The document summarizes the Rebellions of 1837-38 that occurred in Lower Canada and Upper Canada. In Lower Canada, the French-speaking Canadien population rebelled against the authoritarian rule of the British government and the Château Clique. Key leaders included Louis Papineau and the Patriotes. In Upper Canada, William Lyon Mackenzie led a rebellion against the Family Compact, culminating in a failed attack on Toronto. Both rebellions were defeated by December 1837, but unrest continued in 1838 with guerrilla fighters active in both colonies.
The document summarizes various language teaching methods from the 19th century to present day, including the Series Method, Berlitz Method, Audiolingual Method, Structural Situational Method, Silent Way, Total Physical Response, Communicative Language Teaching, Natural Approach, Cooperative Language Teaching, Content-Based Language Teaching, and Task-Based Language Teaching. It also provides brief biographies of influential applied linguists such as Claude Marcel, Francois Gouin, Thomas Prendergast, Noam Chomsky, and Earl Stevick.
Historical overview of esl education feb. 21candyvdv
This document provides an overview of the history and methodologies of English language teaching. It describes several historical periods and the predominant methods used:
- In the Classical period (17th-19th centuries), the focus was on religious orthodoxy and morality, and foreign language learning meant learning Latin and Greek. Grammar translation was popular.
- From the 1850s to 1950s, grammar translation remained dominant, emphasizing reading, writing, grammar rules, and translation over speaking.
- Reforms in the early-mid 20th century emphasized understanding meaning and presenting language concepts without translation or explicit grammar rules. Notable approaches included the Direct Method, Audiolingual Method, and Situational Language Teaching
This document discusses various cognitive and socio-affective principles for language learning. It outlines concepts like automaticity, meaningful learning, intrinsic motivation, autonomy, willingness to communicate, and the connection between language and culture. It also mentions the effects of a learner's native language on their second language acquisition and the idea of an independent interlanguage. Finally, it briefly defines communicative competence as having four areas of competence: linguistic, sociolinguistic, discourse, and strategic.
The document discusses teaching reading and writing. It notes that reading is the receptive skill of understanding written language while writing is the productive skill of creating new written language. Reading relies on input and vocabulary building to aid comprehension, while writing involves structuring and conveying thoughts in a meaningful way. The document provides tips for teaching both skills, such as using simple texts for beginner readers and modeling writing techniques like copying, filling in blanks, and summarizing. Overall, it emphasizes that reading and writing are interconnected skills that support each other's development.
The document outlines 10 core principles of community education that emphasize situating learning within the lived experiences and needs of community participants. Education is seen as a dialogical and transformative process where participants and tutors mutually learn from one another in a supportive environment. A diversity of intelligences and assessment methods are valued to accommodate different learning styles. The goal is discovery-based learning through a variety of participatory methods rather than a programmed syllabus.
The document summarizes the Rebellions of 1837-38 that occurred in Lower Canada and Upper Canada. In Lower Canada, the French-speaking Canadien population rebelled against the authoritarian rule of the British government and the Château Clique. Key leaders included Louis Papineau and the Patriotes. In Upper Canada, William Lyon Mackenzie led a rebellion against the Family Compact, culminating in a failed attack on Toronto. Both rebellions were defeated by December 1837, but unrest continued in 1838 with guerrilla fighters active in both colonies.
The document summarizes various language teaching methods from the 19th century to present day, including the Series Method, Berlitz Method, Audiolingual Method, Structural Situational Method, Silent Way, Total Physical Response, Communicative Language Teaching, Natural Approach, Cooperative Language Teaching, Content-Based Language Teaching, and Task-Based Language Teaching. It also provides brief biographies of influential applied linguists such as Claude Marcel, Francois Gouin, Thomas Prendergast, Noam Chomsky, and Earl Stevick.
Historical overview of esl education feb. 21candyvdv
This document provides an overview of the history and methodologies of English language teaching. It describes several historical periods and the predominant methods used:
- In the Classical period (17th-19th centuries), the focus was on religious orthodoxy and morality, and foreign language learning meant learning Latin and Greek. Grammar translation was popular.
- From the 1850s to 1950s, grammar translation remained dominant, emphasizing reading, writing, grammar rules, and translation over speaking.
