The document discusses a teaching technique called "Name That Concept" presented by Maria Elizabeth Walinski-Peterson. The technique utilizes images to help students learn and recall academic vocabulary. Students are shown images and must guess which vocabulary terms each image represents. The agenda includes an introduction to the presenter, philosophical underpinnings of the technique, playing the "Name That Concept" activity, discussing pros and cons, and taking questions. Assessment options for the activity include a 3-part Cornell note or exit ticket.
Using e portfolios for the professional development of teachers - copy[1]juliehughes
The document discusses the use of e-portfolios and blogging for teacher professional development and reflective practice. Key points include:
- Teachers found that sharing reflections in a blog within an e-portfolio space allowed them to feel safe to discuss experiences without criticism and see others' perspectives. This supported their growth as reflective writers and practitioners.
- E-portfolios allow students to reflect, answer each others' questions, and have discussions independent of the teacher, facilitating ongoing reflection in and on practice.
- E-portfolios are presented as a tool to support critical reflective practice in teacher training through dialogic pedagogies and tools like PebblePad.
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
This introduces 'The Water Reckoning' drama project - an international collaboration to explore the application of strategies drawn from the work of legendary drama teacher Dorothy Heathcote. This project will occur from April - June in the lead up to the Heathcote Reconsidered conference in London in July. http://www.water-reckoning.net
Rolling Role Roundtable - Water Reckoning Project (slideshare version)Sue Davis
At IDIERI 7 Pam Bowell proposed the initiation of an international collaboration that would focus on using Heathcote’s strategies (including one called ‘Rolling Role’) and digital communications and platforms. The concept was to create a drama involving young people from several different countries in responding to the same dramatic stimulus or pre-text, with the drama culminating at the Heathcote Reconsidered conference.
The concept of Rolling Role is to involve different groups or classes in building a community that then faces some kind of change. The initiators create a common context and agree to the key features, affairs and concerns of the community. The students/children are then involved in building the community, the lives, events and artefacts of it and add to developments. Work is often left incomplete so another group can take it forward and continue the drama. Heathcote suggested this work lends it self to sharing through something like a website.
This roundtable will focus on the development of the dramatic frame and pre-text. It will identify the implications for creating work within contemporary school systems and the affordances as well as issues which emerge from working with digital technologies in these contexts.
(NB Video clips removed for this upload)
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
The document discusses the use of e-portfolios in teacher education at the University of Wolverhampton. It describes how e-portfolios have been implemented across programs to support reflective, dialogic learning. E-portfolios are seen as facilitating rhizomatic growth and pedagogical bungee jumping by creating spaces for unpredictable learning conversations between students and teachers. The implementation of e-portfolios requires a shift to a more dialogic pedagogy focused on reflection and collaboration over traditional teaching models.
This document summarizes an article about educating students with varying achievement levels in the same classroom. It discusses the history of tracking students by ability into separate classrooms and the movement to detrack schools in the 1970s-1980s. Research shows negative impacts of detracking on high-achieving students. The document also profiles a school that uses differentiated instruction and fluid reading groups to challenge students at their levels while keeping classrooms heterogeneous.
Using e portfolios for the professional development of teachers - copy[1]juliehughes
The document discusses the use of e-portfolios and blogging for teacher professional development and reflective practice. Key points include:
- Teachers found that sharing reflections in a blog within an e-portfolio space allowed them to feel safe to discuss experiences without criticism and see others' perspectives. This supported their growth as reflective writers and practitioners.
- E-portfolios allow students to reflect, answer each others' questions, and have discussions independent of the teacher, facilitating ongoing reflection in and on practice.
- E-portfolios are presented as a tool to support critical reflective practice in teacher training through dialogic pedagogies and tools like PebblePad.
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
This introduces 'The Water Reckoning' drama project - an international collaboration to explore the application of strategies drawn from the work of legendary drama teacher Dorothy Heathcote. This project will occur from April - June in the lead up to the Heathcote Reconsidered conference in London in July. http://www.water-reckoning.net
Rolling Role Roundtable - Water Reckoning Project (slideshare version)Sue Davis
At IDIERI 7 Pam Bowell proposed the initiation of an international collaboration that would focus on using Heathcote’s strategies (including one called ‘Rolling Role’) and digital communications and platforms. The concept was to create a drama involving young people from several different countries in responding to the same dramatic stimulus or pre-text, with the drama culminating at the Heathcote Reconsidered conference.
The concept of Rolling Role is to involve different groups or classes in building a community that then faces some kind of change. The initiators create a common context and agree to the key features, affairs and concerns of the community. The students/children are then involved in building the community, the lives, events and artefacts of it and add to developments. Work is often left incomplete so another group can take it forward and continue the drama. Heathcote suggested this work lends it self to sharing through something like a website.
This roundtable will focus on the development of the dramatic frame and pre-text. It will identify the implications for creating work within contemporary school systems and the affordances as well as issues which emerge from working with digital technologies in these contexts.
(NB Video clips removed for this upload)
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
The document discusses the use of e-portfolios in teacher education at the University of Wolverhampton. It describes how e-portfolios have been implemented across programs to support reflective, dialogic learning. E-portfolios are seen as facilitating rhizomatic growth and pedagogical bungee jumping by creating spaces for unpredictable learning conversations between students and teachers. The implementation of e-portfolios requires a shift to a more dialogic pedagogy focused on reflection and collaboration over traditional teaching models.
