The document discusses the need to prepare students for 21st century skills and learning. It asks tough questions about how to define 21st century teaching and learning, examines big ideas around inquiry and questioning, and explores applications of technology like blogging and Web 2.0. It addresses the changing nature of jobs, information, and knowledge, and argues that schools must redefine themselves to remain relevant in preparing students for an uncertain future.
NETS in Action: Strengthening and Assessing 21st Century SkillsUniversity of Arizona
The document discusses strengthening and assessing 21st century skills through the National Educational Technology Standards (NETS). It describes how NETS can be implemented in schools through developing curriculum that integrates core subjects with technology skills, providing job-embedded professional development for teachers, and using student data to guide instruction and ensure continuous improvement. Real-time student performance data accessed by teachers and administrators is presented as a key strategy to help students develop 21st century skills.
The document discusses the need to update education for the 21st century. It identifies six key elements of 21st century learning skills: core subjects, 21st century content, information and communication technology literacy, learning and thinking skills, life skills, and assessments. It contrasts 20th century educational practices like teacher-centered instruction with 21st century practices that emphasize student-centered learning, critical thinking, collaboration and real-world applications through technology. Resources for implementing 21st century skills in West Virginia schools are also presented.
The document discusses the skills and themes needed for 21st century education. It advocates for education that leverages new technologies, better pedagogies, and recognizes different types of learners. Core subjects are important but must be taught with 21st century interdisciplinary themes like global awareness, financial literacy, civic literacy, health literacy, and environmental literacy. 21st century skills include learning and innovation skills like creativity, problem solving, communication and collaboration. They also include information and technology skills and life/career skills like social skills, productivity, leadership, and responsibility. Support systems for developing these skills include standards, assessments, curriculum/instruction, and professional development.
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and teachers in a digital world. It identifies key skills like creativity, critical thinking, communication and collaboration. Effective instruction incorporates project-based learning, technology tools, collaboration and assessments. Teachers must adapt to this changing landscape by taking risks, leading innovation and facilitating 21st century skills through their resources, pedagogy and curriculum. The digital divide exists between digital natives comfortable with technology and digital immigrants who see technology as foreign, but many have become enthusiastic adopters.
Learning and innovation skills such as creativity, critical thinking, communication and collaboration are increasingly important for students to develop in order to prepare for more complex life and work environments in the 21st century. These skills include demonstrating originality, developing new ideas, being open to different perspectives, solving complex problems, asking meaningful questions, articulating ideas clearly, working with diverse teams, compromising to achieve group goals, and taking responsibility for collaborative work. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
The document outlines four key components of 21st century skills:
1. Digital-age literacy including basic literacies as well as scientific and technological literacies.
2. Effective communication such as collaboration, personal responsibility, and interactive communication.
3. High productivity including prioritizing, planning, and creating high-quality real-world products.
4. Inventive thinking involving skills like adaptability, creativity, risk-taking, and higher-order thinking.
1) The document discusses 21st century skills that are important for graduates to develop. It identifies 16 skills grouped into 3 categories: foundational literacies, competencies, and character qualities.
2) Foundational literacies include literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Competencies consist of critical thinking, problem solving, creativity, and collaboration skills. Character qualities comprise curiosity, initiative, persistence, adaptability, leadership, and social/cultural awareness.
3) The presentation emphasizes that developing these 21st century skills is essential for students to succeed in today's globally connected world. It provides descriptions and examples of each skill.
NETS in Action: Strengthening and Assessing 21st Century SkillsUniversity of Arizona
The document discusses strengthening and assessing 21st century skills through the National Educational Technology Standards (NETS). It describes how NETS can be implemented in schools through developing curriculum that integrates core subjects with technology skills, providing job-embedded professional development for teachers, and using student data to guide instruction and ensure continuous improvement. Real-time student performance data accessed by teachers and administrators is presented as a key strategy to help students develop 21st century skills.
The document discusses the need to update education for the 21st century. It identifies six key elements of 21st century learning skills: core subjects, 21st century content, information and communication technology literacy, learning and thinking skills, life skills, and assessments. It contrasts 20th century educational practices like teacher-centered instruction with 21st century practices that emphasize student-centered learning, critical thinking, collaboration and real-world applications through technology. Resources for implementing 21st century skills in West Virginia schools are also presented.
The document discusses the skills and themes needed for 21st century education. It advocates for education that leverages new technologies, better pedagogies, and recognizes different types of learners. Core subjects are important but must be taught with 21st century interdisciplinary themes like global awareness, financial literacy, civic literacy, health literacy, and environmental literacy. 21st century skills include learning and innovation skills like creativity, problem solving, communication and collaboration. They also include information and technology skills and life/career skills like social skills, productivity, leadership, and responsibility. Support systems for developing these skills include standards, assessments, curriculum/instruction, and professional development.
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and teachers in a digital world. It identifies key skills like creativity, critical thinking, communication and collaboration. Effective instruction incorporates project-based learning, technology tools, collaboration and assessments. Teachers must adapt to this changing landscape by taking risks, leading innovation and facilitating 21st century skills through their resources, pedagogy and curriculum. The digital divide exists between digital natives comfortable with technology and digital immigrants who see technology as foreign, but many have become enthusiastic adopters.
