Teaching approaches, methods, strategies and a whole bunch of terminologies that most pre-service teachers interchangeably use and mis-use are somehow clarifies in this presentation.
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
Teaching approaches, methods, strategies and a whole bunch of terminologies that most pre-service teachers interchangeably use and mis-use are somehow clarifies in this presentation.
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
Physical and Architectural Learning Environment, Vol 1. Educational Spaces 21...eraser Juan José Calderón
Physical and Architectural Learning Environment.. Vol 1. Educational Spaces 21.Open up!.
GUIDEBOOKS ON DESIGNING MODERN AND LEARNING-RICH LEARNING ENVIRONMENTS.
This publication has been elaborated as a part of the “Educational Spaces 21. Open up!”
project implemented by the Center for Citizenship Education Foundation in
cooperation with the THINK! Knowledge Society Foundation, the Gesellschaft zur
Förderung des Hanseatic Institute for Entrepreneurship and Regional Development an der Universität Rostock e.V. and Rektorsakademien Utveckling AB, and funded by the European Commission as a part of the ERASMUS+ programme.
Some ways to promote creativity in our classroomsDr. Goutam Patra
It is argued creativity can be team-based, observable and learnable. It is evidenced in a collective capacity to select, reshuffle, combine, or synthesise already existing facts, ideas and skills in original ways. Thus we could promote creative thinking, being and doing in HE learning spaces by focusing on creative, collaborative learning activities among both learners and teachers (and see also Livingston, 2010).
Here are the some ways of creating creativity in Teaching- learning situation
They say it takes a village to raise a child, and second to home, school is where children spend most of their time. The purpose of this thesis is to explore through the lens of architecture an interrogation of what it means to learn.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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
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.
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.
2. “Look at your learning space with 21st-century eyes: Does it work
for what we know about learning today, or just for what we
knew about learning in the past?
“Does this learning environment support a
child’s natural instinct to learn through creation
and discovery?” (Trung Le, OWP/P p56)
3. “If we are looking for new pedagogical practices,
we have to have facilities that will enable those
to happen. So you want flexible spaces where
people can group and re-group, where you’re
not stuck in one configuration with teachers at
the front.”
4. Howard Gardner’s Multiple Intelligences
Theory is implicitly asking the designer of
the learning environment to consider a
variety of learning spaces – spaces in
diverse sizes, materials and colours, as
well as spaces with different
transparency, connectivity and agility. The
one-size-fits-all idea really isn’t
acceptable any more. (Rick Dewar p63)
5. Note the MS Classrooms are spaces with
fantastic potential for:
– Multiple ‘Zones’
– Agility / Flexibility of learning spaces
– Active Learning
– Bringing the Outside in
– Display Learning
– Resource Learning
– Social/Collaborative Learning
– Sensory Learning
6. It is about more than the furniture!
The physical environment of the building is very
important, but what really makes an institution
is the habits of mind that become taken for
granted in the community that occupies the
institution. An institution is the people and their
ways of thinking. If you really want to shift a
culture, it’s two things: its habits and its habitats
– the habits of mind and the physical
environment in which people operate.” (Sir Ken
Robinson “The Creativity Challenge” p57)
8. Make classrooms agile: A
learning space that can be
reconfigured on a dime will
engage different kinds of
learners and teachers.
9. Option to screen view
to minimize
distractions
Individual
work zone
10. Injecting a learning space with playfulness
and humour creates a warm and welcoming
atmosphere. This aligns with Abraham
Maslow’s Hierarchy of needs: if children feel
safe, they are ready to learn, and if they are
having fun, they feel safe.
11. Define the learning landscape by providing
environmental experiences that are
developmentally appropriate. In all
developmental stages children desire
immersion, solitude and interaction in a close,
knowable world; however, from ages 12 to 15
… social gathering places … take on a new
significance. (“Beyond Ecophobia” p182)
Collaborative Zone
12. Bring the outside in: Transport the community, the
landscape and faraway places into the classroom
with visuals and objects that call them to mind. Use
outdoor learning spaces – let them ‘push in’ to the
indoor space.
13. Display learning – track
progress in a visible way.
Active Learning –
museums invite
learners to act on
available information
– including
information from
one’s own thoughts,
feelings and
impressions - in order
to form new ideas. An
environment rich in
evocative objects,
whether it’s a
classroom or a
museum – triggers
active learning by
letting students pick
what to engage with.
Sound, smell, taste, touch and movement power
memory. An environment rich in sensory
experiences helps students retain and retrieve
what they learn.
14. Storage for Resource-Based Learning items and
other materials that is easily accessible without
crowding or having to ‘wait in line’.
A cleverly designed entrance helps
students begin and end the lesson
efficiently – labelled trays or boxes
where students can leave homework or
teachers can leave notes or materials
for the beginning or end of the lesson.
Students ‘home’ space which could
have a box or cube to store personal
items such as stationery and items
brought to class but not required for
the lesson, to replace ‘tidy trays’.
15. Plan for the unknown: new
technology brings with it new
teaching opportunities – design
a learning environment that will
allow teachers to modify their
methods and expectations as
technology changes.