This document discusses the concept of pedagogy of hope and learning as a relational journey of authentic inquiry. It presents learning as having three components: identity, knowledge, and competence. Learning is depicted as a journey from the personal to the public. The document advocates for the school being a learning community where leadership and learning are interconnected, with a focus on student, teacher, and community learning. Images are included of Australian wildlife and landscapes to represent concepts like critical curiosity, creativity, and resilience. Comments from an Indigenous leader praise an exhibition for bringing culture into the classroom in a way that meets educational standards. The document promotes finding a unifying story that engages young people.
Authentic pedagogy and participatory learning - a research in progressShaofu Huang
This is a presentation about my Ph.D. research in progress that was given to a small group of secondary learning leaders on November 2012. In this talk:
1. I first explore the definition of authenticity and argued that authentic pedagogy is a modification of the inauthentic pedagogy which shaped by the wider educational systems.
2. Then I introduce four noticeable movements to promote or adapt authentic pedagogy in three English speaking countries. The qualities they advocate seemed to be in three categories for me: authentic learner, authentic knowledge construction and authentic learning context.
3. Next, following brief description of my research design and the data collected, I discussed some preliminary findings. Qualitative analysis of the data revealed two world views of school: a) expert-led model and b) participatory model.
4. Quantitative analysis suggested that authenticity, as perceived by students, has a small but positive correlation with the sense of engagement with school as well as engagement with learning beyond the school.
Authentic pedagogy and participatory learning - a research in progressShaofu Huang
This is a presentation about my Ph.D. research in progress that was given to a small group of secondary learning leaders on November 2012. In this talk:
1. I first explore the definition of authenticity and argued that authentic pedagogy is a modification of the inauthentic pedagogy which shaped by the wider educational systems.
2. Then I introduce four noticeable movements to promote or adapt authentic pedagogy in three English speaking countries. The qualities they advocate seemed to be in three categories for me: authentic learner, authentic knowledge construction and authentic learning context.
3. Next, following brief description of my research design and the data collected, I discussed some preliminary findings. Qualitative analysis of the data revealed two world views of school: a) expert-led model and b) participatory model.
4. Quantitative analysis suggested that authenticity, as perceived by students, has a small but positive correlation with the sense of engagement with school as well as engagement with learning beyond the school.
Have you ever struggled with how to guide and mentor interns?
Shayna Sellars, Audubon Center of the North Woods, has entered her first year mentoring interns & Joe Walewski, Wolf Ridge, has been mentoring 16-20 graduate students for 11 years is still asking the same questions. Come hear their strategies and techniques and then stick around to join in the discussion.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
My presentation will focus on identifying, understanding, and cultivating batches of associated skills and dispositions desirable and needed if SI leaders are to perform their functions well, and if instructors are to effectively integrate SI leaders into their courses. These sets of skills and dispositions are termed intellectual and moral virtues in classical (particularly Aristotelian) Moral Philosophy, upon whose resources I will be drawing to illuminate topics in my presentation. I will also be drawing on my three year experience of full-time teaching Core courses and employing SI leaders at Fayetteville State University, which included some successes and also some failures with SI.
In the course of my presentation, I will introduce the participants to some of the rudiments of classical moral theory, discuss what intellectual and moral virtues are and how they are cultivated, identify which virtues are particularly needed by SI leaders and instructors and how they may be thoughtfully cultivated and progressively built. I will also provide participants with take-away resources to assist them in further study of the matters discussed.
Have you ever struggled with how to guide and mentor interns?
Shayna Sellars, Audubon Center of the North Woods, has entered her first year mentoring interns & Joe Walewski, Wolf Ridge, has been mentoring 16-20 graduate students for 11 years is still asking the same questions. Come hear their strategies and techniques and then stick around to join in the discussion.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
My presentation will focus on identifying, understanding, and cultivating batches of associated skills and dispositions desirable and needed if SI leaders are to perform their functions well, and if instructors are to effectively integrate SI leaders into their courses. These sets of skills and dispositions are termed intellectual and moral virtues in classical (particularly Aristotelian) Moral Philosophy, upon whose resources I will be drawing to illuminate topics in my presentation. I will also be drawing on my three year experience of full-time teaching Core courses and employing SI leaders at Fayetteville State University, which included some successes and also some failures with SI.
In the course of my presentation, I will introduce the participants to some of the rudiments of classical moral theory, discuss what intellectual and moral virtues are and how they are cultivated, identify which virtues are particularly needed by SI leaders and instructors and how they may be thoughtfully cultivated and progressively built. I will also provide participants with take-away resources to assist them in further study of the matters discussed.
A tutor in the Batchelor Institute for Indigenous Education in NT presents their work incorporating learning power in a programme called Preparing for Tertiary Success.
Learning Analytics for Holistic Improvement ALASI 2014Ruth Deakin Crick
Presentation on holistic improvement and learning analytics using hierarchical proess modellling at the Australian Learning Analytics Summer School 2014
Echo presentation hierarhical process modelling case studyRuth Deakin Crick
A case study of the application of HPM and Perimeta to school leadership in three English Academies...<a><img src="http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br />This work is licensed under a <a>Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.