This document summarizes an article about educating students with varying achievement levels in the same classroom. It discusses the history of tracking students by ability into separate classrooms and the movement to detrack schools in the 1970s-1980s. Research shows negative impacts of detracking on high-achieving students. The document also profiles a school that uses differentiated instruction and fluid reading groups to challenge students at their levels while keeping classrooms heterogeneous.
Erin Reilly, Research Director, shares with iCELTIC in June 2008, the current research happening at MIT's Comparative Media Studies Project New Media Literacies.
This document proposes revising the curriculum for Social Studies 10 to better align with developmental theories from Vygotsky and Duckworth. It summarizes feedback from students that the current curriculum lacks relevance and engagement. The revised curriculum focuses on four topics: immigration trends over time, Canadian identity, First Nations perspectives, and gender roles in art. Sample lessons are provided that incorporate experiential learning, group work, community involvement, and interactions with experts, in line with Vygotsky and Duckworth's emphasis on social learning.
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
This document discusses approaches to education for sustainable development. It emphasizes taking a holistic, systems-thinking approach that is interdisciplinary, experiential, critical, multivocal, reflexive, justice-oriented, ethical, transformative, learner-centered and empowering. Specific ideas are shared, such as having students trace the connections in everyday objects, critically examine philanthropic initiatives, and envision themselves as future generations' representatives. The goal is to inspire students to think deeply and take meaningful action toward a just and sustainable future.
1. The document discusses the history of behaviorism in education and its focus on reinforcement and punishment to shape student learning and behavior. It argues that online learning has reinforced these behaviorist approaches through the use of technologies that monitor student behavior.
2. It advocates for a critical digital pedagogy that recognizes the humanity of both students and educators. This would focus on curiosity, questioning, and empowering learners rather than standardized assessments and compliance.
3. Moving forward, the document calls for engaging critically with technology and traditional practices to address inequities and perpetuation of outdated models of teaching and learning.
This document discusses conceptual metaphors, blending, and their role in educational discourse. It provides examples of conceptual metaphors used in discussions of education, such as SCHOOLS ARE PRISONS and TEACHERS ARE PARENTS. It also examines how conceptual blending can help analyze Pete Seeger's metaphor that "education is when you read the fine print; experience is what you get when you don't." The document questions the use of the marketplace as a metaphor for education and suggests alternative source domains.
Designing with Teachers: Participatory Models of Professional DevelopmentErin Brockette Reilly
Edited by Erin Reilly and Ioana Literat, this publication represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices.
This document summarizes research on participatory learning and its five core principles:
1) Participants have many chances to exercise creativity through diverse media.
2) Participants adopt an ethos of co-learning and respect each other's skills.
3) Participants experience heightened engagement through meaningful play.
4) Activities feel relevant to learners' identities and interests.
5) An integrated learning system forges connections between formal and informal learning environments.
The research included professional development programs to help teachers implement these principles. Case studies from 11 teachers highlighted successes and challenges of bringing participatory learning into classrooms.
Digital pedagogy is here; it’s just unevenly distributed--at least in the world of colleges and universities. What would higher education look like if we designed not only individual learning experiences but also an entire curriculum to mirror and prepare students for life and work in a globally networked world? How could the convergence of new digital scholarly tools and methodologies, new delivery mediums, and digitally networked culture transform higher education? This session will situate the development of digital pedagogy in the current discourse about higher education--including calls for quality, completion, jobs, and access--offer a vision for transformative digital pedagogy, suggest both barriers to and strategies for achieving that vision, and engage participants in a thought experiment to design an integrated curriculum articulated by digital pedagogy.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Tr...Janice K. Jones
Dr Janice K. Jones discusses the conduct and outcomes of her narrative autoethnographic participatory research in a non-traditional and play based learning context in rural Australia, and considers implications for policies and practices of education arising from
This document provides an overview of the field of learning development in UK higher education. It discusses key concepts from academic literacies like positioning students, power dynamics, and third space. It also explores how learning development has progressed from supplementary to embedded approaches. Challenges around neoliberal influences are addressed, advocating for learning development principles of diversity, collaboration and education for the common good. The document references many important learning development scholars and resources.
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanitie...Jesse Stommel
Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline.
Emerging leadership themes MAELM plain text fully accessible PPTFrederic Fovet
The document summarizes a presentation about emerging leadership themes in graduate education studies. It identifies three key themes: 1) Developing a genuine, sustainable climate of inclusion in schools, 2) Engaging community in innovative, effective ways, including implementing Truth and Reconciliation Commission recommendations, and 3) Creating school cultures where learners thrive as producers, not just consumers, of content using new literacies. The presentation provides examples from films and news stories to illustrate these themes and spark discussion.
The document discusses what we owe all children in terms of education based on the philosophies of John Dewey and William James. It argues that we should provide nurturing environments where children can develop their unique gifts and discover their interests through experiential learning. We should respect each child's individuality and encourage positive development of character through education rather than focusing solely on test scores.
The document discusses ideas for developing the geography curriculum, including:
- Drawing on teacher knowledge and student experiences
- Ensuring the curriculum includes engaging lessons that take students beyond their current understanding
- Debating what core geographical knowledge should be included and how it can be taught without dominating the curriculum
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
A Scholarship of Generosity: a Hybrid Pedagogy MixtapeJesse Stommel
This is a collection of articles from Hybrid Pedagogy, a journal of digital and critical pedagogy, and online learning. The slides represent highlights from the journals first few years. The presentation this was made for focused on new approaches to scholarly writing, pedagogy, and publishing.
