The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
This presentation was given by Kraiyos Patrawart at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
This presentation was given by Kraiyos Patrawart at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
PETS - Proactively ensuring team success through learning analytics aligned w...Blackboard APAC
While team work is intrinsic to authentic, collaborative learning in higher education, every student and academic has a horror story to tell about group dysfunction and social loafing. Dysfunctional teams often become apparent too late to rectify the problem. We will showcase a multifaceted approach to supporting students in complex team projects in two large (1200+) First-Year Engineering design and build courses at the University of Queensland. The PETS (Proactively Ensuring Team Success) process systematically utilises learning analytics from in-house LTI tools and Blackboard Learn for strategic intervention to support student teams.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The Student Voices series explores ways to make learning relevant to millennials. The ideas contained within were written by college students and meant to provide insight into the way they would most like to see higher education develop over the coming years.
This was part of my previous job when I used to work as a teacher and I was involved in the school's curriculum team to develop the way forward for the School's Development Plan. This presentation is an example and an excerpt.
Student Voices is a series that explores classroom innovation from the student's perspective. Each part is written by a college student and cover topics ranging from technology to real-world skills.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Welcome to the Slidecast of our Spring 2011 meeting. We wish you were here! Please send your feedback to me. I intended to continue to incorporate technology to help you
PETS - Proactively ensuring team success through learning analytics aligned w...Blackboard APAC
While team work is intrinsic to authentic, collaborative learning in higher education, every student and academic has a horror story to tell about group dysfunction and social loafing. Dysfunctional teams often become apparent too late to rectify the problem. We will showcase a multifaceted approach to supporting students in complex team projects in two large (1200+) First-Year Engineering design and build courses at the University of Queensland. The PETS (Proactively Ensuring Team Success) process systematically utilises learning analytics from in-house LTI tools and Blackboard Learn for strategic intervention to support student teams.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The Student Voices series explores ways to make learning relevant to millennials. The ideas contained within were written by college students and meant to provide insight into the way they would most like to see higher education develop over the coming years.
This was part of my previous job when I used to work as a teacher and I was involved in the school's curriculum team to develop the way forward for the School's Development Plan. This presentation is an example and an excerpt.
Student Voices is a series that explores classroom innovation from the student's perspective. Each part is written by a college student and cover topics ranging from technology to real-world skills.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Welcome to the Slidecast of our Spring 2011 meeting. We wish you were here! Please send your feedback to me. I intended to continue to incorporate technology to help you
Sydney Opera House is a state, national and World Heritage-listed item described by UNESCO as ‘a masterpiece of human creative genius’. What is lesser known is that in designing the Opera House, Jorn Utzon was inspired by nature. Building on this legacy, the Opera House has an Environmental Sustainability Plan that aims improve resource efficiency, protect the environment and engage and inspire others about sustainability.
The purpose of the session is to give real life case studies of mathematics applied to sustainability and the design of the Opera House that teachers could use to help inspire the next generation of young people to learn mathematics and science.
Presented by Naomi Martin, Manager, Environmental Sustainability Sydney Opera House.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Pulsars in the Classroom: Presenter Stephen Broderick
"Let's do real world mathematics" The "Pulsar" project is designed to engage students in scientific projects that will give them a positive attitude towards science and mathematics, and appreciation of how maths is applied in the real world.
PULSE@Parkes allows students to directly control Parkes radio telescope over the Internet and use it to do real science. It is the only program of its kind in the world.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Make it Count: Maths and Indigenous Learners presented by Caty Morris
Make It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education. It is a teaching and learning resource, and a professional learning tool. Make It Count is about a way of thinking – and a way of doing. http://mic.aamt.edu.au
Connect with Maths supporting the teaching of mathematics online
Connect with Maths, Make it count with Indigenous Learners community event, YuMi Deadly Maths ~ what it is and how it works. Presenters: Dr Grace Sarra and Robyn Anderson
The webinar will be discussing YuMi Deadly Maths – what it is and how it works. Within these program we aim to:
•facilitate whole school change that builds pride and positive identity, emphasises high expectations, and strengthens relationships with community
•enhance student learning at all levels: early childhood, middle school, senior school and post-compulsory
•support school and TAFE staff to teach effectively
•develop decolonising research methodologies to empower the researched
The YuMi Deadly Centre's vision is Growing community through education. Through research and tailored programs, the YuMi Deadly Centre strives to enhance the learning of Indigenous and non-Indigenous children, young people and adults to improve their opportunities for further education, training and employment, and to equip them for lifelong learning.
Yumi Deadly Centre website: ydc@qut.edu.au
Using Real Life Contexts in Mathematics Teaching is a conference presentation by Peter Galbraith for the Queensland Association of Mathematics Teachers in June 2013. It has now been generously shared with the Connect with Maths ~ Maths in Action~Applications and Modelling community as a resource.
Presentation for Parents as Educators ~ Mathematics in the Home is presented by Jennifer Bowden (Maths Education Consultant) Megan Gibbs (K4 year Kinder Teacher) and Bree Collins (Prep/Foundation Classroom Teacher) discuss and share ideas about the way parents can become more effective “educators” as they engage in mathematics through play, conversation and creativity.
This presentation, YuMi Deadly Maths, by Dr Grace Sarra and Robyn Anderson for the Connect with Maths Make it count with Indigenous Learners community is part of a webinar series.
