This document outlines a unit plan for a Grade 3 science class focusing on strong and stable structures. The unit involved:
- Students investigating different building materials and designs through rotating stations to understand what makes structures strong and stable.
- Assessing student learning through observation, conferencing, and student reflections to understand their progress in developing inquiry skills and structural concepts.
- The teacher reflecting that the process of student exploration and inquiry was more valuable than grades or final products, and that allowing time for student investigation led to unexpected but valuable learning outcomes.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Creating and Enforcing a Culture of Student Accountability in the ClassroomD2L Barry
Creating and Enforcing a Culture of Student Accountability in the Classroom, Jon Moe – Normandale Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
Slides for a presentation at MADLaT 2012, Winnipeg, MB on May 4, 2012.
Looks at process and self-study of 2 profs & related focus group held by an M.Ed. student.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Creating and Enforcing a Culture of Student Accountability in the ClassroomD2L Barry
Creating and Enforcing a Culture of Student Accountability in the Classroom, Jon Moe – Normandale Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
Slides for a presentation at MADLaT 2012, Winnipeg, MB on May 4, 2012.
Looks at process and self-study of 2 profs & related focus group held by an M.Ed. student.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
Directed by Laura Fidler, this half-day workshop helps participants use the NAF curriculum as the foundation for project-based learning. Through a combination of direct instruction and hands-on
group work, participants will plan, design and receive peer feedback on an engaging and rigorous project using the Buck Institute for Education model and tools. Participants should bring their laptops, as well as the scopes and sequences.
The Digital Science Labratory - using new technologies to improve trahing and learning in Secondary Science
Ed Walsh, Science Adviser, Cornwall Learning.
http://cornwalllearning.org
Similar to North woods new pedagogies artefacts (20)
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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?
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
2. Purpose:
The tasks were developed to support students in
developing inquiry skills by investigating the design and
materials that make structures stable and strong.
Grade 3 Science
Understanding Structures and Mechanisms
Strong and Stable Structures
Learning Goal: To design structures that are strong and stable.
3. Expectations & Skills
Develop Inquiry Skills
Overall Expectation 2.0
Overall Expectation 3.0
Develop understanding of the concepts stability
And strength and the factors that affect them
Investigate strong and stable structures to determine how their
design and materials to enable them to perform their load-bearing
function
Scientific Inquiry/Research
Skill Continuum (p. 15)
4. •Determined student background knowledge of the concepts “strong and stable”
•Explicitly taught students how to use the app, Explain Everything
•Read the Aboriginal story, Nanabush and the Bridge
•Co-constructed success criteria on designing effective bridges and presenting using the app, Explain Everything
•Students solved the problem presented at the end of the story by constructing paper bridges strong and stable
enough to support a Fisher Price person and goldfish
•Explicit teaching on techniques for stability and materials for strength
•Co-constructed success criteria for building task at each building station
•Investigated different materials and design structures that make structures strong and stable by rotating through six
stations
•Revisited success criteria, students asked to revisit favourite structure and make changes based on what they had
learned
•Reflective questions for students
•Students shared their learning
Much longer than anticipated, but worth the time! Still in progress and have been working on this for about 2 months.
** Kim is half time Special Education Resource Teacher and teaches this class for two 40 minute periods each week
The Task
Length
7. 1. Read aloud the traditional Aboriginal story,
Nanabush and the Bridge
2. Posed the problem, to the students, that
was introduced in the story, how will
Nanabush and his fish cross the water when
there was no bridge?