This scheduling/leveling report summarizes the results of scheduling and leveling 9 projects made up of 321 activities. It provides statistics on the projects and activities as well as details on the scheduling such as earliest and latest dates. It also lists any warnings, errors, exceptions or other issues found during the scheduling process.
This document provides an overview of key concepts in human geography. It discusses five central themes: region, location, place, movement, and human-environment interaction. These themes are integrated into a concept web that shows their interconnections. The document also addresses related topics like mental mapping, map projections, scale, and activity space to illustrate geographic perspectives and how they change with scale.
Erin Reilly, Research Director, shares with iCELTIC in June 2008, the current research happening at MIT's Comparative Media Studies Project New Media Literacies.
This document proposes revising the curriculum for Social Studies 10 to better align with developmental theories from Vygotsky and Duckworth. It summarizes feedback from students that the current curriculum lacks relevance and engagement. The revised curriculum focuses on four topics: immigration trends over time, Canadian identity, First Nations perspectives, and gender roles in art. Sample lessons are provided that incorporate experiential learning, group work, community involvement, and interactions with experts, in line with Vygotsky and Duckworth's emphasis on social learning.
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
This document discusses approaches to education for sustainable development. It emphasizes taking a holistic, systems-thinking approach that is interdisciplinary, experiential, critical, multivocal, reflexive, justice-oriented, ethical, transformative, learner-centered and empowering. Specific ideas are shared, such as having students trace the connections in everyday objects, critically examine philanthropic initiatives, and envision themselves as future generations' representatives. The goal is to inspire students to think deeply and take meaningful action toward a just and sustainable future.
1. The document discusses the history of behaviorism in education and its focus on reinforcement and punishment to shape student learning and behavior. It argues that online learning has reinforced these behaviorist approaches through the use of technologies that monitor student behavior.
2. It advocates for a critical digital pedagogy that recognizes the humanity of both students and educators. This would focus on curiosity, questioning, and empowering learners rather than standardized assessments and compliance.
3. Moving forward, the document calls for engaging critically with technology and traditional practices to address inequities and perpetuation of outdated models of teaching and learning.
This document discusses conceptual metaphors, blending, and their role in educational discourse. It provides examples of conceptual metaphors used in discussions of education, such as SCHOOLS ARE PRISONS and TEACHERS ARE PARENTS. It also examines how conceptual blending can help analyze Pete Seeger's metaphor that "education is when you read the fine print; experience is what you get when you don't." The document questions the use of the marketplace as a metaphor for education and suggests alternative source domains.
Designing with Teachers: Participatory Models of Professional DevelopmentErin Brockette Reilly
Edited by Erin Reilly and Ioana Literat, this publication represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices.
This document summarizes research on participatory learning and its five core principles:
1) Participants have many chances to exercise creativity through diverse media.
2) Participants adopt an ethos of co-learning and respect each other's skills.
3) Participants experience heightened engagement through meaningful play.
4) Activities feel relevant to learners' identities and interests.
5) An integrated learning system forges connections between formal and informal learning environments.
The research included professional development programs to help teachers implement these principles. Case studies from 11 teachers highlighted successes and challenges of bringing participatory learning into classrooms.
Digital pedagogy is here; it’s just unevenly distributed--at least in the world of colleges and universities. What would higher education look like if we designed not only individual learning experiences but also an entire curriculum to mirror and prepare students for life and work in a globally networked world? How could the convergence of new digital scholarly tools and methodologies, new delivery mediums, and digitally networked culture transform higher education? This session will situate the development of digital pedagogy in the current discourse about higher education--including calls for quality, completion, jobs, and access--offer a vision for transformative digital pedagogy, suggest both barriers to and strategies for achieving that vision, and engage participants in a thought experiment to design an integrated curriculum articulated by digital pedagogy.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Tr...Janice K. Jones
Dr Janice K. Jones discusses the conduct and outcomes of her narrative autoethnographic participatory research in a non-traditional and play based learning context in rural Australia, and considers implications for policies and practices of education arising from
This document provides an overview of the field of learning development in UK higher education. It discusses key concepts from academic literacies like positioning students, power dynamics, and third space. It also explores how learning development has progressed from supplementary to embedded approaches. Challenges around neoliberal influences are addressed, advocating for learning development principles of diversity, collaboration and education for the common good. The document references many important learning development scholars and resources.
Digital Pedagogy is about Breaking Stuff: Toward a Critical Digital Humanitie...Jesse Stommel
Pedagogy is not just a delivery device for the digital humanities. It should be at the core of what the digital humanities is as an academic discipline.
Emerging leadership themes MAELM plain text fully accessible PPTFrederic Fovet
The document summarizes a presentation about emerging leadership themes in graduate education studies. It identifies three key themes: 1) Developing a genuine, sustainable climate of inclusion in schools, 2) Engaging community in innovative, effective ways, including implementing Truth and Reconciliation Commission recommendations, and 3) Creating school cultures where learners thrive as producers, not just consumers, of content using new literacies. The presentation provides examples from films and news stories to illustrate these themes and spark discussion.
The document discusses what we owe all children in terms of education based on the philosophies of John Dewey and William James. It argues that we should provide nurturing environments where children can develop their unique gifts and discover their interests through experiential learning. We should respect each child's individuality and encourage positive development of character through education rather than focusing solely on test scores.
