such as IT security, governance, and investment strategy.
As we head into a new year, one thing is for sure, the world of technology and IT will continue to evolve and be disrupted at a frightening pace. The role of the modern IT organisation will thus need to adapt and be agile in order to keep pace with this changing landscape and to continue to be valuable to the organisations that they service. As IT estates become more complex, internal IT functions will need to become more mature and efficient in the way they operate in order to be perceived as a valued asset to the business. The release of IT4IT at the end of last year provides an interesting and potentially highly valuable reference architecture for IT organisations to use to help achieve this level of maturity and efficiency.
The IT4IT standard has really started to pick up momentum as we start 2016 and it is great to see the increase in the membership of the IT4IT forum as well as the general interest that is being seen in the industry for this new standard. I recently co-presented a webinar in collaboration with the Open Group where we looked at the potential real-world application and benefits that IT4IT can offer. Mandate and mindset will be critical to the successful use of IT4IT but I am confident that this approach has the potential to be very beneficial for many organisations as the role of the IT function continues to be redefined.
This document provides an introduction to enterprise architecture (EA). It discusses enterprise challenges such as unaligned business processes, master data, applications, and technology. EA aims to help organizations understand how business strategies translate to operations. It sets out an organization's capability blueprint for developing and executing strategy. Implementing EA can provide benefits such as more efficient operations, improved return on investments, and faster procurement. An EA helps map the relationships between an organization's business, applications, data, and technology. It is important for organizations like PRASARANA to implement EA to reduce fragmentation, enhance information integration and technology planning, and achieve business-IT integration and enterprise agility. Developing a successful EA involves stakeholders from across the organization and having an
How to Manage Projects in SharePoint Using Out of the Box FeaturesGregory Zelfond
Learn how you can utilize SharePoint out of the box functionality to manage projects. 3 options are discussed: Office 365 Groups, Document sets and project sites. Also, what's available in terms of PMO-style dashboards and reporting capability.
Government Enterprise Architecture for New Zealand v3.1Regine Deleu
This document provides an overview of the Government Enterprise Architecture for New Zealand version 3.1 (GEA-NZ v3.1). It describes the purpose, structure, and dimensions of the GEA-NZ v3.1 framework. The framework includes dimensions for strategy & investment, governance & performance, business, data & information, applications & ICT services, infrastructure, and security & privacy. For each dimension, the document outlines the reference model, context/relationships to other dimensions, how to use the reference model, and described artefacts. It is intended to help agencies, architects, and managers understand and apply the GEA-NZ v3.1 framework.
Everything you need to know to create a modern Intranet/Digital Employee Expe...Thomas Maeder
Everything you need to know to create a modern Intranet/Digital Employee Experience with out of the box capabilities of SharePoint Online
Masterclass SharePoint modern vs classic
Presentation shared with the Melbourne Australia-based #M365 Adoption User Group on January 31st, 2022.
Abstract: As organizations investigate the Microsoft Viva offerings and begin to develop their own Employee Experience strategies, one common question is: What can I do today to prepare for these new solutions? In this session, we'll cover the 4 business areas of Microsoft Viva (Culture & Communications, Productivity & Wellbeing, Knowledge & Expertise, Skilling & Growth) and their current (pre-Viva deployment) state, and what can/should be done to prepare for Viva. In addition, we'll walk through the customer and partner resources available to organizations to help you develop a comprehensive strategy.
This document repeats the word "SAHTECH" multiple times without any other context. It is difficult to determine the meaning or purpose of the document based on the limited information provided.
An introduction to fundamental architecture conceptswweinmeyer79
(Note: This is a very dated version of this popular deck, as SlideShare does not provide authors with a mechanism to update their documents. If interested in the latest version, feel free to message me on LinkedIn or at wweinmeyer@gmail.com. Also, feel free to ask SlideShare to bring back the ability to update posted documents.)