- Reforms in the early-mid 20th century emphasized understanding meaning and presenting language concepts without translation or explicit grammar rules. Notable approaches included the Direct Method, Audiolingual Method, and Situational Language Teaching
This document discusses various cognitive and socio-affective principles for language learning. It outlines concepts like automaticity, meaningful learning, intrinsic motivation, autonomy, willingness to communicate, and the connection between language and culture. It also mentions the effects of a learner's native language on their second language acquisition and the idea of an independent interlanguage. Finally, it briefly defines communicative competence as having four areas of competence: linguistic, sociolinguistic, discourse, and strategic.
The document discusses teaching reading and writing. It notes that reading is the receptive skill of understanding written language while writing is the productive skill of creating new written language. Reading relies on input and vocabulary building to aid comprehension, while writing involves structuring and conveying thoughts in a meaningful way. The document provides tips for teaching both skills, such as using simple texts for beginner readers and modeling writing techniques like copying, filling in blanks, and summarizing. Overall, it emphasizes that reading and writing are interconnected skills that support each other's development.
The document outlines 10 core principles of community education that emphasize situating learning within the lived experiences and needs of community participants. Education is seen as a dialogical and transformative process where participants and tutors mutually learn from one another in a supportive environment. A diversity of intelligences and assessment methods are valued to accommodate different learning styles. The goal is discovery-based learning through a variety of participatory methods rather than a programmed syllabus.
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
This 5 minute video provides tips for teaching writing and reading to elementary school students. It recommends breaking writing tasks into small, manageable steps and focusing on one skill at a time such as spelling, grammar, or story structure. The video also suggests reading aloud to students and asking questions to check comprehension.
This document provides guidance on teaching listening skills to students. It discusses what listening involves, such as identifying information and relating it to prior knowledge. It also outlines why teaching listening is important, such as helping students acquire language subconsciously. The document then offers principles for teaching listening comprehension, such as providing background knowledge and pre-listening exercises. It also suggests various listening activities that can help students overcome difficulties, such as giving them charts or role playing situations. Finally, it discusses challenges students may face with listening and provides tips for teachers on how to prepare, conduct, and follow up on listening activities.
Tt2 mind map teaching speaking and pronuntiation dmavdcandyvdv
The document discusses techniques for teaching speaking and pronunciation in a second language. It provides examples of speaking activities such as brainstorming, storytelling, interviews, and picture describing. Some suggestions for teaching speaking include giving students time to speak, having the teacher speak less, providing vocabulary, and connecting speech to meaningful communication practices. For teaching pronunciation, it recommends contextualizing drills and sounds within effective communication activities to help students improve their oral production and auditory reception.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
The document discusses introverts and extroverts, providing definitions and examples. It notes that introverts tend to focus more on inner thoughts while extroverts focus more on external things. The document suggests teachers should better understand and accommodate introverted students, for example by building quiet time into the school day for individual work and limiting an emphasis on large group activities and social standards. It also provides suggestions from Susan Cain on teaching students to work independently and encouraging introverts to open up on their own terms.
This document outlines the syllabus for a university course, including:
1) Course details such as class times, location, prerequisites, and instructor contact information.
2) An overview of learning objectives, required materials, technology requirements, assignments, and grading policies.
3) University policies on intellectual property, dropping courses, and services for students with disabilities.
4) A tentative weekly schedule listing topics, readings, and assignment deadlines for each class.
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
T.t. ii syllabus writing workshop april 05candyvdv
The document discusses principles for constructing an effective syllabus. An effective syllabus should make both a promise and a plan. The syllabus serves as a contract that clearly outlines expectations and obligations for both students and instructors. It also provides a plan by explaining course goals and how materials and activities are organized to help students achieve those goals. Developing a plan requires careful consideration of students and course purpose. A well-designed plan allows instructors to keep promises while maintaining flexibility.
Cooperative learning is a teaching method where small groups work together to solve a problem or complete a task. Using video in cooperative learning allows students to pause, rewind and discuss course content together, helping them understand concepts more thoroughly. When implemented effectively with clear expectations, video cooperative learning can boost student engagement and performance.
The document contains the name "Dulce María A. Vargas" and appears to be related to chapters 5 and 6 of a work by someone named "Daetz". However, there is not enough contextual information provided to fully understand the topic or essential details contained within the referenced document.
This document provides tips and strategies for organizing students into cooperative learning teams. It recommends creating groups of 4 students and keeping teams together for 4 to 6 weeks. It also suggests seating arrangements like table groups and discusses how to set up team materials. The document outlines several teaching strategies for teams, including team building activities, discussions, sorting tasks, quiz games, writing prompts, and movement activities like having students "scoot" to new seats to solve problems as a group.