Learning and innovation skills such as creativity, critical thinking, communication and collaboration are increasingly important for students to develop in order to prepare for more complex life and work environments in the 21st century. These skills include demonstrating originality, developing new ideas, being open to different perspectives, solving complex problems, asking meaningful questions, articulating ideas clearly, working with diverse teams, compromising to achieve group goals, and taking responsibility for collaborative work. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
The document outlines four key components of 21st century skills:
1. Digital-age literacy including basic literacies as well as scientific and technological literacies.
2. Effective communication such as collaboration, personal responsibility, and interactive communication.
3. High productivity including prioritizing, planning, and creating high-quality real-world products.
4. Inventive thinking involving skills like adaptability, creativity, risk-taking, and higher-order thinking.
1) The document discusses 21st century skills that are important for graduates to develop. It identifies 16 skills grouped into 3 categories: foundational literacies, competencies, and character qualities.
2) Foundational literacies include literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Competencies consist of critical thinking, problem solving, creativity, and collaboration skills. Character qualities comprise curiosity, initiative, persistence, adaptability, leadership, and social/cultural awareness.
3) The presentation emphasizes that developing these 21st century skills is essential for students to succeed in today's globally connected world. It provides descriptions and examples of each skill.
The document discusses the need for 21st century teaching strategies given changes in technology and information availability. It notes that today's students, or "digital natives", have grown up with access to computers, the internet, mobile devices, and social media. To prepare students for future jobs and life, education must focus less on memorization and more on developing skills like creativity, collaboration, problem solving and digital literacy. This involves teaching academic subjects through real-world examples, making learning relevant and expanding it beyond the classroom with 21st century tools.
This document provides an overview of New Jersey's Standard 9 for 21st Century Life and Careers. It discusses the importance of integrating 21st century skills into all content areas to prepare students for global careers. The standard focuses on developing life skills, financial literacy, career awareness and technical education. It also reviews the organization of the standard and provides examples of classroom activities to support career exploration and preparation.
The document discusses the history of technology use in classrooms from the mid-20th century to present day. It traces the introduction of televisions, computers, internet access, and tablets. It also describes how instruction has shifted from solely using textbooks and blackboards to incorporating various media sources. The document then examines where technology standards are addressed in the Common Core, focusing on the English and math standards. It emphasizes that technology is meant to enhance learning rather than be the focus.
The document outlines the key characteristics and skills of 21st century learners across several categories:
1. Information, media, and technology skills including visual literacy, digital literacy, and global awareness.
2. Learning and innovation skills like critical thinking, problem solving, creativity, communication and collaboration.
3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
The document discusses resources from the Partnership for 21st Century Skills (P21) framework for teaching 21st century skills. It describes the 4Cs of learning and innovation skills - creativity, critical thinking, communication and collaboration. It also outlines key life and career skills - flexibility, initiative, social skills, productivity, leadership. Content areas like math, English and sciences are discussed in relation to incorporating 21st century skills. Assessment guides and examples of schools implementing 21st century skills are provided as resources.
This document outlines standards from the Partnership for 21st Century Skills (P21) Framework for teaching critical skills to students. The P21 Framework advocates integrating skills like critical thinking, problem solving, communication and collaboration into core academic subjects. It describes student outcomes including core subject knowledge and interdisciplinary themes like global awareness, financial literacy, and civic literacy. It also outlines learning and innovation skills of creativity, critical thinking, communication and collaboration. Finally, it discusses information, media and technology skills and life/career skills needed for work and life in the 21st century.
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
This document discusses skills needed for the 21st century including learning and innovation skills, life and career skills, information/media/technology skills, and core subjects. It outlines findings from research on administrators' perceptions of how their schools emphasize 21st century skills through technology use. The research found administrators were more aware of 21st century skills than teachers. It also found administrators perceived stronger positive effects of technology on student behaviors and skills than teachers perceived.
21st century learning skills involve students learning subjects by producing, synthesizing, and evaluating information using technology rather than just memorizing details. Web 2.0 tools allow for creating, collaborating on, editing, and sharing online content, making the learning process easier and more engaging. Incorporating 21st century skills into lessons helps students better understand and remember content by experiencing technology firsthand rather than solely using traditional teaching methods.
The document discusses the characteristics of 21st century learners, noting that they learn by doing, collaborate well, and have greater access to technology. It provides quotes emphasizing that 21st century learning involves mastering content from diverse sources, developing strong communication and problem-solving skills, and having the adaptability needed for today's workforce. The document contrasts 20th century education with 21st century approaches and skills.
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
The document summarizes the key differences between traditional and 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and textbooks, and students are assessed based on their knowledge. However, in 21st century classrooms, teachers facilitate learning by directing students to various sources and asking them to apply and demonstrate their knowledge. The document then outlines the skills needed for the 21st century, including learning and innovation skills (creativity, critical thinking, communication, collaboration); information and media literacy skills; and life and career skills (flexibility, leadership, social skills, accountability). It provides definitions and examples for each of these skills.
Communication skills for the 21st century classroomMaricris Arevalo
This document discusses effective communication skills for the 21st century classroom. It emphasizes verbal communication skills like conversation and debate as well as receptive skills like listening and comprehending multiple media types. It also stresses producing effective communication through oral, written, visual, and technical media while expressing views neutrally. The document outlines collaboration, interpersonal skills, and interactive communication as key effective communication skills and discusses what teams are and how to collaborate with others on a team.
The document discusses developing 21st century skills to help fuel the Philippine ascent in the global knowledge economy. It identifies the first 3 essential skills as critical thinking and problem solving, collaboration across networks and leading by influence, and effective written, oral and multimedia communication. The study is the first part of a new i-TalentDev.PH program that will highlight additional essential skills in future modules.
