Quality Education 1
•Download as PPT, PDF•
2 likes•219 views
This document outlines the structure and goals of a course on education quality in low-income contexts. The course aims to consider different perspectives on what quality education means through collaborative discussions and knowledge sharing. Students will examine various theories and approaches, and work in groups to analyze quality education for a specific community. Assessment will include individual and group writings exploring ways to conceptualize education quality while acknowledging the complexity and multiplicity of meanings.
Report
Share
Report
Share
![Education Quality in Low Income Countries ,[object Object]](https://image.slidesharecdn.com/quality-education-1-1232455607966387-3/85/Quality-Education-1-1-320.jpg)
![This course is….. ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Km#6 the pedagogy_of_trust
The document discusses the importance of trust in building communities of practice for peer learning. It defines key concepts like peeragogy, trust, and communities of practice. It also outlines six key components of effective communities of practice: distributed leadership, creative deviance, honoring diversity, manipulating space, action learning, and sharing reflective practice. Building trust is essential for peer learning and knowledge sharing within communities of practice.
Nevins Introduction II
Michael Nevins received a BS in Mathematics from Western Washington University in 2004 and an MS in Mathematics from Eastern Washington University in 2008. He started teaching at Everett Community College in Fall 2008 and has academic interests in psychology, motivation, and self-efficacy.
Call slip processing
This document provides instructions for processing call slips using the Call-Slip Daemon in 4 steps:
1) Print new requests and pull requested items from shelves, placing slips inside books
2) Process filled requests by searching for request ID in daemon, confirming match, and filling or linking item
3) Insert routing slip printed with filled item for delivery
4) For unfilled requests, select no-fill reason from drop-down menu
Upb molecular journal
1. The document discusses recent discoveries about genetic variations between human genomes and structural variants that can disrupt genes.
2. It describes how identifying these exact genetic sequences of variations can help researchers narrow their searches for disease-causing mutations and develop new treatment possibilities.
3. The continued investigation of protein coding in genes is important for developing new and effective medications, as well as methods for disease prevention and health promotion.
La quena
La quena es una flauta de caña preincaica originaria de los Andes. Tiene extremos abiertos, 5 a 7 agujeros alineados y un orificio posterior. Se usa tradicionalmente en bandas de música folclórica andina y en ritos religiosos y mágicos. En la actualidad también se usa como instrumento solista o de acompañamiento en diversos géneros musicales.
Informe Final Seguridad en las comunicaciones
Este documento presenta los resultados finales del proyecto "Seguridad en las Comunicaciones: Plataforma de Calidad No. A000 en el Servicio de Correo Electrónico". El proyecto tuvo como objetivo establecer una plataforma de colaboración entre redes académicas de América Latina para mejorar los servicios de correo electrónico. Se implementaron herramientas de colaboración, se creó una base de datos de contactos y se definieron modelos y criterios para evaluar la calidad del servicio de correo. El pro
Nicolas de bori
Este documento contiene dos oraciones dirigidas a San Nicolás pidiendo su protección y ayuda. La primera oración pide a San Nicolás que interceda ante Dios para conceder gracias y auxilio para necesidades espirituales y corporales, y proteja al Papa, la Iglesia y la ciudad. También pide que guíe a los pecadores y herejes y consuele a los afligidos. La segunda oración invoca a San Nicolás como portento de caridad que ayuda a familias, pobres y enfermos, y pide su protección y gracia
Impressions from Tahrir
CMI senior research Nefissa Naguib tells the story of the revolution at Tahrir Square in Egypt. She was present during the uprising that ended Hosni Mobarak's regime.
These slide accompany the video at http://blip.tv/file/4979183
Recommended
Km#6 the pedagogy_of_trust
The document discusses the importance of trust in building communities of practice for peer learning. It defines key concepts like peeragogy, trust, and communities of practice. It also outlines six key components of effective communities of practice: distributed leadership, creative deviance, honoring diversity, manipulating space, action learning, and sharing reflective practice. Building trust is essential for peer learning and knowledge sharing within communities of practice.