The document discusses ideas for developing the geography curriculum, including:
- Drawing on teacher knowledge and student experiences
- Ensuring the curriculum includes engaging lessons that take students beyond their current understanding
- Debating what core geographical knowledge should be included and how it can be taught without dominating the curriculum
Rewriting the syllabus: Examining New Hybrid and Online PedagogiesJesse Stommel
We have to carefully build our classroom and educational space online before we start populating it, lest text, hierarchical menus, and pop-up windows be confused with interactivity and community.
Teachers stand to learn more from students about online learning than we could ever teach. Many students come to an online or hybrid class knowing very well how to learn online. It’s often our failure to know as well how to learn online that leads to many of the design mistakes in this generation of online courses.
A Scholarship of Generosity: a Hybrid Pedagogy MixtapeJesse Stommel
This is a collection of articles from Hybrid Pedagogy, a journal of digital and critical pedagogy, and online learning. The slides represent highlights from the journals first few years. The presentation this was made for focused on new approaches to scholarly writing, pedagogy, and publishing.
This scheduling/leveling report summarizes the results of scheduling and leveling 9 projects made up of 321 activities. It provides statistics on the projects and activities as well as details on the scheduling such as earliest and latest dates. It also lists any warnings, errors, exceptions or other issues found during the scheduling process.
This document provides an overview of key concepts in human geography. It discusses five central themes: region, location, place, movement, and human-environment interaction. These themes are integrated into a concept web that shows their interconnections. The document also addresses related topics like mental mapping, map projections, scale, and activity space to illustrate geographic perspectives and how they change with scale.
some agriculture and econ slides (mixed together)MEWP
This document discusses several key concepts in agricultural and economic geography. It mentions that agricultural and economic geography are interrelated because transportation networks like railroads influenced agricultural production patterns. The document also briefly summarizes the von Thunen model of agricultural land use and notes that urban agriculture and aquaculture are emerging topics. Finally, it promotes understanding world food patterns through the work of photojournalist Peter Menzel.
This document provides instructions for an exit ticket assignment asking students to name a human geography concept and explain how demographics are visible on the cultural landscape. Students are instructed to use vocabulary and concepts from human geography class and pull together details into an overarching conclusion. The assignment is worth up to 5 points and evaluates students' understanding and synthesis of course material.
This document appears to be a collection of trivia questions and answers about various topics including science, history, entertainment, and current events. Some of the questions answered include what NASA discovered (a pink planet), who invented a new cancer diagnosis method (Jack Andraka), the name of a strange weather phenomenon in India where fish rained from the sky (Fish Rain), and that the words and publicity drive were for comedian Russell Peters promoting his appearance in the movie Speedy Singhs.
The document discusses several people and identifies them based on clues provided. It identifies Genghis Khan as being born in 1162 and being a great conqueror. It identifies Javed Iqbal as being a Pakistani serial killer sentenced to death. It identifies Leonardo da Vinci as being a great Renaissance artist and inventor. It identifies Chris Putnam as being the person who hacked Facebook and was later hired by them. It identifies Howard Hughes as being an American businessman and inventor known for his eccentric behavior later in life.
This document appears to be a collection of trivia questions and answers about various topics including science, history, entertainment, and current events. Some of the questions answered include what NASA discovered (a pink planet), who invented a new cancer diagnosis method (Jack Andraka), the name of a strange weather phenomenon in India where fish rained from the sky (Fish Rain), and that the words and publicity drive were for comedian Russell Peters promoting his appearance in the movie Speedy Singhs.
Nursing research is a systematic process that helps nurses answer questions about patient care, education, and administration. It ensures practices are evidence-based rather than tradition-based. Nursing research can be conducted in various settings to evaluate effectiveness of techniques, determine educational needs, and refine existing knowledge. The overall goal is to develop an evidence-based body of knowledge to guide the nursing profession.
This summary identifies an individual based on clues provided in the document:
1. The document refers to an individual ('A') who began his football career in the youth academy of Barcelona, playing for their reserve team from 1997-2000 before making his debut for the first team in 2000-01. He signed for Villarreal in 2004.
2. 'A' is known for his entertaining personality off the pitch, often joking and singing with teammates and acting as a master of ceremonies for his national team's celebrations.
3. The individual identified is Pepe Reina, a Spanish football goalkeeper who came up through Barcelona's youth academy before playing for Villarreal and Liverpool.
This document discusses the Poly Club website created by Team JASSS for GPTC Nedumangad. The website aims to be the most comprehensive educational resource for technical students in Kerala. It will contain basic college information, updates on ongoing activities, academic guidelines, video tutorials, ebooks, project/seminar help, information on academic software, and real-time notifications. The website is being developed using HTML5, CSS, C#, and JQuery on the front-end and back-end, in Microsoft Visual Studio and Adobe Dreamweaver. The current status and initial home page are shown.
This document provides a book review of Dr. Dalip Singh's book "Emotional Intelligence at work: A professional guide (third edition)". The review summarizes the key points of the book. It describes how the book provides techniques for developing emotional intelligence to help manage change, reduce conflict, and motivate individuals. It notes the book presents emotional intelligence as consisting of emotional sensitivity, emotional maturity, and emotional competency. The review concludes that the book is practical and informative for executives, HR professionals, and others seeking to develop their emotional intelligence.
This document outlines themes and concepts related to urban geography for AP Human Geography students. It discusses analyzing where cities are located historically and across different regions, as well as patterns of urban land use and how economic, political, environmental, technological, and cultural forces interact. Students will analyze systems of cities and defend predictions about how urban areas may change. Specific concepts mentioned include what defines a city, applying urban models to Omaha and discussing gentrification, and explaining how cities can benefit or present problems for humans.