Digital learner and 21st century teacher (monique)Monique Camansi
This document discusses 21st century learning and skills. It argues that 21st century learning requires both content knowledge and skills like problem solving, collaboration, and adapting to change. True 21st century learning means embracing both traditional cornerstones of education to help navigate the future, as well as fostering creativity, learning dispositions, and communities where everyone is a learner. A literature review found that skills like communication, problem solving, collaboration, innovation and adapting to new demands are essential for success today, as manual labor and routine jobs are increasingly automated or outsourced. The document provides four ways to engage digital learners: tapping into their passions; connecting content to the real world; making students experts; and giving their voices a platform through
21st Century Skills - Institute Day 2009Andrew Kohl
The document discusses the need for 21st century learning skills to prepare students for modern life and work. It outlines the key skill areas needed, including core subjects, learning and innovation skills (creativity, critical thinking, communication), information and technology skills, and life/career skills (flexibility, initiative, social skills, accountability, leadership). Support systems must align standards, assessments, curriculum, instruction, professional development and learning environments to develop these 21st century skills.
The document discusses the skills needed for the 21st century and provides an overview of the K-12 education program in the Philippines. It outlines that K-12 aims to shift education from being time-based and focusing on memorization to being outcome-based and focusing on applying knowledge. The core subjects and themes of K-12 include life and career skills, learning and innovation skills, and information, media and technology skills. Teachers are expected to develop these core 21st century skills in students and effective communication, as education needs to prepare students for increasingly complex modern environments.
This document discusses using Web 2.0 applications in the classroom to support 21st century learning skills. It provides examples of how tools like blogs, social bookmarking, presentations, and multimedia creation can help students develop skills like collaboration, communication, creativity, and digital literacy. The document advocates letting students use familiar Web 2.0 tools to engage with and express their understanding of course content, rather than focusing on the tools themselves.
The document discusses the need for increasing literacy through Web 2.0 technologies in order to prepare students for the 21st century. It notes that today's students are digital natives who are comfortable with technologies like social media, videos, and multi-tasking. However, they still need to develop true digital and visual literacy. The document advocates for teachers to develop these literacies by using participatory media, embracing a remix culture in the classroom, and becoming 21st century educators themselves.
The document discusses the need for 21st century teaching strategies given changes in technology and information availability. It notes that today's students, or "digital natives", have grown up with access to computers, the internet, mobile devices, and social media. To prepare students for future jobs and life, education must focus less on memorization and more on developing skills like creativity, collaboration, problem solving and digital literacy. This involves teaching academic subjects through real-world examples, making learning relevant and expanding it beyond the classroom with 21st century tools.
This document provides an overview of New Jersey's Standard 9 for 21st Century Life and Careers. It discusses the importance of integrating 21st century skills into all content areas to prepare students for global careers. The standard focuses on developing life skills, financial literacy, career awareness and technical education. It also reviews the organization of the standard and provides examples of classroom activities to support career exploration and preparation.
The document discusses the history of technology use in classrooms from the mid-20th century to present day. It traces the introduction of televisions, computers, internet access, and tablets. It also describes how instruction has shifted from solely using textbooks and blackboards to incorporating various media sources. The document then examines where technology standards are addressed in the Common Core, focusing on the English and math standards. It emphasizes that technology is meant to enhance learning rather than be the focus.
The document outlines the key characteristics and skills of 21st century learners across several categories:
1. Information, media, and technology skills including visual literacy, digital literacy, and global awareness.
2. Learning and innovation skills like critical thinking, problem solving, creativity, communication and collaboration.
3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
The document discusses resources from the Partnership for 21st Century Skills (P21) framework for teaching 21st century skills. It describes the 4Cs of learning and innovation skills - creativity, critical thinking, communication and collaboration. It also outlines key life and career skills - flexibility, initiative, social skills, productivity, leadership. Content areas like math, English and sciences are discussed in relation to incorporating 21st century skills. Assessment guides and examples of schools implementing 21st century skills are provided as resources.
This document outlines standards from the Partnership for 21st Century Skills (P21) Framework for teaching critical skills to students. The P21 Framework advocates integrating skills like critical thinking, problem solving, communication and collaboration into core academic subjects. It describes student outcomes including core subject knowledge and interdisciplinary themes like global awareness, financial literacy, and civic literacy. It also outlines learning and innovation skills of creativity, critical thinking, communication and collaboration. Finally, it discusses information, media and technology skills and life/career skills needed for work and life in the 21st century.
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
This document discusses skills needed for the 21st century including learning and innovation skills, life and career skills, information/media/technology skills, and core subjects. It outlines findings from research on administrators' perceptions of how their schools emphasize 21st century skills through technology use. The research found administrators were more aware of 21st century skills than teachers. It also found administrators perceived stronger positive effects of technology on student behaviors and skills than teachers perceived.
21st century learning skills involve students learning subjects by producing, synthesizing, and evaluating information using technology rather than just memorizing details. Web 2.0 tools allow for creating, collaborating on, editing, and sharing online content, making the learning process easier and more engaging. Incorporating 21st century skills into lessons helps students better understand and remember content by experiencing technology firsthand rather than solely using traditional teaching methods.
The document discusses the characteristics of 21st century learners, noting that they learn by doing, collaborate well, and have greater access to technology. It provides quotes emphasizing that 21st century learning involves mastering content from diverse sources, developing strong communication and problem-solving skills, and having the adaptability needed for today's workforce. The document contrasts 20th century education with 21st century approaches and skills.
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21st Century Teaching and Learning
Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
Learning outcome:
- Identify the learning preferences and styles of today's learners.
- Examine a model for incorporating 21st century skills with literacy skills and content standards.
Audience:
- District leadership
- Curriculum and Instruction
MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools and resources to help improve student achievement.