A discussion of the fundamentals you need to nail in your architecture practice:
- Architecture vs. Design
- Conceptual vs. Logical vs. Physical architecture
- Viewpoint Frameworks
- Architecture Domains
- Architecture Tiers
You are free to use/copy this information but if you do so, please include an acknowledgement
Introduction to Enterprise ArchitectureMohammed Omar
what is Enterprise Architecture
Enterprise Architecture Life-cycle
Enterprise Architecture benefits
Enterprise Architecture challenges
EA driven approach for IT strategy
Enterprise Architecture frameworks
Why do we Need Enterprise Architecture
Effective Application Portfolio Management using ArchiMateCorso
This document discusses application portfolio management (APM) and provides an overview of the Corso solution. It begins with an introduction to Martin Owen, CEO of Corso, and his background. It then discusses the benefits of APM, including alignment of business and IT, vendor management, technology rationalization, and risk reduction. The document presents Corso's definition of APM and emphasizes taking a holistic view of the relationships between applications, technologies, information and business processes. It also shows how APM concepts can be modeled and aligned with the ArchiMate standard and TOGAF framework.
A slide deck to complement my 2-hour, FREE, on demand SharePoint Training available here: https://youtu.be/mSVC08zbQ7M
The following topics are covered in the course:
- What is SharePoint, OneDrive and Office 365
- The concept of Sites, Pages and Web Parts
- How to upload and download documents from the document library
- How to share a document in SharePoint
- How to setup alerts to be notified of changes to your documents or content
- How to create your own views in a library or list
- The concept of Versioning, Check-in and Check-out
- The concept of Co-Authoring
- How to sync documents to your desktop via OneDrive
- How to sync Calendar, Tasks and Contacts to Outlook
- How to search for documents and items in SharePoint
- How to Export SharePoint information to Excel
Business architecture provides a holistic view of an organization's capabilities, value delivery, information, organizational structure, and how they relate to strategies, products, initiatives, and stakeholders. It represents a blueprint for executing business strategy. The presentation discusses business architecture blueprints such as capability maps, value stream maps, organization maps, and Hoshin kanri matrices. It also covers certification in business architecture from the Business Architecture Guild and The Open Group.
Making the most out of collaboration with Office 365InnoTech
Office 365 provides a universal toolkit for collaboration that addresses challenges for businesses, IT, and users. It offers a single hub for teamwork through Microsoft Teams that allows for chat, calls, meetings and access to Office apps. Additionally, it provides solutions for co-authoring documents, sharing files across organizations, and fostering discussions through Yammer to improve engagement. The tools in Office 365 help dispersed teams work more efficiently across locations through unified communication and collaboration capabilities.
This MYP unit planner outlines an 8-week unit on discrimination for Year 8 students. The unit will focus on how discrimination can be overcome through studying the environments area of interaction. Students will respond to the unit question "How do we overcome discrimination?" through an exam consisting of a text response essay and reading comprehension on the films Rabbit Proof Fence and Persepolis. Students will develop skills in film analysis, visual text analysis, and expository essay writing. Teaching strategies will include lectures, discussions, group work and teacher conferences, with formative assessments and rubrics provided. Resources will include the films, essay structure handouts, and contextual readings.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
The Secret to Outstanding Student Growth/Teacher EffectivenessTripp Aldredge
1) Principals cannot improve schools alone and need an aligned instructional leadership team including teacher leaders, coaches, and assistant principals to implement initiatives and model cultural norms.
2) Effective leadership teams analyze student data weekly, make curriculum and staffing decisions, and provide coaching and feedback to groups of teachers.
3) Principals work to develop emerging leaders on their teams through observations, reflections, and increasing responsibilities over time to extend their leadership throughout the school.
This document is an MYP unit planner for a 7-week language B unit for 9th grade students focusing on different perspectives. The unit question is "How do people's perspectives differ?". Assessments will include an essay and debate. Students will develop their understanding of different perspectives by analyzing characters' perspectives in a film and novel, and applying their learning to their own writing. Resources to be used include the novel "The Curious Incident of the Dog in the Night-Time" and the film "Rain Man". The teacher reflected that attempting to cover too many resources and skills within the single unit was overly ambitious.
This document provides an overview of a logic design course, including its objectives, topics, and schedule. The course aims to give students an understanding of binary systems, Boolean algebra, logic gates, combinational and sequential circuits. Key topics include number systems, Boolean logic, minimization techniques, logic gates, arithmetic circuits, flip-flops, counters, and memory devices. The course is scheduled over 16 weeks, with topics like number systems in the first few weeks and sequential circuits in the later weeks.
1. The document outlines a lesson plan for a 4th grade mathematics class on measuring mass using standard units.
2. Students will learn to accurately measure objects in grams and kilograms and identify the difference between the two units.
3. Assessment includes a real-world grocery store observation and measurement activity where students measure objects and answer questions to demonstrate their understanding.
