PGR conference UoN 2019
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English Secondary school teachers' day-to-day experience of teaching design adn technology during a period of curriculum change.
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Alternative in education
This document lists the group members working on alternative education and then covers the following key points:
1. It defines 10 principles of alternative education including being learner-centered, using educational technology, and allowing for self-learning.
2. It discusses the need and importance of alternative education in addressing issues like the explosion of knowledge and population.
3. The aims of alternative education are listed as providing education for all, expanding education access, and developing national consciousness through an equitable and low-cost system.
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1. Raises pupil achievement across the curriculum through effective lesson planning, marking, assessment and feedback.
2. Promotes learning and progress, has high expectations, checks understanding, and teaches key subjects well.
3. Creates a positive learning environment where pupils are interested and engaged through strategies like homework and support that match individual needs.
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Narrative report-on-hg-orientation (1)
1) Tandag Central Elementary School conducted an online orientation on the revised implementation of Homeroom Guidance during the pandemic on October 12, 2021. The orientation was led by the school principal and homeroom guidance designate and aimed to empower students to adapt to the new normal.
2) The orientation presentation from the Bureau of Curriculum Development highlighted that Homeroom Guidance should be considered part of the mental health component of the K-12 curriculum and serve as a tool to promote life skills development through proactive, preventative, and educational methods.
3) A total of 37 participants including teachers, parents, and the school principal attended the successful and well-delivered online orientation meeting.
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- Media resources can be used in learner-centered methodologies to develop language skills through experiential learning. This emphasizes global changes and developing adaptable, thoughtful learners.
- Popular media resources for language teaching include newspaper, radio, television, internet, computer, video, and audiotape.
- Effective techniques using media include role plays mimicking videos, interviews via webcam, presenting information through PowerPoint, and reinforcing learning through social media interactions.
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The document discusses a teacher professional development program called Participate that provides collaborative, personalized, and interest-driven learning opportunities for educators. Surveys of participating teachers found that global content, project-based inquiry, and technology integration were effective components of professional development. The program allows teachers to gain expertise in areas like language and culture, inquiry-based lessons, and skills like creativity and problem-solving.
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2016 Participate Impact Report: Classroom Practice
Students deserve authentic learning opportunities that involve them in both their communities and the broader world.
Educators teach in complex environments. We know that effective teachers are the main drivers of student success and can be the agents of change in every classroom. This is only possible if teachers have autonomy and trust from their school systems to use innovative and authentic curriculum, to employ inquiry-based and culturally responsive teaching strategies, and have the ability to experiment with new technologies.
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This document outlines 5 key aspects of quality education: 1) Healthy learners supported by their communities, 2) Safe and equitable learning environments, 3) Relevant curricula teaching basic skills and life skills, 4) Child-centered teaching approaches used by trained teachers to facilitate learning, and 5) Outcomes including knowledge, skills, and attitudes aligned with national education goals.
English and Social Studies Department Presentation 2015 by Kru James parents ...
Panyarat High School offers liberal arts programs in English and social studies. The English program uses standardized international texts to develop students' language skills and prepare them for university entrance exams. Social studies is taught using online interactive resources with a regional theme, covering geography, culture, economics and more. Both subjects emphasize cross-curricular learning and using 21st century methods like flipped classrooms to motivate independent study.
Defining my beliefs
The document discusses the author's views on language, social context, learning and learners, and teaching. It views language as a vehicle for expression and communication involving aspects like pronunciation, grammar, and vocabulary. It emphasizes teaching English in real-life situations while being aware of social and cultural contexts. Learning should guide curriculum and engage learners by considering their needs, interests and goals. Teaching is a complex process where teachers transmit knowledge while making decisions about what and how students learn, taking into account different learning styles. The focus is now on learners rather than just curriculum.
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Meghan Charest participated in Conestoga College's Campus Service Learning initiative for Celebrating Cultural Diversity Week in November 2015. As part of a joint initiative between the World Cultures Course and Student Life Department, she was involved in experiential learning activities to educate the college population about cultural diversity. Campus Service Learning provides students opportunities to experience civic responsibility, gain a sense of connection to their community, and develop skills like teamwork, communication, time management and presentation abilities.
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Multigrade Program in Philippine Education
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
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Educational technology plays an important role in 21st century education by supporting collaboration, providing context for learning, and giving constant access to information. Students should learn to work together to discover, analyze, and understand information as a team. Technology allows for learning that students can apply and see value in outside the classroom. It also helps students develop 21st century skills that are necessary for success, such as the ability to learn on their own and share knowledge digitally. For schools and teachers to be effective, they need training and proficiency with technology in order to transform standards, instruction, and professional development in a changing world.
