This introductory slideshow is used as part of our school's QA Student Information Session. Please note, comprehensive teacher notes are also available to accompany this slideshow.
Tatiana Floyd successfully completed the course UI & UX Optimized Software Design on August 14, 2015. She earned 1.8 continuing education units, 1 semester hour of college credit, 17 NASBA CPE technology credits, and 17 Project Management Institute PDUs for this course, which she completed with distinction.
Inside The Reader’s Mind Sketches By SamLucy Barrow
While waiting for her computers to load and during classes, Sam did some sketches and planned her photos for a final presentation. She used this time to develop ideas and organize her creative work. Sam then shared this presentation with others, explaining how she used spare moments to prepare her project. She hoped people would find her planning process interesting and enjoy the presentation.
The document summarizes the 2011 DEECD Innovation Showcase event which was held on May 13th at the Melbourne Convention Centre. It featured forward-thinking practitioners from Victoria who shared innovations making a difference in their educational settings. A few examples of innovations presented included the use of point-of-view cameras by Indigenous students, engaging students through tools like wikis and blogs, using video conferencing to provide access to students in isolated areas, and utilizing virtual worlds programs. The closing session of the event was described as colorful, exciting, inspiring, emotional, hilarious and life changing.
This document describes 3 mini-games created based on the book "The Tin Horse" by Janette Turner Hospital. The first game has the player help Tin escape after getting buried in a mudslide. The second has the player guide Tin through a maze to rescue Caffy who fell down a well. The third puts the player as Harper trying to escape from Tin in an underground labyrinth. Each game includes visuals of characters, objects, and quotes from the book to connect it to the story.
Quest Atlantis Student Information Session - Teacher NotesLucy Barrow
The document provides information about QA, an educational virtual world program. It discusses who uses QA, why the school is using it, how students will be represented in QA with avatars and usernames, when students can access it, what they will do in QA, behavior expectations, consequences for misbehavior, and the next steps for students to get started. The document emphasizes that QA aims to be a fun learning tool for topics like cybersafety, all interactions are monitored, and appropriate behavior is expected.
"Ideal Institute of Biology (IIB), Latur is one of the topmost and finest quality coaching institutes that is dedicated to coaching students for various medical entrance exams like NEET, AIIMS, and JIPMER. IIB was established in 1999, and the institute is highly-reputed for its impressive track record in coaching individuals and offering NEET repeater classes in Latur."
This document is a student handbook that provides policies and procedures for Colegio International Puerto La Cruz (CIPLC). It begins with a table of contents that lists the topic areas and corresponding page numbers covered. The main sections include general information about communication, advisory programs, counseling, attendance policies, transportation, cafeteria services, and academic policies. Academic policies discuss acceptable use of technology, grading philosophy, honors programs, and graduation requirements. The handbook also covers codes of conduct, disciplinary actions, dress code, activities and athletics. Overall, the document serves to inform students and families of the key guidelines and expectations for the CIPLC school community.
This document discusses formative assessment strategies that teachers can use to gather evidence of student learning and guide instruction. It outlines six key strategies for formative assessment: 1) learning intentions, 2) criteria, 3) questions, 4) descriptive feedback, 5) peer and self-assessment, and 6) ownership. These strategies are designed to be used minute-by-minute and day-by-day in the classroom to continually assess student understanding and adapt teaching accordingly. The document also discusses occasional "grand events" like performance-based assessments to analyze student strengths and areas for improvement.
Tatiana Floyd successfully completed the course UI & UX Optimized Software Design on August 14, 2015. She earned 1.8 continuing education units, 1 semester hour of college credit, 17 NASBA CPE technology credits, and 17 Project Management Institute PDUs for this course, which she completed with distinction.
Inside The Reader’s Mind Sketches By SamLucy Barrow
While waiting for her computers to load and during classes, Sam did some sketches and planned her photos for a final presentation. She used this time to develop ideas and organize her creative work. Sam then shared this presentation with others, explaining how she used spare moments to prepare her project. She hoped people would find her planning process interesting and enjoy the presentation.
The document summarizes the 2011 DEECD Innovation Showcase event which was held on May 13th at the Melbourne Convention Centre. It featured forward-thinking practitioners from Victoria who shared innovations making a difference in their educational settings. A few examples of innovations presented included the use of point-of-view cameras by Indigenous students, engaging students through tools like wikis and blogs, using video conferencing to provide access to students in isolated areas, and utilizing virtual worlds programs. The closing session of the event was described as colorful, exciting, inspiring, emotional, hilarious and life changing.