The document summarizes the key differences between traditional and 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and textbooks, and students are assessed based on their knowledge. However, in 21st century classrooms, teachers facilitate learning by directing students to various sources and asking them to apply and demonstrate their knowledge. The document then outlines the skills needed for the 21st century, including learning and innovation skills (creativity, critical thinking, communication, collaboration); information and media literacy skills; and life and career skills (flexibility, leadership, social skills, accountability). It provides definitions and examples for each of these skills.
Communication skills for the 21st century classroomMaricris Arevalo
This document discusses effective communication skills for the 21st century classroom. It emphasizes verbal communication skills like conversation and debate as well as receptive skills like listening and comprehending multiple media types. It also stresses producing effective communication through oral, written, visual, and technical media while expressing views neutrally. The document outlines collaboration, interpersonal skills, and interactive communication as key effective communication skills and discusses what teams are and how to collaborate with others on a team.
The document discusses developing 21st century skills to help fuel the Philippine ascent in the global knowledge economy. It identifies the first 3 essential skills as critical thinking and problem solving, collaboration across networks and leading by influence, and effective written, oral and multimedia communication. The study is the first part of a new i-TalentDev.PH program that will highlight additional essential skills in future modules.
Digital learner and 21st century teacher (monique)Monique Camansi
This document discusses 21st century learning and skills. It argues that 21st century learning requires both content knowledge and skills like problem solving, collaboration, and adapting to change. True 21st century learning means embracing both traditional cornerstones of education to help navigate the future, as well as fostering creativity, learning dispositions, and communities where everyone is a learner. A literature review found that skills like communication, problem solving, collaboration, innovation and adapting to new demands are essential for success today, as manual labor and routine jobs are increasingly automated or outsourced. The document provides four ways to engage digital learners: tapping into their passions; connecting content to the real world; making students experts; and giving their voices a platform through
21st Century Skills - Institute Day 2009Andrew Kohl
The document discusses the need for 21st century learning skills to prepare students for modern life and work. It outlines the key skill areas needed, including core subjects, learning and innovation skills (creativity, critical thinking, communication), information and technology skills, and life/career skills (flexibility, initiative, social skills, accountability, leadership). Support systems must align standards, assessments, curriculum, instruction, professional development and learning environments to develop these 21st century skills.
The document discusses the skills needed for the 21st century and provides an overview of the K-12 education program in the Philippines. It outlines that K-12 aims to shift education from being time-based and focusing on memorization to being outcome-based and focusing on applying knowledge. The core subjects and themes of K-12 include life and career skills, learning and innovation skills, and information, media and technology skills. Teachers are expected to develop these core 21st century skills in students and effective communication, as education needs to prepare students for increasingly complex modern environments.
This document discusses using Web 2.0 applications in the classroom to support 21st century learning skills. It provides examples of how tools like blogs, social bookmarking, presentations, and multimedia creation can help students develop skills like collaboration, communication, creativity, and digital literacy. The document advocates letting students use familiar Web 2.0 tools to engage with and express their understanding of course content, rather than focusing on the tools themselves.
The document discusses the need for increasing literacy through Web 2.0 technologies in order to prepare students for the 21st century. It notes that today's students are digital natives who are comfortable with technologies like social media, videos, and multi-tasking. However, they still need to develop true digital and visual literacy. The document advocates for teachers to develop these literacies by using participatory media, embracing a remix culture in the classroom, and becoming 21st century educators themselves.
The document discusses the characteristics of the "Net Generation" or students who have grown up with technology. It notes that these students spend much more time using digital media than reading books or newspapers. They are comfortable with visuals and multi-tasking. The document advocates teaching students 21st century skills like information literacy, problem solving, and lifelong learning to prepare them for a digital world.
The document discusses the characteristics of the "Net Generation" or students born after 1982 who have grown up with technology. It notes that these students spend much more time using computers, video games, and the internet than reading books or in classrooms. As a result, they learn differently and educators must adapt teaching approaches to their skills with visuals, games, multitasking and finding information online rather than traditional lectures. The document advocates for teaching students 21st century skills like problem solving, collaboration and information literacy through inquiry-based learning rather than memorization.
Gifted Education And 21st Century Skillsguest38cccd
The document discusses the need for 21st century skills in all classrooms to prepare students for their future. It outlines key 21st century skills like creativity, problem solving, communication and technology literacy. It argues that these skills have traditionally been taught to gifted students, but are now essential for all students. Effective teaching methods need to shift from direct instruction to facilitating learning, critical thinking and collaboration to develop these skills.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
STEM education is important to prepare students for success in today's global, technology-driven world. The nature of work is changing and students now need skills like critical thinking, problem solving, collaboration, and technology literacy to compete in a new global economy. Traditional education models focus on memorization and single subjects, but the 21st century requires mastery across disciplines and integration of life skills. STEM programs that engage students in hands-on learning help develop the skills needed for their future careers and life outside of school.
Web 2.0: Balancing the Protection of Students and LearningKelli Montgomery
This document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that the skills needed in the 21st century, like creativity and collaboration, are better supported by Web 2.0 tools. BISD has embraced various social media like YouTube, blogs, wikis and Facebook to encourage student engagement and customizable learning. By taking risks with new technologies, BISD has seen a culture of assimilation where students and teachers actively use Web 2.0 tools to enhance learning. The document shares several examples of how BISD classes have incorporated social media to collaborate, share content, and democratize the learning process.
The document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that skills like critical thinking, creativity, and collaboration will be most important for the 21st century. BISD has embraced technologies like YouTube, wikis, blogs, and social networking to encourage student engagement and customizable learning. The district believes that learning is a social function and that they must harness the power of Web 2.0 to transform learning and remain relevant for students. Various examples are provided of how teachers and students in BISD are using technologies in creative ways to enhance learning.