Narrative report-on-hg-orientation (1)
1) Tandag Central Elementary School conducted an online orientation on the revised implementation of Homeroom Guidance during the pandemic on October 12, 2021. The orientation was led by the school principal and homeroom guidance designate and aimed to empower students to adapt to the new normal.
2) The orientation presentation from the Bureau of Curriculum Development highlighted that Homeroom Guidance should be considered part of the mental health component of the K-12 curriculum and serve as a tool to promote life skills development through proactive, preventative, and educational methods.
3) A total of 37 participants including teachers, parents, and the school principal attended the successful and well-delivered online orientation meeting.
NANCY HOLLAND RESUME 2016
Nancy Holland has over 20 years of experience in education, including as a bilingual teacher, literacy specialist, and center administrator. She holds a BA in Interdisciplinary Studies from Texas Southern University. Her resume highlights leading bilingual classrooms, analyzing student data to improve instruction, developing teacher training programs, and ensuring regulatory compliance in early education programs.
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This document discusses the use of media in language teaching. It defines media in education as devices that mediate between the learner, teacher, and information, with a focus on student progress. Some key points:
- Media resources can be used in learner-centered methodologies to develop language skills through experiential learning. This emphasizes global changes and developing adaptable, thoughtful learners.
- Popular media resources for language teaching include newspaper, radio, television, internet, computer, video, and audiotape.
- Effective techniques using media include role plays mimicking videos, interviews via webcam, presenting information through PowerPoint, and reinforcing learning through social media interactions.
- The recommended approach is communicative
Dr. William Kritsonis, Dissertation Chair
Dr. William Allan Kritsonis, Dissertation Chair for Debra Denis Watkins, PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
Codeofethicsforeducators
The New York State Code of Ethics for Educators outlines six principles that educators are expected to uphold. The principles focus on nurturing student potential, creating challenging learning environments, committing to continuous learning, collaborating with colleagues and the community, and advancing the intellectual foundation of the learning community. The Code of Ethics was developed with input from educators, administrators, and other stakeholders, and aims to articulate the core values of the teaching profession.
Exploratory Program in the Middle Level School
The document discusses exploratory programs in middle level schools. It defines exploratory programs as providing experiences outside of core classes, such as art, music, technology, clubs, and mini-courses. Exploratory programs aim to help students discover their talents and interests, acquire new skills, and explore activities they can pursue outside of school. They offer opportunities for intellectual, social, and personal growth during early adolescence. While exploratory programs provide benefits like excitement and development across academic areas, they also face challenges with issues like budgets, grading, course offerings, and scheduling. Effective implementation requires addressing decisions around what classes to offer and how to integrate them with core subjects.
Miller.Nicholas.Resume
Nicholas Miller has extensive experience in education, including roles as an assistant principal, fourth grade team lead, and corps member with Teach for America. He holds a Master's degree in Education from Southern Methodist University and Bachelor's degree in Kinesiology from Texas A&M University. Miller has received several awards for his work improving educational opportunities and outcomes.
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Respond to at least two peersand the instructor35 words or.docx
Respond to at least two peers
and the instructor
35 words or more per a person
Respond to at least two peers. In your responses, include a question about your peer’s technology-enhanced instructional strategies and offer an additional resource that supports an alternative viewpoint. Additionally, discuss your peer’s point of view and whether it is in direct correlation or contrast to yours about the CCSS. Finally, address your peer’s discussion of the challenges he or she faced in the redesign for the Week One Assignment offering supportive ideas for how your peer could overcome these challenges for future redesigns in this course. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
The first person is
Instructor Kyger
Class, The International Society for Technology in Education (ISTE) website provides a way for educators to connect with peers and share knowledge and ideas. ISTE also offers innovative educational technology resources to support professional learning in the education field.
NETS for students 2007.
What are your thoughts on ISTE? Are you a member, would you consider being a member?
How can ISTE help you as an educator in better utilizing CCSS?
The second person
is Patricia Ogundare
CCSS for Math and English Arts
My view of Common Core, that is, it was designed to protect students’ from receiving an inferior education, so that no matter where they live the educational experience they encounter will be the same as other students who are in the same grade. It basically says all students should have access to the same information, especially in ELA and Math, which outlines “clear goals” (CA CCSS, n.d.) of what all students should “know and be able to do in each subject in each grade”
California
. “Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace” (CA CCSS, n.d.).