This document describes 3 mini-games created based on the book "The Tin Horse" by Janette Turner Hospital. The first game has the player help Tin escape after getting buried in a mudslide. The second has the player guide Tin through a maze to rescue Caffy who fell down a well. The third puts the player as Harper trying to escape from Tin in an underground labyrinth. Each game includes visuals of characters, objects, and quotes from the book to connect it to the story.
Quest Atlantis Student Information Session - Teacher NotesLucy Barrow
The document provides information about QA, an educational virtual world program. It discusses who uses QA, why the school is using it, how students will be represented in QA with avatars and usernames, when students can access it, what they will do in QA, behavior expectations, consequences for misbehavior, and the next steps for students to get started. The document emphasizes that QA aims to be a fun learning tool for topics like cybersafety, all interactions are monitored, and appropriate behavior is expected.
"Ideal Institute of Biology (IIB), Latur is one of the topmost and finest quality coaching institutes that is dedicated to coaching students for various medical entrance exams like NEET, AIIMS, and JIPMER. IIB was established in 1999, and the institute is highly-reputed for its impressive track record in coaching individuals and offering NEET repeater classes in Latur."
This document is a student handbook that provides policies and procedures for Colegio International Puerto La Cruz (CIPLC). It begins with a table of contents that lists the topic areas and corresponding page numbers covered. The main sections include general information about communication, advisory programs, counseling, attendance policies, transportation, cafeteria services, and academic policies. Academic policies discuss acceptable use of technology, grading philosophy, honors programs, and graduation requirements. The handbook also covers codes of conduct, disciplinary actions, dress code, activities and athletics. Overall, the document serves to inform students and families of the key guidelines and expectations for the CIPLC school community.
This document discusses formative assessment strategies that teachers can use to gather evidence of student learning and guide instruction. It outlines six key strategies for formative assessment: 1) learning intentions, 2) criteria, 3) questions, 4) descriptive feedback, 5) peer and self-assessment, and 6) ownership. These strategies are designed to be used minute-by-minute and day-by-day in the classroom to continually assess student understanding and adapt teaching accordingly. The document also discusses occasional "grand events" like performance-based assessments to analyze student strengths and areas for improvement.
The document provides a table of contents for a report on the future of COMSATS Wah campus, outlining 27 topics that will be covered in the report such as preface, acknowledgements, vision, executive summary, satisfaction with environment, attitude, lessons learned, teacher cooperation, fees, extracurricular activities, faculty training, reputation, new courses, student magazine, financial help, examinations, faculty qualifications, research, admission criteria, career counseling, recommendations, bibliography and appendix. The preface expresses that the report aims to cover all relevant aspects of the university.
This document discusses using video technology to enhance student teacher observations at NTU. It outlines the current observation process which involves mentors observing trainees and providing feedback. However, some argue this approach focuses too much on individual practice and power dynamics between mentors and trainees. The document thus considers alternatives like using video to foster collaborative reflection between mentors and trainees. It recommends exploring how video and a shared ownership approach to professional development can promote reflexivity and stronger relationships during observations.
Active participation in online tutorials - Jon Rosewell and Karen Kear (Open ...EADTU
Empower Webinar Week.Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
ClassDojo is a free online behavior management system that encourages positive behavior through a points system. Teachers can award digital points or remove them to shape student behavior. This builds a positive classroom culture and improves communication between school and home by involving parents. Students enjoy receiving positive feedback through points, which motivates them to develop skills. Research shows ClassDojo is effective because it is quick and easy for teachers to use, promotes positive attitudes, and helps students feel proud of their accomplishments.
This document is a questionnaire that asks teachers 15 questions about their use and perception of different models of teaching compared to traditional teaching methods. The questions cover whether teachers find models of teaching important, whether they get good student responses and engagement using models, whether models have advantages over traditional methods, and their comfort level and experiences with specific models like inquiry model, advance organizer model, concept attainment model, and inductive thinking model.
How quickly do you notice students with exceptionalitiesChristy Paul
This document appears to be a survey about teachers' knowledge of and experiences with student exceptionalities. Based on the responses, most teachers report being moderately knowledgeable about exceptionalities, noticing potential issues within 1-3 days, and judging themselves a 6-8 out of 10 for recognition abilities. The most common teacher response is to use pre-researched programs, and most think their strategies have little-to-greatly improved student success. Consistency and one-on-one help are cited as favorite strategies. Understanding slow learners and speech issues are areas some teachers struggle with. Peer knowledge levels are judged to be good to excellent by most. A majority do not consider English language learners to have an exceptionality. Most teachers
The document is the course outline for a design learning course. It includes 13 classes over 13 weeks that cover topics like instructional models, lesson planning, learning outcomes, assessment, evaluation, and a final project. Assignments are due on weeks 5, 7, 10, and 13 and count for 15%, 15%, 30%, and 30% respectively. The course focuses on practical design problems and students will work in pairs and groups on a lesson plan and course proposal.
