The document discusses how passion and purpose pursued together with a sense of urgency can help achieve great things. It argues that schools should redirect energy into cultivating collective expertise and celebrating small victories. Rather than waiting for the perfect program, communities should focus on student and adult learning through professional deliberation and discussion that values different perspectives. While improving teaching is important, communities must also question underlying values and why some students continue to struggle to ensure all learn. Sustainable improvement respects past knowledge and experience as valuable resources to recombine rather than obliterate.
A discussion of Scholarly Teaching, with a focus on three areas:
- Active engagement during class time
- Effective preparation (students & instructors)
- Feedback loops and iterative learning
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
Information from this presentation from the following sources:
http://www.allthingsplc.info/
http://www.youtube.com/watch?v=7CsGao_i1BM
http://www.youtube.com/watch?v=FTeIA8l_Jl8&feature=related
This presentation outlines the fundamental components of an effective professional learning community (PLC). Much of the information is taken from the works of Richard DuFour and Robert Marzano. This material is free for public use. Please direct all questions to Dessalines Floyd at Floydd1@duvalschools.org .
A discussion of Scholarly Teaching, with a focus on three areas:
- Active engagement during class time
- Effective preparation (students & instructors)
- Feedback loops and iterative learning
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper focuses on the duality of roles that students and lecturers play in sharing responsibilities for creating productive and worthwhile teaching and learning environments. Taking student-centred learning as a starting point, this paper focuses on university teacher fellowship projects that challenge students to take control of their learning as a means of democratising the learning experience. This means the lecturer is more facilitator and environment creator than sage or expert and advocates getting students to trust themselves to learn as well as getting lecturers to trust themselves and let go of control.
Information from this presentation from the following sources:
http://www.allthingsplc.info/
http://www.youtube.com/watch?v=7CsGao_i1BM
http://www.youtube.com/watch?v=FTeIA8l_Jl8&feature=related
This presentation outlines the fundamental components of an effective professional learning community (PLC). Much of the information is taken from the works of Richard DuFour and Robert Marzano. This material is free for public use. Please direct all questions to Dessalines Floyd at Floydd1@duvalschools.org .
Learning Platforms: Common Threads & Future DirectionsKimberly Eke
From a talk at Lycoming College in Williamsport, PA on March 17, 2015. Co-sponsored by Information Technology Services, the Libraries, and the Teaching Effectiveness Committee.
Are Teachers Professionals?
I've heard a lot of talk about teachers as professionals, or at least the desire for teachers to be professionals. I'm not sure many people would disagree that, in an ideal system, teachers would be at least close to on-par with doctors, lawyers, engineers, etc.
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
The blended classroom- El aula Semi presencial
Como pueden los maestros usar el aprendizaje semipresencial para hacer evaluaciones formativas y el aprendizaje visible posible?
Presentation at uLead 2017 to a full house of colleagues in Banff, April 2017. Looks at what it takes to lead an adaptive and resilient school. Book coming soon!
Learning Platforms: Common Threads & Future DirectionsKimberly Eke
From a talk at Lycoming College in Williamsport, PA on March 17, 2015. Co-sponsored by Information Technology Services, the Libraries, and the Teaching Effectiveness Committee.
Are Teachers Professionals?
I've heard a lot of talk about teachers as professionals, or at least the desire for teachers to be professionals. I'm not sure many people would disagree that, in an ideal system, teachers would be at least close to on-par with doctors, lawyers, engineers, etc.
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
The blended classroom- El aula Semi presencial
Como pueden los maestros usar el aprendizaje semipresencial para hacer evaluaciones formativas y el aprendizaje visible posible?
Presentation at uLead 2017 to a full house of colleagues in Banff, April 2017. Looks at what it takes to lead an adaptive and resilient school. Book coming soon!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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?
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.
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.
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
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.
1. “When people have a passion and a purpose that is
theirs, not someone else’s, and when their passion is
pursued together and is sharpened by a sense of
urgency, there are no limits to what they can achieve.”