This document provides an overview and summary of various dental indices used to measure oral health conditions. It defines key indices like DMFT/DMFS for dental caries, deft for primary dentition, RCI for root caries, and OHI for oral hygiene. Properties of an ideal index and purposes/uses of indices are outlined. The document also discusses indices like Sic, SCI, and Nyvad's criteria which provide additional information beyond traditional indices. Limitations of various indices are noted.
The document discusses the concept of culture and how cultures change. It defines culture and lists some of its key elements, such as language, norms, values, beliefs, social roles, and cultural integration. The document contrasts folk/local culture with popular culture and material versus non-material aspects of culture. It also examines how cultures change through processes like migration, diffusion, assimilation, and acculturation. The document suggests cultures can change in response to factors like globalization.
The document discusses bio-medical waste management. It defines bio-medical waste and classifies it according to the WHO into 10 categories such as human anatomical waste, animal waste, microbiology waste, and sharps. It describes the sources, generation, segregation, storage, transportation, treatment techniques and disposal methods for different categories of waste. Treatment includes incineration, deep burial, autoclaving, chemical treatment, and disposal in secured landfills. The goal is to properly manage waste to prevent contamination and infection.
The document describes a scale scanning two people's hands to measure their weight. It first scanned Project Director Marty, weighing 27 pounds, then it scanned Special Agent Melinda weighing 44 pounds after recalibrating due to a system overload error on the first scan.
Marc Prensky (2014)_The World Needs a New Curriculum CARMEN VIEJO DÍAZ
Lectura del Foro _Asignatura : 50019 Procesos y Contextos Educativos , 1er semestre
Máster Universitario en Formación del Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas
.
FUNCIONES :
1. Preparación o revisión guía de la asignatura y del calendario.
2. Recursos de la asignatura.
3. Diseño de actividades guiadas.
4. Presentación- motivación asignatura.
5.Tutorias.
6. Foro seguimiento actividades guiadas.
7. Corrección actividades guiadas.
8. Elaboración y corrección de exámenes de evaluación continua.
9. Cierre de la asignatura.
10. Evaluación de la asignatura (corrección de exámenes, puesta de actas y revisión hasta publicación final)..
University of Colorado system OER CollaborativeRajiv Jhangiani
This document provides an overview of open educational practices and resources from Rajiv Jhangiani. It discusses how education can promote social justice and activism. It highlights the barriers high costs pose for many students and how open educational resources can help address the issue of affordability. Research evidence is presented showing positive learning outcomes and cost savings associated with OER adoption. The need for digital literacy and data privacy is also discussed. Overall the document promotes open practices and resources as a way to increase access to education and knowledge.
Faces of the curriculum: Essays in Contemporary EducationWaseela Adam
This document summarizes the key findings from a project conducted by students at NMMU exploring the impact of poverty on education in South Africa. The students discovered that despite political changes, socioeconomic inequalities from the apartheid era persist, with the majority of poor South Africans being black. Government statistics hide severe disparities between wealthy, mostly white schools, and poor, mostly black schools. The students found living in poverty negatively impacts educational achievement through lack of resources, pressure to work, unstable home environments, and interruptions from service delivery protests. While programs exist like no-fee schools and school feeding schemes, in practice these do not always reach students as intended. The students concluded that apartheid-era inequalities remain entrenched in South
This document discusses the importance and purpose of teaching geography in schools. It argues that geography education should go beyond just imparting facts and instead aim to develop students' capabilities to understand the complex world. These capabilities include understanding identity and place, physical and human environments, and students' role in local and global issues. The goal is for students to "travel with a different view" and make the world a better place through geographical inquiry that encourages questioning and critical thinking about social, economic and environmental challenges. Key concepts and processes in geography teaching should focus on developing students' world knowledge, relational understanding of people and places, and disposition to consider links between different systems.
- The document discusses how geography education is facing many changes and challenges including curriculum reforms, budget cuts, and criticism from OFSTED.
- It provides ideas for how the Geographical Association can help teachers navigate these "interesting times" through resources, CPD courses, and supporting teachers' professional skills and knowledge.
- It also debates questions around what core knowledge should be taught in geography and how factual knowledge can be taught in the context of geographical concepts.
Multicultural Teaching and Learning as Everyone's Every Day WorkIlene Dawn Alexander
This document discusses building an integrative approach to multicultural teaching and learning with future faculty. It describes a graduate course aimed at discussing educational theory and practice through reflection and feedback to develop skills for teaching a diverse student body. The course intentionally includes diverse co-teaching teams and focuses on infusing discussions of multicultural teaching and learning throughout the course over several years.
Geography is a subject that helps students understand the world by explaining where places are located, how landscapes form, and how humans interact with the environment. However, teaching some geography concepts like physical processes has been challenging for teachers as students often do not score well on these topics. This document discusses challenges students face in understanding geography and proposes some strategies teachers can use, such as visual aids and videos, to help students learn challenging concepts. It also discusses how group discussions and student-centered approaches can make geography learning more engaging and effective.
This document discusses the importance of geography education for developing students' understanding of the world and ability to address global challenges. It argues that geography helps students make sense of a complex, changing world by explaining how places are formed, how people and environments interact, and how societies are interconnected. The study of geography encourages questioning, investigation, critical thinking and fieldwork to explore issues affecting people's lives. It inspires students to become global citizens by exploring their place in the world and their responsibilities. The key is teaching geography concepts and skills that enhance students' autonomy, choices, creativity and understanding of interconnected global systems, to better equip them for the future.