AAMT~ supporting and promoting the teaching of mathematics
Connect with Maths Early Years Learning in Mathematics: Pattern, Number and Geometry presentation helps students to build knowledge and make connections between number and pattern in the early years
Connect with Maths Webinar presented by Professor Peter Sullivan: Six Principles of Effective Mathematics Teaching
There are many recommendations on how to teach mathematics but fewer about the teaching of mathematics’ classes with Indigenous students. This webinar will examine how six principles for effective mathematics teaching were adapted to advice for teachers of schools with high numbers of Indigenous students.
Connect with Maths: Early Learning in Mathematics webinar March 2014
Nicola Yelland, Research Professor at Victoria University in Melbourne, looks at the ways in which young children use new technologies. Nicola explains how we can help young children make sense of their experiences in multimodal formats.
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. BACKGROUND
During 2011 teachers from Nerang State
School were involved in the Leading from the
Middle Project aimed at improving outcomes
in Maths for indigenous students. Four
teachers were involved, two from the junior
school (Year 2 and 3) and two from the senior
school (Year 6 and 7).
Each team completed three successful Action
Learning Cycles during 2011, the results of
which were presented at the Make It Count
Conference in early 2012.
3.
4. The project continued during 2012, this time involving all
teachers.
The aim now was expanded to include improving the
outcomes in Maths for indigenous and non-indigenous
students school wide through sound and sustainable
professional development.
The Action Learning model was maintained with problem based teaching chosen as the focus area.
Back To Front Math (B2FM), a problem-based teaching
resource developed by Tierney Kennedy, was selected as a
useful tool to achieve the aims for 2012.
A flow chart of the planned actions for 2012 follows.
The need for such an approach is outlined in the extract
‘What Does That Mean For Me’ taken from B2FM website.
5.
6.
7.
8. PROCESS
After successful discussions with Tierney Kennedy in
January 2012 it was decided to organise in-service
sessions led by a B2FM representative to enable
teachers to evaluate the B2FM resource. An outline
of what problem-based teaching looks like in the
B2FM format is shown in the extract taken from the
web site.
Each teacher was given the opportunity to observe a
lesson which highlighted the main features of the
B2FM approach. These modelled lessons covered
lower, middle and upper levels and were followed by a
meeting briefly outlining the features of the B2FM
resource and the associated web site.
9.
10. Following a trial period using the site, teachers decided this
was a worthwhile resource. Purchase of a school license was
arranged.
To ensure teachers had a sound working understanding of the
site, a further in-service session was organised. During this
session teachers were walked through how B2FM works in
practice. An outline of how B2FM works is shown in the
extract taken from the web site.
Teachers were shown how to access the lesson bank section
of the site and the B2FM lessons which are aligned with the
C2C units.
11.
12. To establish a base line, all indigenous students completed a
moderation task for their year level. This provided an overview
of where the students were at across the proficiency areas of:
-
Problem Solving / Thinking and Reasoning
Reasoning / Communicating
Understanding / Reflecting
The results of the moderation task for each indigenous student
follow.
13.
14. Planning Action Learning Cycles 1 and 2
To prepare Cycle 1, teachers were provided with a
planning session to decide :
- which unit/s from C2C would be
assessed. (eg 1 unit from a 5 week block)
- which lessons from B2FM would be
integrated into the chosen C2C
unit/s.
- which students would be involved.
(Indigenous students or all students)
Teachers built Cycle 2 into their C2C units.
15. To assist teachers in the effective delivery of
the B2FM lessons a copy of the ‘Tips For
Teachers’ booklet was provided with particular
attention drawn to the questioning techniques and
the common misconceptions student are likely to
make.
Teachers were also provided with a booklet
explaining what each proficiency area means and a
guide outlining how to make judgements about the
level each student has achieved in these areas.
16. Data Collection
At the completion of Cycle 1, work samples, data, anecdotes
and photos were collected from classes and the results for
indigenous students and some non indigenous students
recorded.
At the completion of Cycle 2, updated results for the same
students were recorded.
A summary of these results follows.
17.
18. Final Observation
While results for indigenous students were mixed, it
must be remembered that improvement for all
students may not be realised overnight. For
problem-based maths to be successful, it must be
implemented consistently over time.
The true measurement of the success of this
approach to teaching will be reflected in future
NAPLAN results.
As Tierney notes “The Australian Curriculum places
a very heavy focus on deep-level understanding
and mathematical reasoning,” and “ The new
requirements are best met through student inquiry
and active participation in problem-based teaching
environment.”
19.
Recommendations
To ensure the benefits of problem based Maths
teaching continue to be realised and students are
assessed in all the proficiency areas described in
the Australian Curriculum, the following
suggestions are made :
Teachers are encouraged to ensure they establish
a classroom environment that encourages and
rewards risk taking.
Following the suggestions outlined in the Tips For
Teachers handout is also encouraged. A major
focus should be placed on using good oral
questioning techniques as these are the key to
leading students to self discovery.
20.
ORAL QUESTIONING
avoiding saying no.
asking non standard questions eg. working
backwards, filling a gap, multiple steps.
Strategy questions.
Rephrasing questions.
Clarifying questions.
Evaluative questions
Leading questions.
Communicative questions.
Generalising and Connecting questions.
21. As identifying common misconceptions plays an
important role in successfully leading students to
work out a new concept, it is recommended
teachers revisit the “Did You Know’ sections from
the First Steps program and combine these with
the suggestions made in Tips For Teachers to help
identify some common misunderstandings students
are likely to have.
As access to the B2FM site will conclude at the end
of this year, teachers are encouraged to develop
their own problems and use the How To Make
Judgements handout to assign grades in the
proficiency areas of Problem Solving, Reasoning
and Understanding.
The following flow chart is an example of how one
teacher successfully organised problem based
lessons in their classroom.