Nevins Introduction II
Michael Nevins received a BS in Mathematics from Western Washington University in 2004 and an MS in Mathematics from Eastern Washington University in 2008. He started teaching at Everett Community College in Fall 2008 and has academic interests in psychology, motivation, and self-efficacy.
Call slip processing
This document provides instructions for processing call slips using the Call-Slip Daemon in 4 steps:
1) Print new requests and pull requested items from shelves, placing slips inside books
2) Process filled requests by searching for request ID in daemon, confirming match, and filling or linking item
3) Insert routing slip printed with filled item for delivery
4) For unfilled requests, select no-fill reason from drop-down menu
Upb molecular journal
1. The document discusses recent discoveries about genetic variations between human genomes and structural variants that can disrupt genes.
2. It describes how identifying these exact genetic sequences of variations can help researchers narrow their searches for disease-causing mutations and develop new treatment possibilities.
3. The continued investigation of protein coding in genes is important for developing new and effective medications, as well as methods for disease prevention and health promotion.
La quena
La quena es una flauta de caña preincaica originaria de los Andes. Tiene extremos abiertos, 5 a 7 agujeros alineados y un orificio posterior. Se usa tradicionalmente en bandas de música folclórica andina y en ritos religiosos y mágicos. En la actualidad también se usa como instrumento solista o de acompañamiento en diversos géneros musicales.
Informe Final Seguridad en las comunicaciones
Este documento presenta los resultados finales del proyecto "Seguridad en las Comunicaciones: Plataforma de Calidad No. A000 en el Servicio de Correo Electrónico". El proyecto tuvo como objetivo establecer una plataforma de colaboración entre redes académicas de América Latina para mejorar los servicios de correo electrónico. Se implementaron herramientas de colaboración, se creó una base de datos de contactos y se definieron modelos y criterios para evaluar la calidad del servicio de correo. El pro
Nicolas de bori
Este documento contiene dos oraciones dirigidas a San Nicolás pidiendo su protección y ayuda. La primera oración pide a San Nicolás que interceda ante Dios para conceder gracias y auxilio para necesidades espirituales y corporales, y proteja al Papa, la Iglesia y la ciudad. También pide que guíe a los pecadores y herejes y consuele a los afligidos. La segunda oración invoca a San Nicolás como portento de caridad que ayuda a familias, pobres y enfermos, y pide su protección y gracia
Impressions from Tahrir
CMI senior research Nefissa Naguib tells the story of the revolution at Tahrir Square in Egypt. She was present during the uprising that ended Hosni Mobarak's regime.
These slide accompany the video at http://blip.tv/file/4979183
Session 6 Modelling Quality Education
This document outlines the agenda and assignments for a course on modeling quality education for diverse learners. It discusses having students introduce a case study on a specific group of learners, considering alternative declarations of educational needs and goals. It also compares two models of education and has students draft their own model for their case study group. Students will prepare a critique of an existing educational initiative and do a literature review on a relevant topic. Their final assignment is to build an argument for what quality education would mean in a specific context for their case study group.
Cultural diversity presentation
Ross will give opening and closing remarks at the faculty meeting. Ross will also discuss cultural diversity and provide information on defining cultural diversity, challenges related to diversity in education, and the need for a paradigm shift from ignorance to awareness and celebration. Other agenda items include classroom lists by Curry, standards and word walls by Curry, the master schedule by Tran, and clinic procedures by Rehmann, with time for general comments and questions from faculty.
Is db
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
AWAKEN: Culturally Responsive Teaching Strategies for ONLINE Learning
Presentation Slides from
Session Description: Culturally Responsive Course Design is an approach to creating meaningful learning experiences that value and leverage the cultural capital of each student on the class list. Similarly, inclusive course design asks that you present materials and opportunities equitably. But, what do these practices actually look like within an LMS? This session will explore ways to approach culturally responsive and inclusive course design in D2L’s Brightspace. The presentation will demonstrate 6 strategies to implement in courses immediately. All attendees will receive access to a virtual Culturally Responsive and Inclusive Course Design Toolkit.
