The document discusses how teachers can personalize learning for students by understanding their individual abilities and needs, and using tools like the Ultranet to help plan and deliver differentiated instruction tailored to each student's preferences and interests. Personalized learning involves making students the central focus, enabling them through technology, promoting lifelong learning, and fostering collaboration within learning communities.
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
NCCE 2016: Changing Face of Instructional MaterialsOSPI OER Project
As our K–12 system moves to "career and college" ready learning standards, what does this mean for the materials teachers use with students in their classrooms? Participants in this session will learn about work underway in Washington and beyond to review and create 21st century instructional materials for math, science, and English language arts, including Open Educational Resources. Participants will gain insight into the newly revised Model Policy and Procedures that focus on supporting districts in their instructional materials decisions and learn about the K-12 OER Collaborative curriculum that is being developed for math and ELA.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
NCCE 2016: Changing Face of Instructional MaterialsOSPI OER Project
As our K–12 system moves to "career and college" ready learning standards, what does this mean for the materials teachers use with students in their classrooms? Participants in this session will learn about work underway in Washington and beyond to review and create 21st century instructional materials for math, science, and English language arts, including Open Educational Resources. Participants will gain insight into the newly revised Model Policy and Procedures that focus on supporting districts in their instructional materials decisions and learn about the K-12 OER Collaborative curriculum that is being developed for math and ELA.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
1. PERSONALISING LEARNING
The more you know about your students
and their abilities, the greater the
opportunity to effectively plan, scaffold and
differentiate their learning.
How can the Ultranet enable teachers to
effectively plan and deliver personalised
learning?
3. SOME DEFINITIONS
Individualization refers to instruction that is paced to the learning Teacher
needs of different learners. Learning goals are the same for all centric,
students, but students can progress through the material at different
grade level,
speeds according to their learning needs. For example, students
might take longer to progress through a given topic, skip topics that standards
cover information they already know, or repeat topics they need based
more help on.
High
Differentiation refers to instruction that is tailored to the learning
preferences of different learners. Learning goals are the same for all teacher
students, but the method or approach of instruction varies according to workload
the preferences of each student or what research has found works best
for students like them.
Personalization refers to instruction that is paced to learning needs,
tailored to learning preferences, and tailored to the specific interests of Student led,
different learners. In an environment that is fully personalized, the
ICT can
learning objectives and content as well as the method and pace may all
vary (so personalization encompasses differentiation and facilitate.
individualization).
Watch video by Barbara Bray and Kathleen McClaskey
4. Hands on Task
What is personalised learning?
• What does personalised learning
look like to you?
What
does it
look like? • In what ways are the teachers in
your school attending to the
different needs of students?
• Discuss at tables and on the
Design Space.
5. KEY IDEAS
Learners are ICT as a key
central enabler
Lifelong Communities of
learning collaboration
Personalising Education: from research to policy and practice Paper No. 11, September 2007
http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/personalising-education-report.pdf
7. LEARNERS ARE CENTRAL
Personalising education involves:
• a highly-structured approach that places the needs, interests
and learning styles of students at the centre.
• engaged learners who are informed and empowered through
student voice and choice.
• assessment that is related to meaningful tasks and includes
assessment for and from students.
• a focus on improving student outcomes for all and a
commitment to reducing the achievement gap.
12. ICT AS A KEY ENABLER
ICT
• allows each pupil greater diversity for learning.
• enhances interactivity between individual students and
individual teachers.
• provides a space for personalised, flexible learning
beyond the classroom walls.
• allows students to live locally whilst learning globally -
through the use of external resources accessed via the
world wide web.
14. LIFELONG LEARNING
Personalising education includes a commitment to:
• lifelong learning and the provision of flexible learning
environments.
• a range of educational pathways to meet the needs of all
students.
15. Community members being brought into schools for the emersion component of a unit to build a
stronger cultural understanding across the school.
16. Nangiloc Primary
sell orange juice and
ice blocks for profit
around the
community.
They have a strong
relationship with
the citrus growers
association, have to
advertise their
business and
calculate
expenses/profits
as well as grow the
fruit
17. Students in year 9 at Mordialloc College spend a term completing the ‘Mordialloc
Experience.’ For part of the term, they choose an organisation to complete community
service; for the second part of the term, they undertake a community engagement
project.