This document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that the skills needed in the 21st century, like creativity and collaboration, are better supported by Web 2.0 tools. BISD has embraced various social media like YouTube, blogs, wikis and Facebook to encourage student engagement and customizable learning. This represents a shift to a more student-centered paradigm where learning is a social and collaborative process. The document outlines several successful Web 2.0 initiatives in BISD classrooms and argues that harnessing these technologies is key to remaining relevant and meeting the needs of today's students.
This document outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.
The document discusses goals for improving education in America, including preparing students for the real world and global competitiveness. It notes that technology is advancing rapidly and changing the skills students need, such as problem solving, teamwork and communication. The document advocates making curriculum more interdisciplinary, project-based and connected to real world applications to better prepare students for the 21st century.
Kindergartners today will graduate in 2021 and enter a world vastly different than the present. To prepare students for this changing world, schools must shift away from an industrial model and focus on developing 21st century skills like critical thinking, communication, creativity and technology literacy. This involves making students' education more personalized and emphasizing skills like problem solving through hands-on, inquiry-based learning connected to real-world issues. Schools will need to incorporate global topics, civic engagement and environmental awareness across disciplines to ready students for the interconnected challenges of the future.
The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
The document discusses 21st century skills learning, focusing on the three C's of communication, creativity/innovation, and critical thinking. It provides examples of how tools like Twitter, blogs, and social bookmarking can be used to teach these skills and foster collaboration. Project-based learning and online conferences are presented as ways to engage students in problem solving and challenges.
هام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكولIEFE
This document outlines 10 challenges of 21st century education and learning. It discusses how education must transform to develop students' innovative and creative thinking skills to solve complex problems. It advocates for student-centered learning that inspires cognition and metacognition. Key aspects include teaching students how to critically read information, collaborate, multitask, and learn with technology. Schools must also focus on cultivating students' compassion and community skills, not just technical skills. The overall message is that education needs flexible, global approaches to prepare students for today's world.
This document discusses the characteristics of the "Net Generation" or "Digital Natives" - today's students who have grown up with technology. It notes that they are constantly connected online, prefer visual media and multitasking, and see technology as an essential part of their lives. The document also examines how the education system needs to change to better engage these students, such as incorporating more multimedia, group work, and opportunities for online interaction and collaboration. It concludes by looking at the next challenge of the "Neomillennial" generation and how educators can keep up with rapidly changing learning styles.
Including educational technologies into teacher trainingGugulethu Mlambo
The document discusses key concepts related to knowledge societies, including definitions of knowledge and information. It outlines the goals of developing a knowledge society, including lifelong learning and the role of information communication technology. The document also discusses national and international initiatives to achieve "Education for All" goals and broad strategic objectives for the future, including improving education quality, developing high-level skills, and ensuring accessibility of basic education. Teachers and learners are described as active participants in knowledge societies.
This document provides background information on Moses and the story of Exodus from the Bible. It discusses who Moses was, including being raised in Egypt but born to Hebrew parents. It also summarizes the key events of Exodus such as the 10 plagues, Israelites being freed from slavery, and wandering in the desert for 40 years. However, it notes that some details are not likely historical facts, such as the parting of the Red Sea which was more likely a marsh that trapped Egyptian chariots. The overall message is that the religious truths of God's love for his people and leading them to freedom are more important than the specific factual details. Students are assigned to read more on Moses and answer accompanying questions.
This document provides an introduction to a unit on Christology by asking a series of questions about Jesus to test the reader's knowledge. It discusses Jesus' full name, parents, relatives, birthplace, nationality, appearance, age at death, things that made him angry or cry, and what makes him unique among religious leaders. The document also addresses the historical accuracy of the gospels and five undisputed historical facts about Jesus. It describes the assertions made in the novel and film The Da Vinci Code, such as that Jesus was married to Mary Magdalene and the early church voted on his divinity, and the consequences of confusing people about Jesus' true identity. The reader is instructed to be able to address and correct the
Eating disorders develop due to a combination of societal, familial, and individual factors that influence self-image and identity. People with eating disorders use disordered eating behaviors as an unhealthy coping mechanism to deal with emotions and feel a sense of control. Eating disorders are serious mental illnesses characterized by extreme concern with body weight and shape that can significantly interfere with daily life activities and well-being. Common eating disorders include anorexia nervosa, bulimia nervosa, binge eating disorder, and compulsive overeating. Warning signs include low self-esteem, social withdrawal, preoccupation with food and weight, and denial of the problem's severity.
The Canadian Guidelines for Body Weight Classification in Adults uses body mass index (BMI) and waist circumference to classify health risk. BMI is calculated from weight and height, while waist circumference indicates excess abdominal fat. The guidelines classify individuals as underweight, normal weight, overweight, or obese based on their BMI and waist measurements. A higher BMI or waist circumference is associated with greater health risks such as diabetes, heart disease, and some cancers. The classification system provides health professionals with a tool for assessing risk but should consider other individual factors.
This document discusses Catholic beliefs as summarized in creeds like the Nicene Creed. It explains that the Nicene Creed, written in 325 AD and revised in 381 AD, outlines 12 key beliefs of Catholics including: believing in one God who is the Father, Son, and Holy Spirit; that Jesus Christ is God and was crucified for humanity's salvation; and belief in one holy Church and resurrection of the dead. The document also notes that the Trinity is one of Catholicism's most fundamental doctrines, teaching that God exists as three persons - Father, Son, Holy Spirit - but is one divine Being.