Support the needs of all learners
To ensure that learning occurs in classrooms district leaders must insist on hiring teachers with efficient skills in the subject area they teach. Those who teach math must be proficient for the grade level they are teaching with knowledge of more than one way to teach math concepts. The same is true for ELA. Antiquated methods for teaching must be removed and innovative technology must replace green, non-digital white boards, and black boards. Boards must be technology friendly and capable of moving to the height needed for students or teachers who require wheel chairs.
For those students, who need special reading, audio and visual apparatuses equity for access must be granted. Reso.
Response 1
Educational systems in the 21st century require teachers who can apply modern methodologies and strategies to engage creative and passionate students. Teachers must be able to think critically and solve problems to create constructive learning environments. They need competencies like critical thinking, problem solving, decision making, communication, leadership, and creativity. With technology and globalization, teachers must be prepared to use different approaches and strategies to select the most appropriate way to teach each topic to different students. They should construct knowledge using teaching strategies that enhance meaningful learning tailored to students' needs, circumstances, and available resources. Technology is an important tool that teachers should use to create dynamic and fun lessons, even without all the resources of some institutions.
Roles and functions of educational technology in 21st Century education
The term “21st century” has become the central part of educational thinking and planning for the future. Administrators and Teachers are actively searching for ways to prepare students for the future, and the educational system has been evolving faster than ever before. Creating a 21st century education system is about making sure that all students are prepared to succeed in a competitive world – a world with plenty of opportunities for highly skilled individuals and limited options for everyone else.
Globalization has opened up the world and allowed people to connect in new and exciting ways. We blend traditions and create unique belief systems and also transmit our values and cultures without the expectation of them being adopted by our audience. As always, at its core, the role of education is to prepare students to become active, successful, and contributing members of society.
Instruction should be student-centered
Instead of passively receiving information, the students would gather information on their own, under the guidance of their teacher. Different learning styles are encouraged, and students have an enhanced sense of motivation and responsibility.
They engage in many different types of hands-on activities, as well as demonstrate learning in many differentways. Learning is about discovery, not the memorization of facts.
In order to prepare students to play their role in the 21st century society we are a part of, the following can be considered when deciding how education will look in our schools and classrooms.
Education should be collaborative
Students must learn how to collaborative with others. Students should be encouraged to work together to discover information, piece it together, and construct meaning and should learn how to recognize the different strengths and talents each person can bring to a project, and change roles depending on those attributes. Schools should also be collaborating with other educational institutions around the world to share information and learn about different practices or methods that have been developed.
Learning should have context
Students are encouraged to learn in different ways, the teacher still provides guidance as to the skills that need to be acquired. The teacher can make a pint of helping students to understand how the skills they are building can be applied in their lives. Students will be so much motivated to learn something that they can se the value in. We need to take a more general approach and teach them the skills that they are useful in any situation.
Technology is a tool, a way for fact-based learning and allows students to do a lot of the research using the internet and various tools. The Role of Technology in 21st Century Learning:
1. Technology allows for24/7 access to information
2. Constant social interaction, and
3. Easily created and shared digital content.
The Roles and Function of Educational Technology in the 21st Century Education
The Roles and Function of Educational Technology in the 21st Century EducationMezceville J. Gabrillas II
The Roles and Function of Educational Technology in the 21st Century Education
*ROLES
-Instruction should be student-centered
-Education should be collaborative
-Learning should have context
*FUNCTIONS
-Improvement of Teaching
-Analysis of the Teaching-Learning Process
-Improvement of Learning
-Enhancing Goals of Education
-Training to Teachers
-Development of Curriculum
-Development of Teaching-Learning Materials
-Teaching-Learning Strategies
-Development of Audio-Visual Aid
-Help in Overall Improvement
-Identification of Needs of the Community
Submitted by: Femmie TutorGetting the Order Right, Pedagogy Before Technology
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
Revolutionizing Education: Innovations in Curriculum Design and Delivery
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The document discusses 21st century education, including the values and principles that should guide education, the characteristics of 21st century learners, the skills needed for learners, qualities of 21st century teachers, and teaching methodologies. It describes how 21st century learners are digital natives who learn best through hands-on experiences, and outlines critical thinking, communication, collaboration and other skills needed. Teaching methods discussed include flipped classroom, project-based learning, gamification, and competency-based learning.