This document provides information and guidance about classroom management strategies and components. It discusses 6 key components of classroom management: procedures, planning, student engagement, routines, rules, and organization. Each component is described and its importance is explained. For example, it states that procedures allow many activities to take place efficiently and reduce disruption, while planning gives the teacher opportunity to predict and address potential problems. The document also provides specific examples and suggestions for implementing each component effectively.
This document outlines several checkpoints and review processes for coaching teachers. It includes checkpoints for ensuring teachers are proficient at self-monitoring and reflection. It also includes reviews of a teacher's long-term plan, syllabus, classroom management, instructional practices, use of formative assessments, and approach to student discipline. The goal is to provide teachers with support and feedback to improve their instruction and ability to help students learn.
This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
I have made an attempt to put together problems in education in India and some prospective solutions that need us to introspect before we act. There are major reforms that the education sector needs, that too without bias and with an open-minded approach. Are we at that crucial point where we need to look ahead and innovate? Do we care enough to let our future human resources become intuitive, innovative and creative?
Disclaimer: The facts have been picked from original documentation of sources. Images have been picked from google and I have tried to avoid copyrighted images to the best of my ability. The solutions are my personal opinions. One may or may not agree. :-)
This document summarizes the goals and agenda for the Oceanside 2.0 leadership meeting. The goals were to develop a collective vision for learner-centered instruction, explore technology integration tools and apps, and develop professional learning plans to support teachers' technology integration skills. The agenda included demonstrating apps for reading, note-taking and creating presentations, as well as discussing frameworks for evaluating technology integration and characteristics of learner-centered classrooms. Time was provided for partners and teams to discuss plans for supporting teachers in meeting technology benchmarks at their schools.
This document provides tips for conducting peer observations as part of the Teaching Essentials (TESS) Programme. It outlines what to do before, during, and after a peer observation. Before observing, arrange a time with a colleague, discuss aims and boundaries, and prepare. During, introduce yourself, take notes, and consider the student perspective. After, reflect using Gibbs' Reflective Cycle, discuss strengths and areas for improvement, and continue the reflective process of peer observations. The goal is to develop teaching practice through collegial support and feedback.
This document provides notes for teachers on a life skills class about self-awareness and life skills. The class covers introductions, defining self-awareness and its importance. Activities include writing 6 sentences about oneself and reflecting on comfort zones. Later modules discuss the 3Cs of creativity, critical thinking and collaboration through videos and exercises. The class aims to help students develop self-awareness and life skills to succeed in life.
Practical session - Teaching, Learning and Assessment Schedules stepsEducation Moving Up Cc.
This document provides an overview of Dr. Muavia Gallie's presentation on practical sessions related to teaching, learning, and assessment schedules. It includes:
- 15 topics related to teaching, learning, and assessment schedules that will be covered, such as classroom management, physical environment, and questioning techniques.
- Examples of how to develop teaching, learning, and assessment schedules, including chunking the curriculum, integrating the schedules, and describing content to be taught.
- Tips for developing effective classroom management, physical environment, questioning techniques, and engaging learners beyond participation.
The document outlines the key areas and examples that will be covered in Dr. Gallie's practical session on developing teaching, learning,
elearning and library_resources_web_versionLucy Barrow
Libraries are collaborating on eLearning by taking risks and being enthusiastic. They are working together on digital learning initiatives and trying new technologies with a passionate spirit of experimentation. This cooperative approach supported by a willingness to take chances aims to advance eLearning opportunities.
This document is a glossary of search engine optimization (SEO) terms that provides definitions for common SEO concepts and strategies. It explains terminology such as backlinks, keywords, meta tags, page rank, and usability which are all important factors for websites to rank highly in search engine results. The glossary acts as a helpful reference guide for people looking to better understand the key elements involved in search engine optimization.
The TechnoSpirit Project: Macquarie University Learning & Teaching WeekLucy Barrow
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Presentation for our Virtual Worlds session at the 2010 Expanding Learning Horizons Conference, For in-world resources, please visit our OpenSim space, Begonia Gardens, at ReactionGrid. To register for a ReactionGrid account, please go to
These display items accompany the full document, the Begonia Island Code of Conduct. Members of the school's Virtual Worlds Project Team suggested words to describe what kind of place they wanted their virtual world to be.
A Code of Conduct outlines principles and expectations that members of a group must follow. The Begonia Island Code of Conduct was established by students and staff to ensure the online space is safe and special for the Ballarat Grammar community by referencing the school's existing conduct policies and values.