This document outlines the requirements for a culminating performance task assignment in a Catholic studies course. Students must choose a current social issue and defend the Catholic Church's position on it. They will submit a proposal outlining their topic, research questions, sources, and a plan to present their findings to the school community. The proposal is due April 5th and students will meet with the teacher the week of April 18th to discuss their progress. Their final presentation will be a 15-20 minute prayer service reflecting their topic and learnings. The assignment is worth 10% of the student's final grade.
This document discusses dietary reference intakes and caloric needs. It notes that dietary reference intakes provide recommendations for nutrient intake based on factors like age, gender, and activity level. Caloric needs vary between individuals and are based on basal metabolic rate and physical activity. The document also highlights that caloric intake should consist of 55% carbohydrates, 12-15% protein, and less than 30% fat to meet nutritional needs.
The document provides an examination of conscience based on the Ten Commandments to help Catholics prepare for the Sacrament of Reconciliation. It includes questions to reflect on for each of the Ten Commandments related to one's thoughts, words, and actions over the past day or week. The examination encourages remembering sins honestly and resolving to sin no more with God's help.
The document presents the text of the Nicene Creed, which outlines core Christian beliefs about God as one in three persons, Jesus Christ as God's son who was crucified and resurrected, and beliefs about the Holy Spirit and the Church. It affirms beliefs in the forgiveness of sins, resurrection of the body, and eternal life.
Seven capital sins are identified along with their corresponding virtues. The capital sins are pride, avarice, lust, anger, gluttony, envy, and sloth. Their opposing virtues aim to help individuals see themselves and others accurately, share generously, control inappropriate desires, endure problems patiently, use things in moderation, find happiness in others' success, and persevere in spiritual growth.
The document provides information about an upcoming confirmation exam for St. Joseph the Worker Parish, including an overview of the exam format and content. Students should review materials on the Apostle's Creed, Act of Contrition, Beatitudes, saints, 10 Commandments, Gifts of the Holy Spirit, virtues and vices, capital sins and virtues, theological and cardinal virtues, and the seven sacraments with a focus on Reconciliation, Eucharist, and Confirmation. The exam will test students' knowledge of what Confirmation is about and why they want to receive the sacrament.
The Parable of the Prodigal Son tells the story of a man with two sons. The younger son asks for his inheritance and leaves home, squandering his money. He ends up poor and hungry, so he returns home to ask for forgiveness. His father welcomes him back with open arms and celebrates his return. The older son is angry that his brother was celebrated after wasting his money. The father explains that they are celebrating the return of the lost son.
St. Damien de Veuster contracted leprosy while living and serving on the Pacific island of Molokai in the late 1800s. In the early 1800s, Hawaiian officials quarantined anyone with leprosy on Molokai, leaving them without support. When St. Damien heard of their situation, he asked to serve the isolated people on Molokai. He lived among and cared for them until his death from leprosy in 1889, bringing them dignity and the love of God.
This document provides announcements and review material for a Confirmation preparation class, including:
- An upcoming Confession evening and details about a summer camp for earning community service hours.
- A review of the types of sin, occasions of sin, and how to avoid sin through following the Ten Commandments.
- A discussion of the parable of the Prodigal Son focusing on representing the father, sons, and lesson of God offering forgiveness.
- An overview of the Sacraments of Healing including Penance/Confession which provides forgiveness, grace and strength, and Anointing of the Sick for the sick/dying.
While some feel nervous about confession, confessing sins directly to God at home is not an option according to Catholic teaching. Confession to a priest is a sacrament instituted by Christ to obtain forgiveness for sins committed after baptism, and regular confession helps the penitent to examine their conscience and avoid sin in the future through the guidance of a priest and God's grace.
Saint Clare was an Italian noblewoman who was the first female follower of Saint Francis of Assisi. She founded the Poor Clare order of nuns and gave away her wealth to live in poverty and own nothing, trusting God to provide for her needs. When an attacking army approached her sick monastery, Saint Clare carried the Blessed Sacrament to the walls and prayed to Jesus for protection, causing the army to flee.
Padre Pio was a Capuchin priest known for his great faith in God. He received the stigmata and had gifts like prophecy, conversion, and miraculous cures through prayer. His works helped convert many people and build a hospital. However, he suffered greatly from the stigmata wounds and spiritual attacks by the devil. Despite this, he persevered in his love and faith in God as a model of faith.
1) After converting to Christianity at age 25, St. Francis of Assisi heard Jesus tell him to "rebuild my church, for it is falling to ruin" while praying in the ruined church of San Damiano.
2) Thinking this meant the physical church, St. Francis began repairing it by taking fabric from his father's shop to sell, angering his father.
3) When brought before the bishop, St. Francis stripped off his clothes and renounced his father, dedicating himself to serving God and the Catholic Church for the rest of his life through loving service.
The document describes four cardinal virtues: prudence involves making right choices to follow Jesus, justice respects others' rights and avoids selfishness, temperance controls physical and emotional needs, and fortitude provides courage and inner peace to face danger and difficulties while fulfilling duties, as seen in Christian martyrs.
This document discusses the Catholic concepts of grace, virtues, and sacraments. It defines grace as a supernatural gift from God that shares in his divine life. There are different kinds of grace including sanctifying grace, actual grace, and sacramental grace. The theological virtues of faith, hope, and charity come from sanctifying grace. Actual grace provides day-to-day help to do good. Sacramental grace increases the grace we possess and is given through sacraments like Confirmation. The document also discusses the cardinal virtues of prudence, justice, temperance, and fortitude, which form the foundation of a good life. It describes the seven sacraments and their roles in giving grace, along with
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Part One
1. 21 st Century Skills Preparing our Students for a Knowledge-Based Economy… November 10, 2009.