Multicultural Teaching and Learning as Everyone's Every Day Work
This document discusses building an integrative approach to multicultural teaching and learning with future faculty. It describes a graduate course aimed at discussing educational theory and practice through reflection and feedback to develop skills for teaching a diverse student body. The course intentionally includes diverse co-teaching teams and focuses on infusing discussions of multicultural teaching and learning throughout the course over several years.
Constructivism
This document provides information on constructivism as a perspective on instructional design. It discusses key aspects of constructivism including that learning involves situated cognition and social/cultural influences. Constructivism posits that knowledge is constructed by learners based on their experiences rather than acquired from teachers. The document contrasts this with objectivism where knowledge is seen as an objective reality transmitted from teachers to passive learners. It provides examples of constructivist instructional approaches and discusses issues in designing constructivist learning experiences.
Creative Teaching Designing Creative and Culturally Relevant In
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Amherst 8 09
This document summarizes a workshop on teaching reading using a workshop model. It discusses the goals of implementing a reading workshop, including using a balanced approach with both overt instruction and situated practice. Key elements of the reading workshop model are explored, such as modeling, coaching, scaffolding, articulation, reflection and exploration. Structures to support reading development, such as read alouds, guided reading, conferring and strategy groups are also outlined.
Learning in the 21st Century Practical Tips for Adults
This session presented by James Hall at Compass Teacher's Day in Brazil in July of 2018. The session looks at two amazing courses, Blueprint and Interact, which help adult learners to develop their language competencies within the context of the 21st Century. The session looks at the changing needs of language learners away from just traditional forms of input and output into the 4cs of 21c learning and the growing need for practical and useful contexts for a real and dynamic world. (c) 2018 James Hall- please use citations with references.
Benson Lecture Inpla[1] Phil Benson
Benson Lecture Inpla[1] Phil BensonCentro Estadual de Educação Tecnológica Paula Souza ( Governo do Estado de São Paulo )
The document discusses definitions and perspectives of learner autonomy in language education. It defines autonomy as the capacity for learners to take control of their own learning, including managing learning, making cognitive choices, and choosing content. The document outlines different versions or perspectives of autonomy, such as technical, psychological, and political. It argues that learner autonomy is important now due to factors like globalization and the need for self-directed, lifelong learning.C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual sp...
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual spaces: using arts-based methods to extend teachers’ perceptions of literacy
Education faculty sotl workshopc 25 may 2016
presentation and workshop on the scholarship of teaching and learning at the University of Johannesburg, education faculty, on 25 May 2016
NYC ELA Fall 2011
The document discusses global competence and the integration of its core domains - investigating the world, recognizing perspectives, communicating ideas, and taking action - across K-12 English language arts standards. It provides examples of performance outcomes aligned to these domains and suggests considerations for designing assessment tasks that embody the key attributes of student choice, authentic work on global issues, and public exhibition.
Enhancing the 21st century critical thinking skills of ESL/EFL learners
The what, why, and how of critical thinking in an ESL/EFL classroom in the new normal and post-pandemic time.
Fostering creative thinking skills through education and culture
This presentation was given by Stephan Vincent-Lancrin at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Integration of Asia Society Global Competencies Matrix in Portfolio Based Lea...
This is the story of KM Global Charter School and the integration of the Asia Society Global Competency Matrix in Inquiry Based Learning
Constructivism
The document discusses Jerome Bruner's constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and past knowledge. It emphasizes that learning should involve exploring large concepts, inquiry-based learning, and making connections between ideas. According to constructivism, knowledge is temporary, culturally mediated, and developed through language. The roles of the teacher involve posing problems, structuring learning around core concepts, seeking student perspectives, and adapting instruction based on student understanding.