Implementing a Virtual Worlds Project - Tech Talk Tuesdays, August 2010Lucy Barrow
This presentation was created for a Tech Talk Tuesdays online webinar held in August 2010 in Elluminate. During this presentation, we revisit some of the items covered at the Jokaydia Unconference and also look at how the school's Virtual Worlds Program has continued to develop over the last three months.
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This document discusses using video technology to enhance student teacher observations at NTU. It outlines the current observation process which involves mentors observing trainees and providing feedback. However, some argue this approach focuses too much on individual practice and power dynamics between mentors and trainees. The document thus considers alternatives like using video to foster collaborative reflection between mentors and trainees. It recommends exploring how video and a shared ownership approach to professional development can promote reflexivity and stronger relationships during observations.
Active participation in online tutorials - Jon Rosewell and Karen Kear (Open ...EADTU
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ClassDojo is a free online behavior management system that encourages positive behavior through a points system. Teachers can award digital points or remove them to shape student behavior. This builds a positive classroom culture and improves communication between school and home by involving parents. Students enjoy receiving positive feedback through points, which motivates them to develop skills. Research shows ClassDojo is effective because it is quick and easy for teachers to use, promotes positive attitudes, and helps students feel proud of their accomplishments.
This document is a questionnaire that asks teachers 15 questions about their use and perception of different models of teaching compared to traditional teaching methods. The questions cover whether teachers find models of teaching important, whether they get good student responses and engagement using models, whether models have advantages over traditional methods, and their comfort level and experiences with specific models like inquiry model, advance organizer model, concept attainment model, and inductive thinking model.
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This document appears to be a survey about teachers' knowledge of and experiences with student exceptionalities. Based on the responses, most teachers report being moderately knowledgeable about exceptionalities, noticing potential issues within 1-3 days, and judging themselves a 6-8 out of 10 for recognition abilities. The most common teacher response is to use pre-researched programs, and most think their strategies have little-to-greatly improved student success. Consistency and one-on-one help are cited as favorite strategies. Understanding slow learners and speech issues are areas some teachers struggle with. Peer knowledge levels are judged to be good to excellent by most. A majority do not consider English language learners to have an exceptionality. Most teachers
The document is the course outline for a design learning course. It includes 13 classes over 13 weeks that cover topics like instructional models, lesson planning, learning outcomes, assessment, evaluation, and a final project. Assignments are due on weeks 5, 7, 10, and 13 and count for 15%, 15%, 30%, and 30% respectively. The course focuses on practical design problems and students will work in pairs and groups on a lesson plan and course proposal.
This document provides information and guidance about classroom management strategies and components. It discusses 6 key components of classroom management: procedures, planning, student engagement, routines, rules, and organization. Each component is described and its importance is explained. For example, it states that procedures allow many activities to take place efficiently and reduce disruption, while planning gives the teacher opportunity to predict and address potential problems. The document also provides specific examples and suggestions for implementing each component effectively.
This document outlines several checkpoints and review processes for coaching teachers. It includes checkpoints for ensuring teachers are proficient at self-monitoring and reflection. It also includes reviews of a teacher's long-term plan, syllabus, classroom management, instructional practices, use of formative assessments, and approach to student discipline. The goal is to provide teachers with support and feedback to improve their instruction and ability to help students learn.
This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
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This document summarizes the goals and agenda for the Oceanside 2.0 leadership meeting. The goals were to develop a collective vision for learner-centered instruction, explore technology integration tools and apps, and develop professional learning plans to support teachers' technology integration skills. The agenda included demonstrating apps for reading, note-taking and creating presentations, as well as discussing frameworks for evaluating technology integration and characteristics of learner-centered classrooms. Time was provided for partners and teams to discuss plans for supporting teachers in meeting technology benchmarks at their schools.
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This document provides notes for teachers on a life skills class about self-awareness and life skills. The class covers introductions, defining self-awareness and its importance. Activities include writing 6 sentences about oneself and reflecting on comfort zones. Later modules discuss the 3Cs of creativity, critical thinking and collaboration through videos and exercises. The class aims to help students develop self-awareness and life skills to succeed in life.
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This document provides an overview of Dr. Muavia Gallie's presentation on practical sessions related to teaching, learning, and assessment schedules. It includes:
- 15 topics related to teaching, learning, and assessment schedules that will be covered, such as classroom management, physical environment, and questioning techniques.
- Examples of how to develop teaching, learning, and assessment schedules, including chunking the curriculum, integrating the schedules, and describing content to be taught.
- Tips for developing effective classroom management, physical environment, questioning techniques, and engaging learners beyond participation.
The document outlines the key areas and examples that will be covered in Dr. Gallie's practical session on developing teaching, learning,
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