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17. If you had to create a list of essential skills for learning in the 21 st century, what would you include?
18. STUDENT LEARNING DIGITAL-AGE LITERACY -basic, scientific, economic and technological literacies -visual and informational literacies -multicultural literacy and global awareness INVENTIVE THINKING -adaptability, managing complexity and self-direction -curiosity, creativity and risk-taking -higher-order thinking and sound reasoning EFFECTIVE COMMUNICATION -teaming, collaboration and interpersonal skills -personal, social and civic responsibility -interactive communication HIGH PRODUCTIVITY -prioritize, plan and manage for results -effective use of real-world tools -relevant, high-quality products
CATHIE ACTIVITY: Think-Pair-Share Pair up with someone, preferably who you do not know, and discuss this question. Be prepared to share some of what you discussed with the large group. (Distribute one question per pair/group of three. Collect questions after discussion.)
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CHRISTINE In case you're wondering, an exabyte is 1,000,000,000,000,000,000 bytes OR 1018 bytes - there 1024 petabytes in an exabyte or 1,073,741,824 gigabytes in an exabyte. To give you an idea of what this means , five exabytes of information is equivalent in size to the information contained in 37,000 new libraries the size of the Library of Congress book collections The prefix exa means one billion billion.
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CATHIE *Key words that summarize what learning in the 21 st century is all about… -circled in red: the hallmarks of a successful learner in the 21 st century -circled in orange: are you surprised? 21 st century learning does not do away with “traditional” skills -the rest: not content-based and are therefore universal in all disciplines – have to make the concepts work within your curriculum area Ultimately, A 21st Century Learner… is curious; asks questions; accesses information from a variety of sources; analyzes information for quality; communicates using a variety of media; gathers and communicates information and employs technology ethically; adapts to an ever changing information landscape; needs a supportive network; is a partner in his/her education; manages time effectively; and has the ability to prioritize and plan effectively. Converts information into relevant knowledge
CATHIE Key: moving from accumulation of ideas to application of ideas Skill and knowledge are intertwined.
CATHIE Questioning skills become paramount: Modeling this is key. Questions that expose thinking, especially.
CATHIE Knowledge is constructed collaboratively, thus it requires openness to opposing viewpoints and a problem-solving process that can harmonize disparate entities and ideas.
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CHRISTINE -these skills were borne out of research conducted by American educational research groups -surveyed employers in the private and public sector; looking to identify areas of deficiency among workers -key issues: creativity and problem solving -workers could take direction, but often struggle when put in situations when they had to devise a plan the processes involved in this sort of decision-making was not natural Creativity is as important in education as literacy. Often our students fear being wrong, and thus struggle to arrive at original ideas. We don’t grow into or out of creativity, but often we are educated out it… Re-thinking teaching and learning: New literacy Changing demographic Active content creators Communication and collaboration
CHRISTINE GLOBAL AWARENESS: Using 21st century skills to understand and address global issues Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts Understanding other nations and cultures, including the use of non-English languages FINANCIAL/ECONOMIC/BUSINESS LITERACY: Knowing how to make appropriate personal economic choices Understanding the role of the economy in society Using entrepreneurial skills to enhance workplace productivity and career options CIVIC LITERACY: Participating effectively in civic life through knowing how to stay informed and understanding governmental processes Exercising the rights and obligations of citizenship at local, state, national and global levels Understanding the local and global implications of civic decisions HEALTH LITERACY: Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that are health enhancing Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction Using available information to make appropriate health-related decisions Establishing and monitoring personal and family health goals Understanding national and international public health and safety issues
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CATHIE We cannot purchase a well-rounded program for a “flat world” with new technology. We cannot abandon the rigorous teaching of math, reading, writing, science, history and literature. We need to teach these subjects more effectively, in concert with 21 st century skills in ways that respect and reflect what we know about learning.
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CHRISTINE DIGITAL IMMIGRANTS: Conventional speed Step by step Linear processing Text first Work-oriented Stand alone DIGITAL NATIVES: Twitch speed Random access Parallel processing Graphics first Play-oriented Connected
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CATHIE New formula for learning: 3Rs + 7Cs = 21 st century learning The 7Cs are the result of contemporary efforts to define the essential skills needed for a society’s future workforce. Appears to a reversion back to the “Whole Child ” approach: a well-educated child is healthy, safe and secure, engaged, supported, challenged
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CATHIE It’s important to always honour where we have been to emphasize the growth that we have experienced as a profession. As a group, using the materials provided… markers cue cards tape construction paper clip art images … build a timeline that shows how you see the teaching profession evolving. Along the way, include mention of the various technologies that you encountered as a student and a teacher to give a complete picture. Use symbols, pictures, words and phrases. (Note: Tape a timeline on one of the walls. At one end, label “1900” and at the other “2009”.) 20 th century: Lecture and deliver information Ask questions then accept answers Model “how-to” at the chalk board Employ “give facts then test” model Know pedagogy and effective practice Engage in one-way teacher/student communication 21 st century: Moderate, facilitate, refocus discussions Stimulate, moderate, manage communication and collaboration Use interactive whiteboards, blogs, social networks Adapt curriculum, use digital tools to gather/ assess information Combine pedagogy, effective practice and technological skills Facilitate student/group collaboration
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CHRISTINE What supports do you think are already in place to help you move to this point? -central staff support in-services individualized support -Internet connection more of our schools are becoming wireless -Smartboards -laptop carts -LCD projectors (in each department) -in-school supports teacher librarian -school websites collaborative What are some of the challenges?