Edu 205 week 2
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
Dcla13 discourse, computation and context – sociocultural dcla
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Resources for Multimodal Text
The document provides an overview of the stages involved in planning an English inquiry. It discusses establishing a focus of investigation, exploring connections between texts, and introducing students to analyzing language in texts. Key stages include planning the inquiry, developing field knowledge, deconstructing texts, joint construction of new texts, independent construction, and planning assessment. The teacher's role involves negotiating topics, suggesting text types, developing inquiry questions, and scaffolding writing, while students participate in discussions and construction of texts.
Session 8 Research Into Policy And Practice After Class
The document discusses a research program called EdQual that aims to generate knowledge to improve education quality in low-income countries. It is a consortium of several universities in Africa and the UK funded by DFID. There are 5 large projects related to curriculum change, ICTs, language/literacy, leadership/management, and school effectiveness. One focus is on the role of head teachers in promoting gender equity and a child-friendly environment. Challenges for head teachers in disadvantaged communities include a lack of training. The research also looks at targeting interventions toward disadvantaged students based on factors like socioeconomics, gender, disability. A TV drama in Kenya aims to disseminate research findings to the public.
Session 7 Initiatives - Resistance Or Reproduction After
The document discusses several initiatives aimed at improving education in different contexts and communities, as well as some unintended consequences that arose. It notes how efforts to strengthen "custom" or kastom among the Kwaio people in Solomon Islands ended up incorporating the researcher into their project, rather than vice versa. Another case discusses how a program in Ladakh aimed at improving education outcomes instead led many parents to choose private schooling, reducing social cohesion. A Tibetan nomadic education program is described, but concerns are raised about very young children being left at remote schools for long periods with few carers. The document emphasizes the importance of understanding historical contexts, unintended consequences, and involving all stakeholders when developing education initiatives.
More Related Content
Similar to Quality Education 1
Session 6 Modelling Quality Education
This document outlines the agenda and assignments for a course on modeling quality education for diverse learners. It discusses having students introduce a case study on a specific group of learners, considering alternative declarations of educational needs and goals. It also compares two models of education and has students draft their own model for their case study group. Students will prepare a critique of an existing educational initiative and do a literature review on a relevant topic. Their final assignment is to build an argument for what quality education would mean in a specific context for their case study group.
Cultural diversity presentation
Ross will give opening and closing remarks at the faculty meeting. Ross will also discuss cultural diversity and provide information on defining cultural diversity, challenges related to diversity in education, and the need for a paradigm shift from ignorance to awareness and celebration. Other agenda items include classroom lists by Curry, standards and word walls by Curry, the master schedule by Tran, and clinic procedures by Rehmann, with time for general comments and questions from faculty.
Is db
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
AWAKEN: Culturally Responsive Teaching Strategies for ONLINE Learning
Presentation Slides from
Session Description: Culturally Responsive Course Design is an approach to creating meaningful learning experiences that value and leverage the cultural capital of each student on the class list. Similarly, inclusive course design asks that you present materials and opportunities equitably. But, what do these practices actually look like within an LMS? This session will explore ways to approach culturally responsive and inclusive course design in D2L’s Brightspace. The presentation will demonstrate 6 strategies to implement in courses immediately. All attendees will receive access to a virtual Culturally Responsive and Inclusive Course Design Toolkit.
Multicultural Teaching and Learning as Everyone's Every Day Work
This document discusses building an integrative approach to multicultural teaching and learning with future faculty. It describes a graduate course aimed at discussing educational theory and practice through reflection and feedback to develop skills for teaching a diverse student body. The course intentionally includes diverse co-teaching teams and focuses on infusing discussions of multicultural teaching and learning throughout the course over several years.
Constructivism
This document provides information on constructivism as a perspective on instructional design. It discusses key aspects of constructivism including that learning involves situated cognition and social/cultural influences. Constructivism posits that knowledge is constructed by learners based on their experiences rather than acquired from teachers. The document contrasts this with objectivism where knowledge is seen as an objective reality transmitted from teachers to passive learners. It provides examples of constructivist instructional approaches and discusses issues in designing constructivist learning experiences.