The document discusses using film to teach international education in high schools. It quotes Betty Bullard who advocated for international education beginning in elementary school and continuing throughout secondary school. The document discusses sharing goals of preparing students for a globalized world and the challenges of limited budgets, curriculum demands, and unfamiliar international topics. It proposes strategies for integrating international content across curriculums using film and developing teachers' international knowledge through professional development.
Teaching TolerancePublished on Teaching Tolerance (httpww.docxssuserf9c51d
Teaching Tolerance
Published on Teaching Tolerance (http://www.tolerance.org)
Home > Relevant: Beyond the Basics
Blogs and Articles: Cultural Competence [1]
Overview:
Monica Edwards was frustrated. As a teacher in an urban elementary school, Edwards faced a
class that was largely African American and Latino: she was neither. She often felt that she
wasn’t effectively reaching them, and she was beginning to get discouraged.
Number 36: Fall 2009 [2]
Jacqueline Jordan Irvine [3]
Monica Edwards was frustrated.
As a teacher in an urban elementary school, Edwards faced a class that was largely African
American and Latino: she was neither. She often felt that she wasn’t effectively reaching them,
and she was beginning to get discouraged. (Monica Edwards isn’t her real name. She’s a real
teacher who told me her story privately.)
After hearing a colleague briefly mention her success in using culturally relevant instructional
strategies, Edwards decided to try her hand at the same. She bought a commercial CD called
Multiplication Rap, which promised to teach mathematics based on repetition and rhyme,
hand-clapping and a hip-hop musical style. She was sure the CD would appeal to her students’
interest in the rap music genre.
In the classroom, however, things didn’t go quite as planned. Students focused on the music
itself, paying little attention to the math objectives. Several were unimpressed with the CD, and
commented on the poor audio quality and amateurish lyrics. Except for the musical debate,
nothing much happened. The failure rate on Edwards’ weekly exam did not change.
Sadly, Edwards’ experience is not uncommon. Many teachers have a cursory understanding of
culturally relevant pedagogy, and a desire to see it succeed in their classrooms. The problem is
that in many cases, teachers have only a cursory understanding, and their efforts to bridge the
cultural gap often fall short.
“Culturally relevant pedagogy” is a term that describes effective teaching in culturally diverse
classrooms. It can be a daunting idea to understand and implement. Yet even when people do not
know the term, they tend to appreciate culturally relevant pedagogy when they see it.
Think of the film Stand and Deliver, in which Edward James Olmos, as teacher Jaime Escalante,
teaches his students about negative numbers using the example of digging and filling holes in the
sand on the California beach. He tells his mostly Latino class that the Mayan civilization
independently invented the concept of zero. When the students begin to catch on, the audience is
inspired by this moment of epiphany.
Relevant: Beyond the Basics http://www.tolerance.org/print/magazine/number-36-fall-2009/feature/re...
1 of 5 8/13/2014 11:27 AM
Most people understand intuitively that this type of teaching engages and motivates students.
Teachers want to be a Jaime Escalante for their own students — and they leap at the chance to
try new techniques or tools designed to bridge a cultural g ...
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docxtidwellveronique
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
This document provides an overview of different educational philosophies:
- Perennialism focuses on developing the mind through "great works" and a core curriculum, not student experiences.
- Essentialism believes schools should teach a set of basic knowledge through memorization and discipline.
- Progressivism makes the student's experiences the starting point and views learning as an active social process led by a facilitative teacher.
- Social reconstructivism sees schools as agents of social change through community-based and problem-solving learning.
- Existentialism emphasizes helping students determine their own lives through self-actualization and personal decision making.
The document includes short descriptions and quotes from influential thinkers
1. The document describes four examples of teachers going beyond traditional practices to teach for understanding. In the examples, teachers ask students to apply geometry concepts to design a floor plan, connect literature to personal experiences of justice, teach peers about animal mimicry, and motivate students to synthesize ancient Egypt learning through a tabloid format.
2. The author argues that teaching for understanding, where students think through concepts rather than just memorize, is becoming more common and supported by research showing many students do not truly understand what they are taught. Understanding is necessary for students to apply knowledge and skills effectively.
3. The document discusses what understanding is, using the example of understanding Newton's laws of motion to predict the unsuccessful outcome of a
Technology Trends in the Social StudiesGeorge Sabato
Be introduced to the latest edition of the Social Studies Review, Technology Trends in the Social Studies. Guest editor George Sabato will present highlights of several social studies technology trends. Topics include podcasting, tech tools, tech in geography, using media, virtual museums, simulations, and peer editing. Also learn how to contribute to the Social Studies Review.
This document discusses the relevance and scope of using community-based resources to enhance science education. It argues that community resources can provide valuable learning experiences outside of the classroom. These resources include experts in various fields who can serve as guides, natural areas for hands-on study of science concepts, and local institutions like museums that complement classroom lessons. Taking students into the community helps make science more relevant, develops important skills, and allows them to learn from each other in collaborative experiences. Community-based learning supports a constructivist approach and helps connect classroom lessons to real-world applications of science.
The document discusses the role and value of geography in education. It argues that geography is sometimes misunderstood or undervalued in school curriculums. While knowledge used to be the core focus of curriculums, there is now a greater emphasis on skills, processes, and social purposes. This can result in subjects like geography being overlooked or not fully appreciated for what they offer. The document advocates for balancing subjects, pedagogy, and educational aims to maximize student learning and understanding.