Active engagement strategies for success videocandyvdv
Research shows that students learn better when actively engaged in class through discussion, problem-solving, and applying concepts to real-world situations. This video recommends three strategies for keeping students engaged: asking open-ended questions, incorporating small group work, and relating course material to students' interests or career goals. When students are actively involved in their education through these engagement strategies, it leads to better understanding and higher achievement.
Summary of chapter 1%2c2%2c3 & 4 from methodology in language teaching dmavd (1)candyvdv
The document discusses methodology in language teaching. It focuses on how best to teach a second or foreign language to students. Effective methods consider factors like a student's first language, age, context, needs, and learning styles. The goal is to help students develop practical communication skills in the additional language.
This document discusses the difference between competence and performance in language. Competence refers to the underlying knowledge of a language system, while performance is the actual production or comprehension of a language. It then provides a formula for writing language competences, with examples. The formula states that a competence should include an action verb, an object, a context, and an activity. Sample competences are given following this formula, such as "Uses and applies communication as a mean to express thoughts, feelings and emotions in and out of his/her school and family community when presenting an oral speech." The document concludes with lists of action verbs and topics that can be used to write additional language competences.
Competences represent the effective application of knowledge and skills in specific contexts. They transcend knowledge and skills to explain how knowledge and skills are applied effectively. Competences involve conscious and intentional decision making that combines knowledge, cognitive skills, and attitudes. Competences have both a mental component involving thought and a behavioral component involving competent performance, with competent behavior always associated with conscious thinking. Competences are difficult to directly assess but are typically described in terms of observable behaviors in defined situations.
This lesson plan is for a 7th grade science class on the topic of ants. The plan includes introducing the topic through questions, a presentation by the teacher on ant anatomy and lifecycles, and an interactive lab where students will observe ants in an ant farm. Students will make predictions, draw observations, ask questions, and give presentations on what they learn about ants. The teacher will assess student understanding through observation and a written report.
Effective lesson planning is key to student success. Teachers should plan lessons that have clear objectives, engage students through activities and assessments, and can be adapted based on student needs. A strong plan provides structure for the teacher and learning goals for the students.
Official student lesson plan 2014 aug 02 (done)candyvdv
This lesson plan outlines an English grammar lesson for 8th grade students focusing on teaching the verb "to be" in the third person form. The lesson will introduce students to introducing themselves and asking basic questions like names and phone numbers to practice using the verb form in social interactions. The instructional procedures include warmup activities, teaching the grammar structure through examples and drills, and giving students opportunities for both guided and independent practice using the verb form through pair work, fill-in-the-blank exercises, and other activities. Student learning will be evaluated through formative and summative checks, with the overall goal being for students to accurately use the third person form of the verb "to be" in oral and written communication.
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
This 5 minute video provides tips for teaching writing and reading to elementary school students. It recommends breaking writing tasks into small, manageable steps and focusing on one skill at a time such as spelling, grammar, or story structure. The video also suggests reading aloud to students and asking questions to check comprehension.
This document provides guidance on teaching listening skills to students. It discusses what listening involves, such as identifying information and relating it to prior knowledge. It also outlines why teaching listening is important, such as helping students acquire language subconsciously. The document then offers principles for teaching listening comprehension, such as providing background knowledge and pre-listening exercises. It also suggests various listening activities that can help students overcome difficulties, such as giving them charts or role playing situations. Finally, it discusses challenges students may face with listening and provides tips for teachers on how to prepare, conduct, and follow up on listening activities.
Tt2 mind map teaching speaking and pronuntiation dmavdcandyvdv
The document discusses techniques for teaching speaking and pronunciation in a second language. It provides examples of speaking activities such as brainstorming, storytelling, interviews, and picture describing. Some suggestions for teaching speaking include giving students time to speak, having the teacher speak less, providing vocabulary, and connecting speech to meaningful communication practices. For teaching pronunciation, it recommends contextualizing drills and sounds within effective communication activities to help students improve their oral production and auditory reception.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
The document discusses introverts and extroverts, providing definitions and examples. It notes that introverts tend to focus more on inner thoughts while extroverts focus more on external things. The document suggests teachers should better understand and accommodate introverted students, for example by building quiet time into the school day for individual work and limiting an emphasis on large group activities and social standards. It also provides suggestions from Susan Cain on teaching students to work independently and encouraging introverts to open up on their own terms.