21st century skills
This document discusses the skills needed for 21st century teachers. It identifies several roles for modern teachers, including being adaptable, visionary, a lifelong learner, good communicator, leader, role model, and collaborator. Specific skills discussed include information and media literacy, critical thinking, collaboration, global awareness, and entrepreneurship. The document also contrasts traditional and modern views of schools, teachers, learners, and curriculum, emphasizing how education must evolve to meet the needs of students in a global, technology-driven world.
Lemie 2
Educational technology serves several roles and functions in 21st century education. It allows for student-centered, collaborative learning with real-world context through technologies that provide constant access to information and social interaction. Some key functions of educational technology include improving teaching methods, enhancing educational goals, analyzing the teaching-learning process, developing curriculum and audio-visual aids, improving learning outcomes, training teachers, and identifying strategies to address community needs.
Karen Nelson
This document discusses strategies to improve student engagement and retention in higher education. It notes that the first year experience is critical for student success and that institutions need to take institution-wide approaches to enhancing this experience. It emphasizes the importance of collaboration between academic staff, student support staff, and administrators to integrate initiatives that benefit all students. The document then provides several examples of how interconnectedness across an institution can help improve the first year experience and student learning engagement, such as through curriculum design, monitoring student engagement, and developing academic-professional partnerships.
16 (Padang Univ's Seminar Paradigm of Teacher's Education)
A New Paradigm In Teachers’ Education And Teaching And Learning Quality: A Challenge To Be Relevant In The 21st Century
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INNOVATION OF SENIOR HIGH SCHOOL SCIENCE TEACHERS
ABSTRACT: This is descriptive research employed quantitative and qualitative elements as it explored the
innovations implemented and the administrative support provided among the senior high school science teachers
in Castilla, Sorsogon Philippines. The study obtained data from the thirty purposively selected Senior High
School Science Teachers through interview and survey and were analyzed and interpreted using simple statistics
like frequency count, percentage, and ranking as well as thematic analysis and presented using tables and
narratives. The study revealed innovations in terms of teaching strategies which include:“Modified Group
Dynamics-based on online games characters, robots (acting out) use in groupings and role playing” , “Memesbased Picture Analysis”, and “Social media-based Teaching Strategy using Likes, Shares, Comments”.; in
terms of LearningAssessment, the minimal innovations include; Modified 4 pics 1-word, (role playing,
contest/games), Projects with social media integration (posting of projects in their Social Media accounts/class
FB pages), and Adapted Online learning applications (kahoot.com). alongSchool Management of and
Projects linkages to some international private advocacy organization eg.Intervida and Green Valey were
revealed. There were minimal administrative support to innovations related activities: along Facilities and
Equipment, Sources of Fund, Capability-building activities, and Rewards and Incentives. The innovations
made students view their learning activities as; “Active and engaging”, “Motivating and insightful”, and
“Going beyond the minimum”.
KEYWORDS :Innovations, Senior High School Science Teachers, Teaching Strategies, Learning Assessment,
School Management of projects.
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PGR conference UoN 2019
- 1. School of Education PGR Conference 2019: Equality, Diversity and Inclusivity in Education English secondary school teachers’ day-to-day experience of teaching design and technology during a time of curriculum change: preliminary findings. sarah.davies1@Nottingham.ac.uk twitter.com/sdsdavies #teachersmatter
- 2. School of Education PGR Conference 2019: Equality, Diversity and Inclusivity in Education English secondary school teachers’ day-to-day experience of teaching design and technology during a time of curriculum change: how can a phenomenographic approach help? sarah.davies1@Nottingham.ac.uk twitter.com/sdsdavies #teachersmatter
- 4. the presentation 01: the study 02: the method
- 5. what is my study about?
- 6. How does this relate to Equality, Diversity and Inclusivity?
- 8. In what ways are teachers finding, understanding and practicing D&T?
- 9. the method 01: the study 02: the method
- 11. ‘It seeks to identify the qualitatively different ways in which individuals experience such aspects of their world as teaching, learning or the meaning of disciplinary concepts’ Ashworth and Lucas (2000, p. 298)
- 13. Literatures
- 14. Step 01: Research Method Semi-structured interviews Step 02: Data Analysis Emphatic understanding Step 03: Data Analysis Categories of description Individual profiles SSM drawings Themes Criteria of ‘relevance’
- 15. what did I find out?
- 16. did the method help me with emphatic understanding?
- 17. Does the method uncover teachers’ perceptions of curriculum change issues?
- 19. Thank you for listening. Any questions? sarah.davies1@Nottingham.ac.uk twitter.com/sdsdavies #teachersmatter