This document outlines a teaching unit on government using the backward design model. The first section focuses on the unit theme of government and describes the desired learning outcomes which are for students to understand the different types and roles of government in Trinidad and Tobago. Assessment tasks are proposed, including creating an organizational chart of government and debating the necessity of government. The subsequent sections describe additional unit themes on family, landforms, natural resources, and our nation that are not explained in detail. Each unit theme follows the backward design framework of identifying desired results, proposed assessments, and learning plans.
This summary provides the essential information about the unit plan in 3 sentences:
The unit focuses on teaching 5th grade students about the American Civil War over 3 weeks. Students will learn about the causes of the war including states' rights and slavery, key events and battles, and the consequences for the North and South. Lessons include reading assignments, map activities, discussions, and assessments to help students understand the major divisions between the North and South and the impact of the Civil War.
This document provides an overview and objectives of a modular workbook on learning decimal numbers for 6th grade students. It covers reading, writing, naming, comparing, ordering, and rounding decimal numbers. It also includes lessons on equivalent fractions and decimals, and the four arithmetic operations of addition, subtraction, multiplication and division of decimal numbers. The workbook aims to help students understand and work with decimal numbers in a fun and engaging way through various exercises and activities.
The 5-day lesson plan aims to teach English 4 students how to effectively listen, analyze words and sentences, structure dialogues, and perform a play. Over the course of the lessons, students will learn listening strategies, understand different perspectives, and work collaboratively to write and perform their own short play. Assessment will be based on an analytic rubric evaluating the content, acting skills, fluency, and group dynamics displayed in the student performance at the end of the week.
This document provides an overview of Understanding by Design (UbD), a framework for designing curriculum units that focuses on designing assessments before lessons in order to ensure students achieve desired learning outcomes. It describes the three stages of backward design: 1) identifying desired results like understandings, essential questions and knowledge/skills; 2) determining appropriate assessments like performance tasks; and 3) planning learning experiences to prepare students for the assessments. The goal is for students to develop a deep understanding of key concepts and be able to transfer their learning to new situations.
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
Unit 2 only the strong survive grade 6 language baissaigon
This unit plan focuses on how basic needs relate to different environments. Students will read the novel Kensuke's Kingdom and examine different environments like forests and deserts. They will develop an understanding of needs versus wants and survival techniques. Formative assessments include journaling and interviews, while summative assessments involve creating a survival guide and comparing environments using diagrams. The unit aims to develop skills in writing, questioning, presentation, and collaboration. Teaching strategies include novel discussions, videos, and a potential field trip. Exams interrupted completing all activities, but cross-curricular connections were made between subjects.
This unit plan introduces students to the genre of fantasy literature. Students will analyze elements of fantasy found in novels and movies to understand how fantasy mirrors reality. Formative assessments include identifying fantasy elements, comparing novels, and keeping a movie journal. The summative assessment tasks students with writing an essay identifying important fantasy elements and a short story incorporating these elements. The unit aims to develop skills in structure, organization, collaboration, and information literacy while addressing MYP objectives and assessment criteria. A variety of teaching methods and resources will be used including class discussions, group work, and film studies.
Myp unit planner yr6-t2-are you a have or have notaissaigon
This document is an MYP unit planner for a unit titled "Eradication of Poverty- Are You a 'Have' or a 'Have-not'?" covering 8 weeks. The unit focuses on the area of interaction of human ingenuity and developing student awareness of themselves in wider society in the context of poverty. Students will explore the Millennium Development Goals and create an action plan to raise awareness in their community. Assessment criteria address knowledge of MDGs, place and space, decision-making skills, and organizing/presenting information. Learning experiences include researching poverty globally and countries' progress on MDGs. Teaching strategies incorporate interpreting data, small group problem-solving, and presenting action plans.
MYP unit planner yr6-t2-Are you a have or have notaissaigon
This document is an MYP unit planner for a unit titled "Eradication of Poverty- Are You a 'Have' or a 'Have-not'?" covering 8 weeks. The unit will focus on the area of interaction of human ingenuity and developing student awareness of themselves in wider society in the context of poverty. Students will explore the Millennium Development Goals and create an action plan to raise awareness in their community. Assessment criteria include knowledge of MDGs, understanding of place and space, decision-making skills, and organizing and presenting information. The unit will involve student research on global poverty issues and MDGs through interpreting data and presenting findings. Students will consider human responses to poverty and create a
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
The document outlines the structure and content of an Approaches to Learning (ATL) course. It discusses four main strands: thinking skills, intercultural understanding, communication skills, and personal skills. Within each strand are subtopics like ethical thinking, problem solving, language and culture, presentation skills, and emotional intelligence. The goal is to help students develop life skills that can be applied in various contexts through activities, discussions, and applying skills in real-world scenarios. The course emphasizes developing international-mindedness and intercultural awareness.