This document outlines the syllabus for a university course, including:
1) Course details such as class times, location, prerequisites, and instructor contact information.
2) An overview of learning objectives, required materials, technology requirements, assignments, and grading policies.
3) University policies on intellectual property, dropping courses, and services for students with disabilities.
4) A tentative weekly schedule listing topics, readings, and assignment deadlines for each class.
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
T.t. ii syllabus writing workshop april 05candyvdv
The document discusses principles for constructing an effective syllabus. An effective syllabus should make both a promise and a plan. The syllabus serves as a contract that clearly outlines expectations and obligations for both students and instructors. It also provides a plan by explaining course goals and how materials and activities are organized to help students achieve those goals. Developing a plan requires careful consideration of students and course purpose. A well-designed plan allows instructors to keep promises while maintaining flexibility.
Cooperative learning is a teaching method where small groups work together to solve a problem or complete a task. Using video in cooperative learning allows students to pause, rewind and discuss course content together, helping them understand concepts more thoroughly. When implemented effectively with clear expectations, video cooperative learning can boost student engagement and performance.
The document contains the name "Dulce María A. Vargas" and appears to be related to chapters 5 and 6 of a work by someone named "Daetz". However, there is not enough contextual information provided to fully understand the topic or essential details contained within the referenced document.
This document provides tips and strategies for organizing students into cooperative learning teams. It recommends creating groups of 4 students and keeping teams together for 4 to 6 weeks. It also suggests seating arrangements like table groups and discusses how to set up team materials. The document outlines several teaching strategies for teams, including team building activities, discussions, sorting tasks, quiz games, writing prompts, and movement activities like having students "scoot" to new seats to solve problems as a group.
Active engagement strategies for success videocandyvdv
Research shows that students learn better when actively engaged in class through discussion, problem-solving, and applying concepts to real-world situations. This video recommends three strategies for keeping students engaged: asking open-ended questions, incorporating small group work, and relating course material to students' interests or career goals. When students are actively involved in their education through these engagement strategies, it leads to better understanding and higher achievement.
Summary of chapter 1%2c2%2c3 & 4 from methodology in language teaching dmavd (1)candyvdv
The document discusses methodology in language teaching. It focuses on how best to teach a second or foreign language to students. Effective methods consider factors like a student's first language, age, context, needs, and learning styles. The goal is to help students develop practical communication skills in the additional language.
This document discusses the difference between competence and performance in language. Competence refers to the underlying knowledge of a language system, while performance is the actual production or comprehension of a language. It then provides a formula for writing language competences, with examples. The formula states that a competence should include an action verb, an object, a context, and an activity. Sample competences are given following this formula, such as "Uses and applies communication as a mean to express thoughts, feelings and emotions in and out of his/her school and family community when presenting an oral speech." The document concludes with lists of action verbs and topics that can be used to write additional language competences.
Competences represent the effective application of knowledge and skills in specific contexts. They transcend knowledge and skills to explain how knowledge and skills are applied effectively. Competences involve conscious and intentional decision making that combines knowledge, cognitive skills, and attitudes. Competences have both a mental component involving thought and a behavioral component involving competent performance, with competent behavior always associated with conscious thinking. Competences are difficult to directly assess but are typically described in terms of observable behaviors in defined situations.
This lesson plan is for a 7th grade science class on the topic of ants. The plan includes introducing the topic through questions, a presentation by the teacher on ant anatomy and lifecycles, and an interactive lab where students will observe ants in an ant farm. Students will make predictions, draw observations, ask questions, and give presentations on what they learn about ants. The teacher will assess student understanding through observation and a written report.
Effective lesson planning is key to student success. Teachers should plan lessons that have clear objectives, engage students through activities and assessments, and can be adapted based on student needs. A strong plan provides structure for the teacher and learning goals for the students.
Official student lesson plan 2014 aug 02 (done)candyvdv
This lesson plan outlines an English grammar lesson for 8th grade students focusing on teaching the verb "to be" in the third person form. The lesson will introduce students to introducing themselves and asking basic questions like names and phone numbers to practice using the verb form in social interactions. The instructional procedures include warmup activities, teaching the grammar structure through examples and drills, and giving students opportunities for both guided and independent practice using the verb form through pair work, fill-in-the-blank exercises, and other activities. Student learning will be evaluated through formative and summative checks, with the overall goal being for students to accurately use the third person form of the verb "to be" in oral and written communication.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.