How do children learn? How are they taught? These are two fundamental questions in education. Caleb Gattegno provides a direct and lucid analysis, and concludes that much current teaching, far from feeding and developing the learning process, actually stifles it. Memory, for instance, the weakest of the mental powers available for intelligent use, is almost the only faculty to be exploited in the educational system, and holds little value in preparing a student for the future. Gattegno’s answer is to show how learning and teaching can properly work together, what schools should achieve, and what parents have a right to expect.
This document provides an overview of key concepts in curriculum planning, including the three elements of curriculum - content (what), learner (who), and instructional process (how). It discusses different philosophies around the focus of curriculum, such as emphasis on the learner's interests versus subject matter. The document also covers curriculum definitions, essential questions, enduring understandings, standards, and the backwards design process of identifying desired results, determining acceptable evidence of learning, and planning instructional experiences.
Against Scaffolding: Radical Openness and Critical Digital PedagogyJesse Stommel
Keynote at WILU2019, The Workshop for Instruction in Library Use
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. NAME THAT CONCEPT!
Maria Elizabeth Walinski-Peterson
mwalinski@unomaha.edu
NCGE @ Memphis, 2014
Rote memorization of vocabulary
words just doesn't work for most
21st century students. How can we
build a nexus between our students'
image-driven culture and the need
to use academic vocabulary? Today
we will learn about, practice, and
de-brief a teaching technique called
"Name That Concept” which utilizes
critical vocabulary AND images.
2. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?
3. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?
4. When you read the
following words, what
images do you “see” ?
10. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?
16. Student Population Summary:
• 15,400 total student body (12,700 undergraduate students)
• Urban location
• predominantly a “commuter campus”…just over 2,000
students live in university housing
• 41 states represented
• > 1,700 international students representing 121 countries
• 200 Majors and programs, including bachelor's, master's
and doctoral degrees offered at UNO
• 18:1 = UNO's Student-Faculty Ratio
• 5 Fortune 500 companies that make their home in Omaha
• 40% of UNO's student body are first generation students
• 2,300 students are in 121 service related
University of Nebraska-Omaha
17. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?
18. Human Geography is easy b/c…
It can be used to understand almost ANY
element of the human condition;
it is somewhat intuitive.
One approach to the
“big picture” of teaching Human Geography:
Transform our understanding of our
shared human experience on Earth
by applying academic content
to real-world experiences.
19. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge. ”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
20. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
21. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
The “real world” and Human Geography
are twin siblings, of course!
22. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
Being “relevant” is both the most
satisfying benefit and the greatest
obstacle for social science and geography
education.
23. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
Marrying images, verbal/written
content, and the novelty of “Name That
Concept” may preserve the “powerful
knowledge” of geographic studies.
24. Human Geography is easy b/c…
It can be used to understand almost ANY
element of the human condition;
it is, somewhat intuitive.
Human Geography is TOUGH b/c…
The concepts are fairly natural,
but the lexicon and vocabulary may not be.
Summary of the
“Name That Concept” activity:
Students “guess”—and defend their
choices!– which vocabulary terms are
illustrated by a variety of images.
25. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?
26. Human Geography is easy b/c…
It can be used to understand almost ANY
element of the human condition;
it is somewhat intuitive.
Human Geography is tough b/c…
The concepts are fairly natural,
but the lexicon and vocabulary may not be.
So here is one way I tried to address this challenge:
Take the reading/learning strategy of “visualization”
and flip it so that
students have a REASON to delve into the lexicon…
VISUALIZATION
27. Human Geography is easy b/c…
It can be used to understand almost ANY
element of the human condition;
it is, somewhat intuitive.
Human Geography is tough b/c…
The concepts are fairly natural,
but the lexicon and vocabulary may not be.
Summary of the
“Name That Concept” activity:
Students “guess”—and defend their
choices!– which vocabulary terms are
illustrated by a variety of images.
30. Exit Tickets for NAME THAT CONCEPT!
Worth up to 5* points… MEW-P is looking for …
1) use of Human Geography vocabulary & concepts
2) creative synthesis …pulling details together into a
larger, more overarching conclusion/generalization.
* A semester’s coursework in my UNO courses is 130 – 190 points, total.
32. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?
33. 5 minutes to skim over “Quizlet” glossary…
•I usually encourage some students to start at the back of
the document
•Students (who aren’t attending the NCGE conference! ) will
probably need more time to read the glossary—it MAY
even be a homework assignment!
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45. The image above shows the percentage of
population that is ethnically Russian.
46.