What are systems and how does this apply to school leadership Ruth Deakin Crick
A presentation about systems thinking and its application to school leadership. With thanks to Patrick Godfrey and David Blockley from the Systems Centre at Bristol.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.
Diversity Simplified: Diversity Leadership Academy 2012: Capstone PresentationKevin Finke
Diversity Simplified believes we can positively transform organizations, culture and each other with thoughtful conversations that work towards a common ground. For their capstone presentation, this team reminded us that we never stop learning, and when placed in learning environments, we possess a diverse array of learning preferences. Our individual learning styles actually have a strong influence on the lessons we understand and retain, and also those we struggle to understand or may even choose to reject. Diversity Simplified wants to find a common ground with all of you and welcome you into a thoughtful conversation about one specific learning environment that was shared in common by this team.
This is a presentation about how Daniel, a teacher in Gappawiak, Northern Territory, Australia, used the ideas and practices of learning power to connect with his own culture and teaching in his community.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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!
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.
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?
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.
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
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.
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.
2. I think it’s a gift…..how
to get a long life
easier……it’s given me
an experience of the
future
3.
4.
5.
6. Hope assumes a metanarrative,
a story that serves as a promise
or reason for expecting a better
future.
Rorty, R. (1999) Philosophy and Social Hope. London: Penguin Books.
7.
8.
9.
10. Learning is a journey of authentic enquiry….
Identity Learning Real World
Knowledge
Story power Competence
……..from the personal to the public
11. 11
There are different
ways in which we
Public/External all know and learn
Competence
in the world
Knowledge
skills & Practical
understanding
Learning Logical
power
values attitudes
& dispositions
Visual
Identity Narrative
story, desire,
motivation,
relationships
Personal/Internal
12. Learning
Power
Changing and Learning
Meaning Making
Critical Curiosity
Creativity
Strategic Awareness
Learning Relationships
Resilience
23. Learning as a relational journey of authentic enquiry….
Learning
Identity Knowledge Competence
power
24.
25.
26.
27.
28. Learning as a relational journey of authentic enquiry….
Learning
Identity Knowledge Competence
power
29.
30.
31. But with this
You get to be yourself, you're not restricted.
you're allowed to think freely,
It's different because
you teach yourself and
it's your own work.
I used to just give up if it was difficult
But now I've gone up effort wise
I keep going, get more stuff done.
You're like exploring
and you think more
and more
and more than one lesson in a certain subject.
With this you learn what you want to learn
and that's really, really important.
You value yourself more
but now if you don't do what the teacher says
that's fine
cos you are teaching yourself – you are the teacher.
It really does change you as a person….
32.
33.
34. THE SCHOOL AS A LEARNING COMMUNITY
Leadership
Learning
Student Teacher
Learning Learning
35. Develop democratic
relationships
Communicate learning Build a community of
8
in multiple modes learners
7
6
Apply and assess in
5
Negotiate learning
authentic contexts
4
3
2
1
Connect learning to 0
Challenge and support
lives and aspirations learners
Build on learners Teach students how to
understanding learn
Promote dialogue as a Foster deep
means of learning understanding
Explore the
construction of
knowledge
36. Develop democratic relationships
Facilitator/orchestrator 1 Build a community of learners
Dynamic - creative design approach 0.8 Negotiate learning
0.6
Challenge support to achieve high
Could think on feet 0.4 stnds.
0.2
Reflective_on_pedagogy 0 Teach students how to learn
-0.2
-0.4
High personalization Promote dialogue as means of learning
-0.6
Foster deep understanding skilful
Absence of challenge
action
Control orientated Explore construction of knowledge
Self-referenced Build on learners understandings
Structure/explicit teaching Connect to lives and aspirations
Communicate in multiple modes Apply/assess in authentic contexts
40. THE SCHOOL AT THE HEART OF COMMUNITY LEARNING
Three learning processes
focused on student
learning and achievement Community
Leadership
learning
Leadership
Learning
Employee
Learning Systems
Thinking &
Processes Parent
Student Teacher
Learning Learning learning
Adult
learning
41. Ngambara Fimityatit
When we learn together, sharing and living the
same language for learning, we will be
empowered to create a new story for our
future.
46. Dec 2011: Mini exhibition and presentation at the Christmas concert and
BBQ
47. Long
Barramundi
Neck
Turtle
Critical Changing Green Ants
Curiosity + Learning
Golden
Orb
Spider Meaning
Making Ngambara
Learning
relationships
Fimityatit
Strategic
Creativity
Awareness
Resilience
Brolga Termites
Crocodile
48.
49.
50.
51. Tony Lee, A Larrakia Traditional Owner (Darwin)
Department Children and Families
“The performance I seen was
magic in that it’s bringing the
culture back into the
classroom, but meeting the
criteria… for white people”
“It’s bringing people back to
culture, but within a system”
52. The context of learning:
my own stories
story and uncovered in
identity the process
of knowledge
HOPE creation
the meta
narrative of my
community &
tradition
These are the words of Daniel, a year seven boy in school in Rochdale in 2010. He was talking about his school’s authentic enquiry project ‘My World’ which took place over 8 hours each week….the focus was on ‘My story’ and handing over responsibility for learning and knowledge generation to the students, through engaging in authentic enquiry projects.