As adapted from aboriginalaccess.ca
Grade 3 unit plan: Strong and Stable Structures
4. Students were asked to document and
communicate their thinking and solutions
using the app, Explain Everything
5. Students collaborated in small groups to
build a bridge strong and stable enough to
carry Nanabush and his fish across the water
3. Co-constructed Success Criteria for
bridge challenge
9. •Students collaborated in small groups to
explore building materials and and techniques
at 6 building stations
• Devise a plan to create a strong and stable
structure using the materials given
•Communicate what building strategy you are
using and why
• work co-operatively with my group and partner
Over approximately 6 – 7 classes, the student
groups rotated through the 6 stations, building
a structure at each station
SE
2.2
SE
2.4
•After rotating through each station, students
were asked to revisit their favourite station,
excluding Lego and K’nex, and use what they
had learned to strengthen the structure
SE
2.6
SE
2.4
SE
2.2
SE
2.3
SE
2.5
Building Stations
Co-constructed success criteria for building task
13. Use of digital to
access and share
information
Bridge Task
Building
Stations
Vocabulary
and
concepts
SE
3.7
SE
3.5
SE
3.9
SE
3.4
Teaching Strategies
Multimedia
website
(Learn 360)
Explain
Everything
app
Video clip: Structures:
Man Made Found in
Nature
SE
3.1
Explicit Teaching Conferencing
Struts, ties, tension,
strategies for strength,
and stability
SE
2.5
SE
3.3
SE
3.6
Hands – on, inquiry
based learning
Informal
and
Formal
Nanabush and the
Bridge
Six Station Rotation
Conversations with
groups during building
stations
Metacognition
Exit Slips
Reflective
Questions
Use what you have
learned to make
improvements
15. Pedagogical practices Learning partnerships
• Taught and used the app, Explain Everything
• Accessed videos Structures: Man- Made and Found
in Nature
• Students used iPads to take photos and videos of
their work
• Student blogging of their work
Learning Environments
• Inquiry
• Exit slips
• Student voice informs instruction
• Co- construction of success criteria
• Collaboration
• Gradual release of responsibility
• Conferencing
• Explicit Instruction
• Universal Design
• Reflective Practice
• Clear learning goals and success criteria
•other classes and teachers
•Student to student partnerships
•Student and teacher voice to determine what to do in
each station
Leveraging Digital
•Interactive
•Kinesthetic
•Engaging
•Partnerships between and among students
•Exploratory and innovative
•Risk taking supported
16.
17.
18. What assessment tools/strategies
did you use and how would inform
others to plan and deliver
progressive learning
opportunities?
What assessment tools/strategies did
you use to enable learners to see and
appreciate the progress that they have
made and promote further learning and
development ?
• Clear learning goals and success criteria
• Observation checklist (with student names)
• Conferencing (based on success criteria)
• Student exit slips
• Assessment checklists based on success criteria
• Clear learning goals and success criteria
• Observation checklist
• Conferencing
“As time went on, I became less interested in the grades and marking because I came to realize
that it’s not about the final grade, it is about the process that students are taking.”
Teacher’s Thoughts…
Assessment Approaches
22. a. Length of time Did not expect the inquiry to take as long as it did, but once the
students started investigating, they had many questions and ideas
that needed time to explore
b. The value of the process Initially very concerned about how this would be “marked”, but as
students began their inquiries, the mark became less important
c. The importance of the learning goals
and success criteria
Totally framed everything we did. Learning goals gave teacher and
students a clear purpose. Success criteria was the basis for all
feedback and evidence.
d. The importance of knowing your
learners
By knowing students well, differentiation and universal design is
easy
e. The value of really knowing the
curriculum
Starting with really reviewing the strand in the curriculum, made it
easy to plan ~ could easily see the connections
Unexpected Impacts
23. 8. Learners’ voices
• [quotes] + Why the quote was included . i.e. this shows student awareness of learning environment
Children’s voice – their opinions/account of what happened.
[Insert image, audio, video, quote, etc.]
Student Voice
24. “students need time to “muck
around” to learn”
“Process is so important!”
“So much student learning
during the process…not even
sure that the “final product”
has to be completed”
“really need to know your
learners”
“did not anticipate all the
learning that would happen” “We were at the end of our
inquiry and before I could explain
that we would be reviewing the
building structures that day, the
students asked ‘when are we
going to build again?’…so I
scrapped the review and we are
building again ~ animal shelters
this time!”
“The students were so
engaged in the building,
they asked to skip phys ed
to keep building”
“breaking down the curriculum
at the beginning was so helpful
in planning””
25. Reflection
•Student engagement and learning high – students involved and active
•Integrating curriculum important (working on the same skills across
subjects)
•Student voice – listen to the students
•Rethinking assessment
•Integrating across other subjects
•Continue to work on triangulating data for assessment using
observations, conversations and product
•Keep looking at ways to leverage digital and build learning
partnerships outside of our classroom and school
NextSteps
26. •Students of Grade 3 at North Woods
•Staff at North Woods
•Families supporting this project
Many Thanks to …