Constructivism is a theory of learning that states that individuals create their own understanding and knowledge from their experiences. According to constructivism, learning occurs as learners are actively engaged in making meaning by connecting new information to prior knowledge through hands-on exploration and discovery. Key principles of constructivism include linking new concepts to existing knowledge, using real-world problems and experiments to promote understanding, and placing emphasis on meaningful learning activities rather than rote memorization. In the classroom, constructivist teaching strategies include collaborative and project-based learning to encourage critical thinking skills based on Bloom's Taxonomy. Differentiating instruction to accommodate different learning styles and providing a creative learning environment also support the constructivist approach.
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
This project involves middle and high school students from several European countries exploring self-knowledge over 10 weeks. Students will complete questionnaires about their interests, complete surveys about their linguistic and cultural backgrounds, and share what they learn about themselves through articles, presentations, and other media. The goals are for students to better understand their strengths, weaknesses, goals, and how they are similar and different from their peers. They will use various ICT tools and participate in self-reflection activities individually and in groups. This project aims to help students improve their self-knowledge, social skills, and language abilities.
The document provides an outline for a course on "Understanding the Self" that aims to help students develop a better understanding of their personal identity. It includes the course description, intended learning outcomes, and a week-by-week lesson plan covering topics like philosophical, psychological, and cultural perspectives on the self; physical, emotional and social aspects of identity development; and strategies for self-management. A variety of active learning methods are proposed to be used, like flipped classroom, group discussions, case studies and reflective journaling. Student learning will be assessed through quizzes, tests, and rubric-based evaluation of assignments. The goal is for students to gain insight into the factors that shape the self and to acquire skills for
The document discusses the inquiry-based learning model and critical literacy. It explores how inquiry-based teaching uses deep questioning to engage students with big ideas and lessons. Critical literacy focuses on examining perspectives, assumptions and voices in texts. It encourages students to question texts and consider how power and point of view shape meaning. The document argues that critical literacy benefits students by developing critical thinking, voice, and a sense of agency to enact social change.
This document outlines the syllabus for a First Year Seminar course at Marshall University. The course, taught by Dr. Harold Blanco, meets MWF and focuses on developing critical thinking skills through discussion, problem solving, writing and reflection. The theme of the course is "Learning to Think, Thinking to Learn" and will examine different domains of critical thinking. Students will complete activities involving attending cultural events on campus, a sporting event, and debates around technology and ethics. They will also write a research paper developing a question and proposal. Grades are determined on a standard A-F scale based on points earned. The attendance policy allows excused absences for university activities, illness, or family emergencies.
The document provides an overview of the stages involved in planning an English inquiry. It discusses establishing a focus of investigation, exploring connections between texts, and introducing students to analyzing language in texts. Key stages include planning the inquiry, developing field knowledge, deconstructing texts, joint construction of new texts, independent construction, and planning assessment. The teacher's role involves negotiating topics, suggesting text types, developing inquiry questions, and scaffolding writing, while students participate in discussions and construction of texts.
Curricular Unit Development - Understanding by Designdeliadec
This document outlines an agenda and materials for a workshop on curriculum unit development using the Understanding by Design (UbD) framework. The goals are to develop a shared language for curriculum design, explore the UbD process, and make progress on a fiction/nonfiction unit. The schedule includes an introduction to UbD and essential questions, structuring unit development, and collaborative work time. Key aspects of UbD are backwards design with the three stages of 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. Guidelines are provided for crafting effective essential questions and aligning the unit components. Participants then work collaboratively on planning their unit based on the UbD process before sharing
This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively and use technology like websites and graphic organizers to explore how happily ever after is portrayed differently depending on perspective. The goal is for students to think critically about accepting different viewpoints.
This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively and use technology like websites and graphic organizers to explore perspectives on whether fairy tales always end happily. The goal is for students to think critically about accepting different viewpoints.
This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively and use technology like websites and graphic organizers to explore how happily ever after is portrayed differently depending on perspective. The goal is for students to think critically about accepting different viewpoints.