Hargreaves and Frink (2006)
1
3. Consider this:
Our schools perform at current levels,
despite immense challenges
What would happen if we redirected all
this heart and energy into simple,
proven practices: systematically
identifying, cultivating, refining, and
honoring the vast untapped fund of
collective expertise already in our midst
– and celebrating each small
instructional victory, one at a time?
3
4. Forty Years of Reform Strategies
1970’s uninformed professional
judgment
1980’s uninformed prescription
1990’s informed prescription
2000’s informed professional judgment
4
5. Informed Professional Judgment
Professional judgment involves groups
of teachers and others who value
difference, disagreement, and debate
over the best ways to identify and
implement needed improvements.
It’s about how teachers promote, value,
and bring together formal evidence and
experiential knowledge and intuition as a
basis for decision-making.
5
6. A Professional Learning
Community is…
A community where diverse people have
a shared commitment to a common
purpose. Communities support each other
in pursuing goals and acknowledge and
include all views. The communities focus
on…
learning of the students, the adults, and
the organization. These learning
communities are…
professional in how they value
deliberation and discussion.
6
7. Groupthink
Many groups that have been labeled PLC’s
are not because members are more
interested in being nice to one another than
probing deeply into issues that sometimes
divide education.
Like all communities, learning communities
can become victims of “groupthink,” where
members insulate themselves from
alternative ideas – turning shared visions
into shared delusions
7
8. Double-Loop Learning: An
Alternative to Groupthink
A thermostat is a single-loop learner. It
is programmed to increase or decrease
heat in order to keep temperature
constant.
A thermostat could be a double-loop
learner if it could inquire why it should
measure heat and why it is set so that
the temperature is constant. It is
inquiring into underlying values.
8
9. Thermostats?!?
Twinning the Portman bridge to handle the
traffic-flow into Vancouver is an example of
single-loop learning.
Studies have shown that when congestion
is relieved initially by building roads or
bridges, there is a 30% (more people move
to the suburbs) increase in travel, which in
turn leads to more congestion, and air and
noise pollution than before the road
building. Questioning the value of fucusing
on traffic flow is an example of double-loop
learning.
9
10. What does this have to do with
PLC’s?
Improving teaching methods is an
example of single-loop learning.
Asking why the same kinds of students
continue to experience difficulty, despite
improved teaching methods is an
example of double-loop learning. This is
about questioning the value of improving
teaching methods.
10
11. Creative Destruction
The need to obliterate the past to create
the future.
This often results in endless swings of
the pendulum, increased burnout, and
an unnecessary waste of accumulated
expertise and memory.
There is an alternative…
11
12. Creative Recombination
Sustainable improvement is about the
future and the past.
It doesn’t treat people’s knowledge,
experience, and careers as disposable
waste (think about resistance) but as
valuable, renewable, and recombinable
resources. While PLC’s should never
blindly endorse the past, they should
always respect and learn from it.
And so…
12
13. The moment we begin to work with the
past, not against it or in spite of it, is the
moment we will see an end to repetitive
change syndrome and the widespread
resistance that results from it.
13
14. So what do PLC’s do?
The core mission of PLC’s is not simply to
ensure that students are taught, but that
students learn.
Improving teaching methods (single-loop
learning) is the meat and potatoes of PLC’s.
However, they continually monitor student
learning at the school, classroom and
individual level to ensure students are
learning. If all students in all classes are not
developing to their potential, PLC’s treat
current classroom interactions as problematic
(double-loop learning).
14
15. The Time Factor
Treating classroom interactions as
problematic takes a lot of time whereas
learning new teaching methods can be
done quickly.
Yes, but…
Remember the fade and fizzle pattern
that is typical of a lot of educational
reforms.
Going slower produces faster real
change.
15
16. How To Make PLC’s Fail…
Create a sense of betrayal in teachers when
promised resources fail to materialize or abruptly
disappear
Create a sense of frustration with shifting levels of
endorsement or support from school leaders
(hedging bets, backing off, caving in)
Encourage a sense of dismay over conflicts with
colleagues and/or a failure of collegial support
Ignore the possibility of emotional and physical
exhaustion associate with extra and unfamiliar
responsibilities
Keep the definition of PLC’s broad enough to
encourage disagreement over what they are
16