Creative Teaching Designing Creative and Culturally Relevant In
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Amherst 8 09
This document summarizes a workshop on teaching reading using a workshop model. It discusses the goals of implementing a reading workshop, including using a balanced approach with both overt instruction and situated practice. Key elements of the reading workshop model are explored, such as modeling, coaching, scaffolding, articulation, reflection and exploration. Structures to support reading development, such as read alouds, guided reading, conferring and strategy groups are also outlined.
Learning in the 21st Century Practical Tips for Adults
This session presented by James Hall at Compass Teacher's Day in Brazil in July of 2018. The session looks at two amazing courses, Blueprint and Interact, which help adult learners to develop their language competencies within the context of the 21st Century. The session looks at the changing needs of language learners away from just traditional forms of input and output into the 4cs of 21c learning and the growing need for practical and useful contexts for a real and dynamic world. (c) 2018 James Hall- please use citations with references.
Benson Lecture Inpla[1] Phil Benson
Benson Lecture Inpla[1] Phil BensonCentro Estadual de Educação Tecnológica Paula Souza ( Governo do Estado de São Paulo )
The document discusses definitions and perspectives of learner autonomy in language education. It defines autonomy as the capacity for learners to take control of their own learning, including managing learning, making cognitive choices, and choosing content. The document outlines different versions or perspectives of autonomy, such as technical, psychological, and political. It argues that learner autonomy is important now due to factors like globalization and the need for self-directed, lifelong learning.C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual sp...
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual spaces: using arts-based methods to extend teachers’ perceptions of literacy
Education faculty sotl workshopc 25 may 2016
presentation and workshop on the scholarship of teaching and learning at the University of Johannesburg, education faculty, on 25 May 2016
NYC ELA Fall 2011
The document discusses global competence and the integration of its core domains - investigating the world, recognizing perspectives, communicating ideas, and taking action - across K-12 English language arts standards. It provides examples of performance outcomes aligned to these domains and suggests considerations for designing assessment tasks that embody the key attributes of student choice, authentic work on global issues, and public exhibition.
Enhancing the 21st century critical thinking skills of ESL/EFL learners
The what, why, and how of critical thinking in an ESL/EFL classroom in the new normal and post-pandemic time.
Fostering creative thinking skills through education and culture
This presentation was given by Stephan Vincent-Lancrin at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Integration of Asia Society Global Competencies Matrix in Portfolio Based Lea...
This is the story of KM Global Charter School and the integration of the Asia Society Global Competency Matrix in Inquiry Based Learning
Constructivism
The document discusses Jerome Bruner's constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and past knowledge. It emphasizes that learning should involve exploring large concepts, inquiry-based learning, and making connections between ideas. According to constructivism, knowledge is temporary, culturally mediated, and developed through language. The roles of the teacher involve posing problems, structuring learning around core concepts, seeking student perspectives, and adapting instruction based on student understanding.
Edu 205 week 2
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
Dcla13 discourse, computation and context – sociocultural dcla
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Resources for Multimodal Text
The document provides an overview of the stages involved in planning an English inquiry. It discusses establishing a focus of investigation, exploring connections between texts, and introducing students to analyzing language in texts. Key stages include planning the inquiry, developing field knowledge, deconstructing texts, joint construction of new texts, independent construction, and planning assessment. The teacher's role involves negotiating topics, suggesting text types, developing inquiry questions, and scaffolding writing, while students participate in discussions and construction of texts.
Similar to Quality Education 1 (20)
AWAKEN: Culturally Responsive Teaching Strategies for ONLINE Learning
AWAKEN: Culturally Responsive Teaching Strategies for ONLINE Learning
Multicultural Teaching and Learning as Everyone's Every Day Work
Multicultural Teaching and Learning as Everyone's Every Day Work
Creative Teaching Designing Creative and Culturally Relevant In
Creative Teaching Designing Creative and Culturally Relevant In
Learning in the 21st Century Practical Tips for Adults
Learning in the 21st Century Practical Tips for Adults
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual sp...
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual sp...