This unit plan focuses on having students analyze different versions of the Cinderella story from around the world to understand how culture impacts fairy tales. Over six weeks, students will read and compare versions of Cinderella, learn about literary genres and character development, and consider how point of view shapes stories. Assessments include projects, blogs, presentations and journals to evaluate student understanding. Students work collaboratively to explore topics like whether "happily ever after" endings are universal. The lessons emphasize higher-order thinking, technology use, creativity, and real-world relevance.
This document discusses competencies, standards, benchmarks and student learning outcomes for language skills. It outlines 5 competencies and 8 standards for language, including reading skills, writing skills, oral communication skills, formal and lexical aspects of language, and appropriate ethical and social development. It then discusses teaching of specific language skills like listening, speaking, reading and writing. It provides details on how to teach these skills separately or integrated, with a focus on oral skills, reading skills and writing skills. Finally, it outlines several instructional strategies that can be used, such as input, discussion, role-play, look-say-cover-write-check, concept mapping, think-pair-share, jigsaw reading and inquiry/invest
This document discusses strategies for supporting literacy learners. It emphasizes getting to know students individually, monitoring their progress, and providing intervention. It also stresses selecting texts that interest students and building an interactive environment where students learn to respond to texts in various ways. The document advocates helping students develop critical thinking by questioning texts and considering deeper meanings. It stresses the importance of ensuring students take responsibility for learning and providing strategic reading instruction that aligns with how students think.
Science students will be presenting their science fair posters next Friday in the school gymnasium from 1-3pm. All students, parents, teachers and community members are invited to attend the poster presentations to learn about the various science experiments and research projects. Refreshments will be provided and attendees are encouraged to walk around and engage with the students to learn about their projects.
The document is a thank you note to teachers Mr. Lanning, Ms. Craven, Mr. Roberts and Ms. Phuong for organizing a Year 9 camp trip to Da Lat that the student thought was the best camp ever.
The Y10 Personal Project Exhibition will be held on Friday, June 12th from 6-8pm in the school gymnasium. All Year 10 students will be presenting their personal projects to parents, teachers, and fellow students. The exhibition is an opportunity for students to showcase what they have learned over the past 6 months as they researched and completed their individual projects of personal interest.
Community and service group activities march 2012 (2)aissaigon
Year 6 students participated in community service activities in Cambodia in March 2012, helping with tasks such as painting classrooms and playing with local children. Year 10 students undertook a trip to Vietnam's Mekong Delta region during the same month, where they likely engaged in cultural learning experiences and community service. Both year levels participated in international trips involving community engagement during March 2012.
Community and service group activities march 2012aissaigon
Year 6 students participated in community service activities in Cambodia while Year 10 students engaged in similar work in Vietnam's Mekong Delta region. Both groups helped with tasks like building homes, teaching English, and assisting at local schools and orphanages to give back to the communities they visited.
International Women's Day celebrates gender equality and women's empowerment. The first events in 1911 focused on gaining basic rights for women like voting, equal pay, and speaking in public. While progress has been made, many women worldwide still lack legal rights and face issues like violence, unequal pay, and barriers to participating equally in the workforce. Addressing challenges facing women through awareness and understanding is important to achieving full gender equality.
The Year 7 Camp will take place from February 13-16, 2012 in Mai Chau. Students will participate in a variety of outdoor activities during the four day camp including hiking, swimming, team building exercises and more. The camp aims to help students develop greater independence, confidence, and teamwork skills through fun and challenging experiences in a beautiful natural setting.
The GIN Saigon Conference was held in Saigon, Vietnam from February 11-12, 2012. The conference brought together industry leaders and experts to discuss topics related to global innovation and new technologies. Over the two-day event, attendees participated in panels, presentations, and networking activities focused on fostering innovation in business and society.
This document appears to be a class roster for a Year 6 Design Technology class at Orange school. The class is working on a pencil holder project and the roster lists 16 students participating in the project. The roster includes students' names from various backgrounds such as Nguyen, Lam, Ros, Gamonal, Harle, Lambert, Ton, Hoang, Kriele, Tran, Eum, and Delinicolas.
The document is about photos taken at the 2011 AIS Swim Carnival by Mr Hoyles. Mr Hoyles photographed the 2011 AIS Swim Carnival event. The photos are available from the document.