47. Fragmenting of the former Yugoslavia
into six countries (so far)
Serbia
Croatia
Slovenia
Bosnia - Herzegovina
Macedonia
Montenegro
56. Colonized by the Portuguese in the 16th
century, Macau was the first European
settlement in the Far East. Pursuant to an
agreement signed by China and Portugal on 13
April 1987, Macau became the Macau Special
Administrative Region (SAR) of the People's
Republic of China on 20 December 1999. In
this agreement, China promised that, under its
"one country, two systems" formula, China's
political and economic system would not be
imposed on Macau, and that Macau would
enjoy a high degree of autonomy in all matters
except foreign affairs and defense for the next
50 years
57. Colonized by the Portuguese in the 16th
century, Macau was the first European
settlement in the Far East. Pursuant to an
agreement signed by China and Portugal on 13
April 1987, Macau became the Macau Special
Administrative Region (SAR) of the People's
Republic of China on 20 December 1999. In
this agreement, China promised that, under its
"one country, two systems" formula, China's
political and economic system would not be
imposed on Macau, and that Macau would
enjoy a high degree of autonomy in all matters
except foreign affairs and defense for the next
50 years
75. Heartland Theory
• Halford Mackinder
(end of 19th century)
• highlighted the importance of
geography to the economic
and political stability of the world
• Eurasia = most likely base for
successful world conquest
campaign…it’s enclosed “heartland” =
“geographical pivot”
• land-based power would be essential to world
dominance
• both inspired by Euro-centric imperialism and a
buttress thereof
76. Heartland Theory
• Halford Mackinder
(end of 19th century)
• highlighted the importance of
geography to the economic
and political stability of the world
• Eurasia = most likely base for
successful world conquest
campaign…it’s enclosed “heartland” =
“geographical pivot”
• land-based power would be essential to world
dominance
• both inspired by Euro-centric imperialism and a
buttress thereof
77. The Cold War: Shelterbelt Theory & Containment Theory
78. You have two cows. You sell one and buy a bull.
Your herd multiplies, and the economy grows.
You sell them and retire on the income.
http://www.joe-ks.com/archives_oct2002/Two_Cow_Capitalism.htm#ixzz38PL0tuhp
79.
80. Domino Theory
This map from an American
magazine published 14th November
1950 shows how much they feared
the spread of Communism in the far
east
source:http://www.johndclare.net/cold_war10.htm
93. http://english.al-akhbar.com/node/720
A Palestinian woman holds up a sticker which reads: "UN 194
Palestinian State" during a rally in support of Palestinian
Authority President Mahmoud Abbas' bid for statehood
recognition in the UN, at Mar Elias camp in Beirut.
(Photo: REUTERS - Sharif Karim)
109. http://www.texasbeyondhistory.net/forts/frontier.html
American Progress, by George Crogutt, 1873.
Hovering goddess-like above the westward moving
pioneers,
this allegorical
female came to
symbolize the
virtue of taming
the western frontier,
what some
considered
America's
"manifest destiny.“
Image courtesy of the Library of Congress
113. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?
114. I enjoy this strategy because it is classic “good teaching”...
115. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
“Name That Concept” does not
REQUIRE previous knowledge—
almost any student could
participate. Additionally, NTC could
be either a PREview activity or a
REview activity….or both!
116. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
NTC is pictures….the 21st century is
driven by icons and images so it is
almost second nature to most
students.
117. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
Logistically, NTC can not really replace
field studies, but Internet-based images
+ a creative teacher could bring the
“outside world” into the classroom.
118. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
Images could be “chunked” to reflect a more
traditional content-driven outline rather
than the alphabetical vocabulary list. NTC
could become a sneaky way to lecture!
119. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
In a high school setting, NTC can and should
invite participation, discussion, and
discourse from students who are “guessing”
which concepts best “fit” specific images…
120. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
…with IMMEDIATE feedback from their
peers and their teacher!
121. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
As students suggest appropriate vocab “matches”,
EVERYBODY has the chance to think of these
terms as multi-faceted concepts, comparing and
contrasting and clarifying them, and building
mental concept webs.
Image analysis always CREATES “teachable
moments”—for all parties involved.
What might the students teach US?
122. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
NTC could be used within established
[required?] cooperative learning methods,
or it may be a more informal collaboration
amongst peers &/or instructors. It has the
potential to emerge as a “Can you top
this?” activity for intrinsically motivated
students—be aware!
123. Why I dislike this strategy:
(…and am hoping for suggestions
as to how to improve it)
•Takes A LOT of time to find “just the right
image”
•Takes A LOT of time to type into Quizlet.com
•Easy to get off track—especially with the “cool
kids”
•Doesn’t translate [at least not well] to the large-
lecture-hall format at the university
•Copyrights are INCONVENIENT!
126. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?
129. References
Greiner, Alyson L. Visualizing Human Geography, 2nd Edition. Hoboken: John Wiley & Sons., 2014.
textbook.
Johnston, R.J., et al., The Dictionary of Human Geography, 4th Edition. Malden: Blackwell Publshing Ltc.,
2000. dictionary.
Knox, Paul L. and Sallie A. Marston. Human Geography: Places and Regions in Global Context. Fourth.
Upper Saddle River, New Jersey: Pearson Prentice Hall, 2007.
Lambert, David. "Who Hung the Humanities?" Geographic Education 26 (2013): 25-8.
Lara, Ms. Susana. AP Coordinator Maria Walinski Peterson. 24 March 2014. e-mailed communication.
Lynch, Kenneth, et al. "E-Learning for Geography's Teaching and Learning Spaces." Active Learning ans
Student Engagment (2008): 264-97.
Nebraska Department of Education. Data Reporting System. December 2013. offical government
website. 24 July 2014. <http://drs.education.ne.gov/Pages/default.aspx>.
Pulsipher, Pulsipher &. World Regional Geography: Global Patterns, Local Lives, 5th ed. New York: W.H.
Freeman and Company, 2011.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography; AP(c) Edition. 10th
Edition. Boston: Prentice Hall, 2011. textbook.
University of Nebraska--Omaha. Fast Facts. 2014. webpage. 23 July 2014.
<http://www.unomaha.edu/about-uno/fast-facts.php>.