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CATHIE Constructivism is a learning theory that supports the following principles: Learning is an active process facilitated by an environment that encourages: risk-taking, creative thinking, and critical thinking. Teachers create such environments to: facilitate learning and provide opportunities for self-reflection and self-evaluation. Learning is social and is fostered by collaboration. Constructivism is a learning theory: n which the learner actively creates his or her own knowledge that emphasizes problem-solving and understanding that uses authentic tasks, experiences and assessments a process that: emphasizes hands-on and real-life experiences occurs among a community of learners preserves and enhances the richness and complexity of a culture an approach : that involves collaboration between teachers, parents, children, and local and global communities members that is tailored to the needs and purposes of individual learners that features active learning, which is challenging, authentic, and multidisciplinary Learners learn by doing within a specific context. Learning is reflective and incorporates feedback from teachers (co-learners) and peers. Students and teachers learn through their mistakes. Technology is a tool to facilitate learning and is NOT the focus of learning. A teaching Strategy to Individualize Learning Constructivism helps each child: pursue personal interests and purposes use and develop his or her abilities build on his or her prior knowledge and experiences develop a love of learning Constructivism encourages teachers to provide for each child’s: preferred learning style rate of learning personal interactions with other learners an opportunity: to shift the emphasis from teaching to learning to individualize and contextualize students’ learning experiences to help students develop the processes, skills and attitudes crucial to construction of useable knowledge A means to change traditional rules, roles and relationships into those of a true learner-centered environment
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CATHIE Description Inquiry-based learning is rooted in the scientific method of investigating phenomenon in a structured and methodical manner. Related to teaching and learning, it is an information-processing model that allows pupils to discover meaning and relevance to information through a series of steps that lead to a conclusion or reflection on the newly attained knowledge. In most cases, teachers use a "guided inquiry" method to facilitate the learning experience and structure the inquiry around specific goals of instruction. The benefits of inquiry-based learning include the development of critical thinking, creative thinking, and problem solving. As an inductive thinking model, it has a particular appeal for boys. Brain research points to this Levels of Inquiry When considering inquiry activities in schools, consider the experiences and skills of your students. There are four levels of inquiry ( Callison ). Controlled . In a controlled inquiry, the teacher and/or media specialist chooses the topic and identifies materials that students will use to address their questions. Students are often involved with specific exercises and activities to meet particular learning outcomes such as retelling stories, evaluating sources, or comparing approaches. Students often have a specific product such as a Venn diagram, paragraph, or poster. Guided . In a guided inquiry, student have more flexibility in their resources and activities however they are expected to create a prescribed final product such as a report or presentation. Modeled . In a modeled inquiry, students act as apprentice to a coach such as a media specialist or classroom teacher. The student has flexibility in terms of topic selection, process, and product. The educators and students work side-by-side engaging in meaningful work. Free . In a free inquiry, students work independently. They explore meaningful questions, examine multiple
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CHRISTINE Activity: Quick Write Participants are asked to write as many responses on Post-It notes as they can think of. When done, they can post their notes on the chart.
CATHIE Generally speaking, when educators are asked if they know about Web 2.0 or what to do with it, this is the general reaction (mouse click for face to “fly in”). There is nothing to fear! Chances are, you know more than you think. Participants will engage in a Senteo anticipation guide about some general knowledge about Web 2.0.
CHRISTINE This was the last time the word “revolution” and “knowledge” were used in the same context. For the most part, we have been retrieving knowledge in the exact same manner ever since the advent of Guttenburg printing press. Consider… If a surgeon from the 18 th were to walk into a modern-day OR, would he be able to perform any procedure? Not likely… what we know about the human body, how we have come to learn about the human body and the ways in which we treat the human body have all evolved. If a teacher from the 18 th were to walk into a modern day classroom, would she still be able to teach? Probably… Have our methods really changed? Sure, some of the information is different, but that’s nothing a little bit of extra reading and research can’t fix.
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CHRISTINE *Emphasize the importance of teaching language for precision for access However… this doesn’t have to be the language of operation in the classroom. Students need direct instruction as to when this language structure is appropriate. Note: A lot IM acronyms are sexually suggestive and racially charged. Activity: Ask participants to shout out if they know what each of the IM acronyms stands for. A mouse click will cause each to “fly in” individually. IM Language: LOL = laughing out loud <3 = heart ^5 = high 5 P911 = parent coming into the room alert 2G2BT = too good to be true MorF = male or female? ASL = age, sex, location PRON = pornography CYO = see you online TTYL = talk to you later KPC = keeping parents clueless CYE = check your email
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CATHIE iTunes University has classes available for free within 5 minutes of presentation. Maine and Alaska are trying to move to 1:1 computing. Over 1 billion cell phones purchased in the last year. Increasingly, this is a computing device over a wireless infrastructure. Have hi-res screens, web browsers, download books. Phones will replace an ATM cards. What is the price and who is the focus market? Could they be used as a learning tool? Using new video glasses with the iPhone - now have access to all types of information (text, music, and video). Students will be able to carry a device with the sum total of all knowledge from the beginning of time, downloaded in less than a second. Eric Hoffler - in the times of radical change, the learners will inherit the earth while the learned are prepared for a world that no longer exists
CATHIE Numbers reflect board-wide averages.
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CATHIE Bloom’s revised taxonomy and corresponding web 2.0 applications On SmartBoard participants are asked to arrange the REVISED taxonomy in ascending order.
CHRISTINE Distribute instructions on how to build a blog using Blogger to participants.