The document introduces the top 10 command terms used across subjects in school to define the tasks students must complete to improve their performance. It lists the terms compare, contrast, deduce, define, demonstrate, discuss, estimate, evaluate, explain, and explore and provides a brief definition for each term.
Stencil graffiti artist Steven Bowerman held workshops for Year 10 students on using stencils for graffiti art. Drama teacher Susie Lindeman also conducted workshops for students. The 48 Hour Film Project was also mentioned in the newsletter.
AIS Arts is a monthly publication from November 2011 that provides information about arts related topics. It likely contains news, events, profiles and reviews related to arts organizations, performances, exhibits and artists in the area for that month. The publication aims to inform readers about cultural happenings and opportunities in their community.
The AIS House Basketball 2011 document discusses the annual house basketball competition held at the Australian Institute of Sport. The competition featured over 200 athletes across 8 men's and women's teams competing over 3 weeks in January. Games were held each afternoon with a finals weekend concluding the social event that promotes teamwork and sportsmanship among the Institute's athletes.
The document discusses ways that EAL and mainstream teachers can work together to support EAL students in mainstream classes. It provides examples of how EAL teachers can help scaffold lessons, tasks, and assessments to make the content more accessible for EAL students. Mainstream teachers are advised to provide materials and guidance to the EAL teacher. Both teachers working together can help EAL students to fully understand lessons while developing their English language skills.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
MYP Unit Planner persepolis
1. MYP unit planner
Unit title Opening our Eyes
Teacher(s) Ms. Meredith Phinney
Subject and grade level Grade 8 – Language A
Time frame and duration 8- 10 weeks x 55 minutes- with an exam week in the middle
Stage 1: Integrate significant concept, area of interaction and
unit question
Area of interaction focus Significant concept(s)
Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?
Health and Social Education Educating and informing ourselves can
help prevent discrimination and
Students will learn about another culture.
stereotyping.
This will allow them to reflect on their own
biases and determine how educating
themselves about others can change their
attitudes for the better.
MYP unit question
How can we prevent discrimination?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Summative assessment: Persuasive essay on a topic they are passionate about.
Summative Assessment: Graphic Cartoon- Students will have to create a graphic cartoon about an issue
that they are passionate and care about.
Formative: Students will create a poster about discrimination
Formative: Journal writing. over the course of the unit students will keep a journal about what they have
read and how they are feeling
Formative: Letter writing to students from the Middle East
Which specific MYP objectives will be addressed during this unit?
- Appreciate and comment on language, content, structure, meaning, and significance of both familiar
and previously unseen age –appropriate oral, written and visual texts.
2. - Understand and apply Language A terminology in context.
- Understand many effects of the author’s choices on an audience
- Students study a work of art. They view the art to contextualize literature
- Begin to express an informed and independent response to literary and non-literary texts.
- Organization
- Create work that employs organizational structures and language specific conventions throughout
a variety of text types
- Organize ideas in arguments in a sustained, coherent and logical manner
-Style and language mechanics
- Use language to persuade
- Use language accurately
- Use appropriate and varied register
- Use appropriate and varied sentence structure
Which MYP assessment criteria will be used?
Criterion A, B, and C- The Criteria of Content, Organization and Style and Language Usage
Stage 2: Backward planning: from the assessment to the
learning activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?
Students will develop an understanding of :
-How people can have pre conceived notions about different cultures
-A different culture- Iran specifically and Islam
-What is discrimination?
-The graphic novel
-How to use writing and visuals to communicate and persuade people of their own opinions and ideas.
Students will develop skills in:
-Structure and organization of writing to persuade
-Pre-writing, drafting and revising
-Creating questions to generate research topics
-Researching a specific topic
Using data and facts to support their arguments and opinions
3. -Creating effective PowerPoint slides
-Presentation skills
-Using visuals to enhance their ideas
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Collaboration: Students will work in pairs to create a research presentation for the class. They will have to
work collectively to ensure that they have met all of the requirements of the assignment. As well, they will
accept the views of others and analyse others thoughts form classroom discussions.
Respecting and understanding cultural differences will play an important role in this unit.
Time Management: Students will have a variety of due dates where they are required to hand things in. At
times these due dates will be project based which means they will have to use their time wisely to get
things done.
Thinking: Students will spend a lot of time thinking and inquiring about their own questions. They will have
to organize their research in order to create a piece of personal writing that is intended to persuade.
Reflection: Students will reflect deeply on our unit question about discrimination and how it relates to the
real world and to our novel. They will have to reflect on their own biases and see if they change over the
course of the unit.