Enhancing the 21st century critical thinking skills of ESL/EFL learners
Enhancing the 21st century critical thinking skills of ESL/EFL learners
Fostering creative thinking skills through education and culture
Fostering creative thinking skills through education and culture
Integration of Asia Society Global Competencies Matrix in Portfolio Based Lea...
Integration of Asia Society Global Competencies Matrix in Portfolio Based Lea...
Dcla13 discourse, computation and context – sociocultural dcla
Dcla13 discourse, computation and context – sociocultural dcla
More from eddrnb
Session 8 Research Into Policy And Practice After Class
The document discusses a research program called EdQual that aims to generate knowledge to improve education quality in low-income countries. It is a consortium of several universities in Africa and the UK funded by DFID. There are 5 large projects related to curriculum change, ICTs, language/literacy, leadership/management, and school effectiveness. One focus is on the role of head teachers in promoting gender equity and a child-friendly environment. Challenges for head teachers in disadvantaged communities include a lack of training. The research also looks at targeting interventions toward disadvantaged students based on factors like socioeconomics, gender, disability. A TV drama in Kenya aims to disseminate research findings to the public.
Session 7 Initiatives - Resistance Or Reproduction After
The document discusses several initiatives aimed at improving education in different contexts and communities, as well as some unintended consequences that arose. It notes how efforts to strengthen "custom" or kastom among the Kwaio people in Solomon Islands ended up incorporating the researcher into their project, rather than vice versa. Another case discusses how a program in Ladakh aimed at improving education outcomes instead led many parents to choose private schooling, reducing social cohesion. A Tibetan nomadic education program is described, but concerns are raised about very young children being left at remote schools for long periods with few carers. The document emphasizes the importance of understanding historical contexts, unintended consequences, and involving all stakeholders when developing education initiatives.
Session 3 the EFA agenda
The document discusses key topics around quality, equality, and governance in education from several perspectives:
1) How current neoliberal governance models impact education quality and whether they increase quality for all.
2) What quality indicators are currently used in measuring education and what alternative indicators could provide different understandings.
3) An analysis of the state of global education from a social cohesion viewpoint and addressing inequalities faced by persistent identity groups.
Session IV Critical Tools For Deconstructing The Quality Agenda
The document discusses several theoretical tools for critiquing discourses around quality and social change, including post-structuralist ideas from Michel Foucault on how power operates through discourse to construct social realities. It also discusses standpoint theory and the idea that oppressed groups can develop critical insights by understanding how the world is structured from their situated perspectives. Finally, it discusses Boaventura de Sousa Santos' concept of an "sociology of absences" which examines how certain alternatives are actively produced as non-existent through dominant logics and rationalities.
Session V Critique, Creation, Imagination
This session focuses on critiquing and creating alternatives to existing education frameworks through various theoretical lenses. Students will review tools like discourse analysis, standpoint theory, and oppositional postmodernism to interrogate narratives of educational oppression and failures. They will examine case studies from personal narratives and propose alternative solutions. The goal is to understand how individuals are impacted by dominant ideas and policies, and to imagine more equitable alternatives through creativity.
Session 2 discourses of educational development
This document discusses frameworks for understanding educational quality and discourses around international education policies. It addresses the relationship between expanding access to education and ensuring quality. Key international documents like the World Declaration on Education for All, the Dakar Framework for Action, and the Millennium Development Goals are analyzed. The document also discusses tensions between expanding access versus focusing on quality, and the role of governance and inequality in achieving education for all goals.
More from eddrnb (6)
Session 8 Research Into Policy And Practice After Class
Session 8 Research Into Policy And Practice After Class
Session 7 Initiatives - Resistance Or Reproduction After
Session 7 Initiatives - Resistance Or Reproduction After
Session IV Critical Tools For Deconstructing The Quality Agenda
Session IV Critical Tools For Deconstructing The Quality Agenda
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Quality Education 1
- 5. Quality
- 10. Throwing men into the middle of the river…….. Gender mainstreaming
- 11. Translation….. Meanings of quality, education….
- 19. With an emphasis on knowledge production http://qualityineducation.wordpress.com/
- 21. What do you want to look at?