Here is Danielbest thing, because it’s given me…strength to develop skills and get a long life easier
This is the sort of background that Daniel comes from….
the narratives of economic utility and progress through technology have broken down…… poverty is a great educator. Having no boundaries and refusing to be ignored, it mostly teaches hopelessness. Mike Bottery calls it the ‘Gross National Product’ code of education.IndividualismConsumerism
Worst case scenario…this is the story of economic utility and progress ….from a child’s perspective….it’s contextless, sterile, a series of hurdles reaching into the future after which I get a job…and a good life…it really doesn’t work for generation x and y….
The best teachers aim to ‘make it real’….but the road is still pre-determined…..learning to learn and engagement is still focused on performance…..within the dominant meta narrative
Values attitudes and dispositions for leanringI CAN
BEFORE: Learning is: “Paying attention, not getting distracted. Doing my duties, and just sticking to life in a good way.”AFTER: Like I never used to know like all this stuff, like strategic awareness, or critical curiosity, I never knew it existed, like changing learning resilience. And as soon as I got it all into my head, I’ve never ever gave up on stuff I need to reach my goal…..that’s the best thing, because it’s given me…strength to develop skills and get a long life easier
a framework & a rich, research-validated language for a coaching conversation that moves between the person and identity of the learner and a negotiated learning outcome or performance framed by trust, affirmation and challenge
I asked Daniel if I would see his learning journey in the map he drew of his Island. He described how he got stuck at the waterfall and god gave MrMoorhouse a helicopter to lift him up and put him down in the place where he was meant to be.
The team from the KaWul Centre at Singleton, engaging in learning power and an authentic enquiry project, with their mentors
Brent: self evaluation “ I noticed day by day, my critical curiosity has strengthened...yeah going through classes and that, its just changed…I think resilience has picked up a lot since we started….I think I’ve picked up a bit like with the…what was it, the go slow and get there in the end, tough, smart, tricky, yeah, sticking at things”
Katy outcome for her authentic enquiry was a discussion of the different ways in which humans assign value to things : economic value, sentimental value, utilitarian value etc. Katy’s SELF EVALUATION “With talking to teachers and peers, I have discovered a link between the thought processes behind this project, everything I have struggled to come to terms with has been resolved in conversation through this topic. This is an example of how ‘learning relationships’ has helped and encouraged me during my learning. Also a great amount of resilience has been displayed by me in my own thought, feeling like giving up, I have powered through pages and pages of ideas to come to a final discussion, able to write it down for others to understand.”
In the remainder of this section we present data based on observations of all 175 teachers collected using the TfEL measurement and demonstrate that the areas of weakest practice overall correspond with those aspects of teaching which were most strongly linked to the authentic learning stories in the UK evidence. This reinforces our argument that script based learning practices, which are associated with only superficial or low engagement, are deeply entrenched in our educational systems - they are the norm. Figure 2 shows the relative strengths and weaknesses of practice observed in the 20 schools included in the study at the time this data was extracted. The figure presented is of the median score for each element of the framework. The scale has been removed due to stakeholder sensitivity about the data. What is significant in this diagram is that those dimensions of practice which were weakest are those that were found in the UK Learning Futures work to support the development of authentic experience and deep engagement. These include: negotiate learning, explore the construction of knowledge, connect learning to students lives and aspirations, and apply and assess in authentic contexts. How do we explain these patterns in the observed behaviour? The overall distribution of scores for the observed sessions was such that it appeared multimodal. There were significant qualitative shifts in the patterns of relative strength and weakness in the scores across the spectrum of overall score. It is important to note that age, length of experience and educational qualification were eliminated as explanatory variables for these patterns. This suggested that there may be different groups of teachers who held different beliefs or assumptions about learning. This hypothesis was then examined using the rich narrative data available through the open and exploratory interviews which had been conducted with a sample of the teachers at the beginning of their involvement in the study.
There has also been a growing recognition by educational leaders that improving educational outcomes is not simply achieved with a focus on numeracy and literacy, but that positive school engagement as well as social and emotional wellbeing are also fundamental building blocks to success.Fits with imagery, culture and creativity.
Teachers, Assistant teachers, students and community members consulted on which metaphors to use for the seven dimensions of learning power..This dialogue about how we learn together was the engine for ownership, awareness and responsibility for our own learning and change.
Exhibition and presentations about the shared language for learning.Community members and parents were all invited to vote.
St Francis Xavier Catholic Community School agreed learning power metaphors. 6 months after the arrival of Dr Ruth and Julianne, we had 7 metapjors in place. We did a lot of work to get to this point.
Civic Dialogue – how can we make the mural of the crocodile tell the story of resilience so our children can learn?The three pillars of our behaviour policy – connected to learning power.