Communication: Students will find effective and appropriate media for relaying information. They will also
select and use varying sources.
Learning experiences Teaching strategies
How will we use formative assessment to give students feedback
How will students know what is expected of them? Will during the unit?
they see examples, rubrics, and templates?
What different teaching methodologies will we employ?
How will students acquire the knowledge and practise
the skills required? How will they practise applying How are we differentiating teaching and learning for all? How have
these? we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
Do the students have enough prior knowledge? How will educational needs?
we know?
-Research of different culture Formative and summative assessments will be provided
(modified for this grade level) rubrics. As well anecdotal
-Student lead inquiry- KWL- On bulletin board
comments will be written on student work.
-Teacher and Student lead discussions
If it is an oral assignment a written comments will be
-Letter writing handed back to the student.
-Information Technology-PowerPoint Many different teaching methodologies will be
employed: lecture, class discussion, pair and share,
-Presentation skills group work, partner work, teacher conferences…
-Writing a persuasive essay Assignments are broad enough that each student can
-Point of View writing perform at their own level. This second unit is a partly
guided novel study with students working more
-Creating a graphic cartoon- creating characters independently on their assigned reading tasks. At this
-Organizational tools- T-charts, Venn Diagrams point I am aware who needs more assistance and who
can work ahead.
-Reading Comprehension
There is ample opportunity for those students who
Vocabulary- Definitions and application require extension to move ahead at their own pace.
-Related Viewing: Rabbit Proof Fence and Use of exemplars and modelling
Persepolis
4. Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
the unit?
Graphic Novel: Persepolis Marjane Satrapi
Film: Persepolis; Rabbit Proof Fence
http://www.historyforkids.org/learn/westasia/history/persians.htm
http://www.humblecomics.com/comicsedu/web.html
http://www.readwritethink.org/classroom-resources/lesson-plans/gaining-background-graphic-
novel-1063.html?tab=3#tabs
http://www.randomhouse.com/pantheon/graphicnovels/satrapi.html
http://www.randomhouse.com/pantheon/graphicnovels/satrapi.html
http://www.randomhouse.com/pantheon/graphicnovels/satrapi.html
http://www.randomhouse.com/pantheon/graphicnovels/satrapi.html
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are
further stimulus questions at the end of the “Planning for teaching and learning”
section of MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I
make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
WOW! This unit was such an incredible success. It was so wonderful to see students really involved in
learning about a culture that they had no real knowledge about at all. They went from knowing only
stereotypes that they had heard of from the media to becoming pretty knowledgeable about Iran and the
Middle East in general.
5. One of the most successful activities that we completed was when students created their own set of
research questions and then set about answering them. They were questions that went far beyond the
norm of customs and food. For example some of the questions were: How did the oil affect the people of
Iran? Or Do you think it is fair to judge a country by a few individuals? I was truly impressed by the depth
and curiosity that these students displayed.
Students also created PowerPoint presentations on different aspects of Iranian culture and history. They
were both informative and original. It also allowed students to work on their presentation skills. Some of the
subjects discussed were Iran before and after the revolution, Islam, and Women and Islam. I even felt I
learned something! (not that I think I know everything)
Persepolis was a graphic novel which the students really enjoyed. Many read ahead and were excited to
discuss the adventures of Marjane. She was a great heroine to them because she was a rebel who fought
for what she believed in. They liked the ideas that she did not want to be like everyone else. This lead to
many discussions about the importance of being yourself and standing up for your beliefs. This was a good
segue for us to write persuasive essays.
Students chose a topic that they were passionate about and we began the process of how to write
persuasively. The final product was a five paragraph essay which demonstrated the student’s ability to use
statistics and facts to prove their thesis. It was a good connection to the novel because they were able to
fight or stand up for what they believed in. Many of the topics were mature and very interesting.
Finally students had a choice assignment where they could do a variety of work related to the novel. One of
the topics was to create a soundtrack where they had to justify their songs. AWESOME!
All in all a success. However, this is mature novel that might be better suited to grade 9. There are many
swear words- Fuck being one of them and a lot of violent images. It is something to think about for the
upcoming year. I guess it depends on the maturity of the year group but it is not something I really want to
play guesswork with- perhaps we put it in at the end of grade 8?
Side note- watched Rabbit Proof Fence- total hit and made for some really interesting discussions.
Figure 12