19. COMMUNITIES OF COLLABORATION
A school embracing the concept of personalising education will:
• promote a ‘community of learning’ approach and cultivate
strong relationships between adults and students.
• develop and promote the notion of networks rather than
existing in isolation.
• have strong links with the home, community, local
institutions, business and services.
23. Hands On
Our Own Community
Using LinoIt to respond to the main ideas.
24. Learning Tasks
Groups Group students in variety of ways – VELS levels, interests, learning
styles.
Submission Encourage students to use a variety of learning methods to submit
their work – written, audio, video etc
Discussion Pose questions to gather data about students levels of understanding.
Student generating and critiquing questions – assessment as learning.
Journal Ongoing journal for students to identify goals and strategies to drive
learning. Opportunity for teachers to check in and communicate
individually with students.
Reference Target learning objects to students based on their individual needs or
interests.
Task Set home work tasks for individuals or groups based on goals. Set
offline tasks for groups.
Observation Three way reporting and communication with students and parents
via observations.
Watch video
25. Hands On
Learning Tasks
• Set up a discussion in Learning Tasks
• Assign a VELS level (eg:
Communication - Listening, Viewing
and Responding)
Consider
• How would you group students?
• What questions could you ask to
gather information?
• How can this be used to personalise
learning?
26. Get to know your students
Student Learner
eXpress Profile
34. Ultranet Spaces - Collaborative Communities
Promote a community of learning
• Blogs – allow students to share their views, publish their work and comment
on others.
• Wiki – students can work together in a space to create and collaborate .
• Message Board and Community Chat – ongoing conversations where all
students can easily have their say and discuss topics with others.
• Topic based spaces for students to explore and direct their own learning.
• Think about how to make your spaces Collaborate within a class or school
collaborative and engaging for
students. Collaborate across schools
Invite subject experts into the space
42. Explore Collaborative Learning Spaces
• Sustainability Web Quest – 138858652
• i-Learn Human Body – 97125993
• Mill Park Secondary College Library – 4709954
• BSW Disposable Planet – 2810776
• LMR Literacy and Numeracy space – 119308309
• The Brain – 113827593
• Rangeview Bookclub – 94187915 (community space)
Editor's Notes
Have principals join space if they haven’t yet.
Questions to prompt online discussion – Online discussion using Google Docs with one grid per table, aiming to promote group discussion first How do you assess learning?How do we determine the learners needs?What does teaching and learning look like in a personalised environment?How do learners support their learning?How are objectives determined for the learner?How does the learner participate in their learning?
EXAMPLES: Chaffey Secondary College have a modular learning program. Basically they can choose ‘courses’ based on their interest from year 8 onwards. Some courses have pre-requisites and they go for different periods of time. Before finalising choices, students meet with their home group teacher for counselling. Setting up classes like this means that most have students of all ages, but similar interesets.
EXAMPLES: Each term/semester teachers need to ‘sell’ their subject or it won’t run. The course descriptor goes of the VELS area as well as any pre-requisites.
EXAMPLES: This could really go anywhere Rachel, so had a bit of trouble narrowing it down….
]
EXAMPLES:
Polycom Videoconferencing – Now available in all secondary schools across the network. Students (and teachers) can now work collaboratively without having to leave the classroom. Some examples include music teacher being able to take lessons without having to travel etc….
EXAMPLES: Educators Guide to Innovation and EPals
EXAMPLES: Writer’s Club / Quad Blogging
EXAMPLE:
Examples:VCE class – put a questions from last years exam into a discussion. Each student had to answer the question as well as comment on others. A quick and easy way for teachers to gather information about each student, where they are up to with their knowledge as well as an opportunity to use assessment for learning.Could also be done with NAPLANJournals Ongoing journal to gather information about where students feel they are at, and how they are going with their goals.Only need to set up once, but can be used all yearDon’t have to leave feedback all the time
Estelle's reading example
As a teacher Charles can go from his Science 10 relationship view class page and have all the students listed on the side and click through and see the Profile page for each student.