Final research about new methodologies.
"In Search of a Unified Theory of the New Methodologies for the 21st Century" Erasmus + Project.
Colegio Ntra. Sra. del Carmen (Maristas, Badajoz, Spain)
Tevfik İleri Anadolu Lisesi , Rize TURKEY.
Live conferente at Moodle MOOC 10, 4 May 2017, on Open Educational Projects for Primary CLIL Education.
Presenting with a group of beginner teachers from URJC in Madrid, as part of their Master's Degree subject on The Use of ICT and Web Resources for Primary Bilingual Education.
Live conferente at Moodle MOOC 10, 4 May 2017, on Open Educational Projects for Primary CLIL Education.
Presenting with a group of beginner teachers from URJC in Madrid, as part of their Master's Degree subject on The Use of ICT and Web Resources for Primary Bilingual Education.
This is the slideshow for a presentation to Riverside Girls HS teachers interested in introducing PBL into their teaching practice. I have mostly included examples of the projects my classes have participated in.
Pack de Insignias para imprimir como pegatinas y motivar a los alumnos. Insignias de competencias: Comunicación, análisis, pensamiento crítico, pensamiento lógico, creatividad, colaboración (el más empático).
This is the slideshow for a presentation to Riverside Girls HS teachers interested in introducing PBL into their teaching practice. I have mostly included examples of the projects my classes have participated in.
Pack de Insignias para imprimir como pegatinas y motivar a los alumnos. Insignias de competencias: Comunicación, análisis, pensamiento crítico, pensamiento lógico, creatividad, colaboración (el más empático).
Cartas para el juego Time´s Up de Filosofía. Pensado para el tema 1 de 1º Bachillerato (siguiendo los contenidos del libro de texto de la editorial Edelvives).
El juego puede usarse también para repasar los contenidos del curso de 2º Bachillerato.
Reglas para el juego Time´s Up de Filosofía. Pensado para el tema 1 de 1º Bachillerato (siguiendo los contenidos del libro de texto de la editorial Edelvives).
El juego puede usarse también para repasar los contenidos del curso de 2º Bachillerato.
Plantilla para que los equipos apunten los puntos en el juego Time´s Up de Filosofía. Pensado para el tema 1 de 1º Bachillerato (siguiendo los contenidos del libro de texto de la editorial Edelvives).
El juego puede usarse también para repasar los contenidos del curso de 2º Bachillerato.
Taller para explicar la investigación sobre nuevas metodologías llevada a cabo en la asignatura de filosofía y presentar los primeros resultados de la investigación
Presentation given by Eric Sweet, Leslie Yolen and Liz Hood at Teaching the Hudson Valley's 2013 Summer Institute, "Placed-Based Learning & Common Core"
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
Building a System of Learning and Instructional Improvement – Barbara Schneider EduSkills OECD
This presentation was given by Barbaba Schneider at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The Photosynthesis is energetic processes where light photons from the sun generate in photosynthetic organisms and the student will understand and comprehend the importance of both the light and dark reactions of photosynthetic organisms for the energetic balance in all ecosystems.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. “In Search of a Unified Theory of the New Methodologies for the 21st Century” project
2. How students learn better contents and how they increase more 21st
century Skills.
We assess these improvement both in short-term memory and long-
term memory.
RESEARCH TOPIC
3. WEB 2.0
DIGITAL
GAME-BASED
LEARNING
TRADITIONAL
STYLE
COOPERATIVE
LEARNING
Based on a population sample, we seek to
analyze and check the effectiveness of 4
of the most used methodologies in
classrooms in the 21st Century.
The final goal is to find a common criteria
that allows us to build a strategy up
for the effective use of such
methodologies and to guide the basis of a
unified methodology for the 21st century
teaching.
Research objective
6. SKILLS WE WANT STUDENTS TO IMPROVE: Physics and Chemistry, 8th grade
7. SKILLS WE WANT STUDENTS TO IMPROVE: Philosophy, 11th grade
8. GROUPS
METHODOLOGY
METHODOLOGIES
ASSESSMENT
All students have the
same time and all of
them fill the
assessment text at the
same time
Students are divided
in 4 groups.
It is done randomly
Each group will work
with a different
methodology.
They don´t choose.
The methodologies are:
1- Cooperative learning
2. Digital Game-based Learning
3. Traditional style
4. Web 2.0 tools
METHODOLOGY
No student had previously
worked the contents of the
research.
10. A worksheet was prepared by the teacher so that, by doing it, students had to
research and understand the contents expected to be learnt.
• Science, 1st Grade: Students had to do 2 exercises, with 2 different cooperative
informal techniques: 1-2-4 and Revolving sheet.
• Physics and Chemistry, 8th Grade: Students worked and understood the contents
with one activity that followed the cooperative informal techniques experts
groups.
• Philosophy, 11th Grade: Students had to do 3 exercises, with 3 different
cooperative informal techniques (1-2-4, Pencils to the center and Revolving
sheet.
Through the exercises students had to compare, relate, interpret and understand.
The teacher didn´t explain anything to students, they learnt all by working
together.
COOPERATIVE ACTIVITY
15. Philosophy: The teacher created a videogame with all the contents of the
unit. Students played it individually as many times as they wanted.
The game has a duration of 20-25 minutes.
Physics and Chemistry: The teacher used some interactive simulations of
University of Colorado about light and radiation. Pupils worked with the
simulations during 20 minutes.
Science: Students learnt the contents through an interactive game hosted in
Learn English Kid and carried out by the British Council.
The teacher didn´t explain anything to students, they learnt all by playing.
DIGITAL GAME-BASED LEARNING ACTIVITIES
20. Science, 1st grade: Students had to do 8 exercises with Wizer.me Tool. In
these activities they had to relate, match, watch didactic videos, organize,
write and draw about the contents.
Physics and Chemistry, 8th grade: Students had to choose any Web 2.0 tool
and create a presentation-abstract about the contents of the unit .
Philosophy, 11th grade: Students had to choose any Web 2.0 tool and
create a presentation-abstract about the contents of the unit . They also
had to make a mind-map with a Web 2.0 tool.
The teacher didn´t explain anything to students, they learnt all by
researching and working with 2.0 tools.
WEB 2.0 ACTIVITY
25. The teacher explained all the
contents with a blackboard and a
chalk, trying to do it in the better
way, with examples,
clarifications…
TRADITIONAL EXPLANATION
26. The text evaluated both
contents and skills
Contents were 18 points
and skills were 18 points
too
It was done 4 times:
I-II To see what they knew before
the lesson
III- To evaluate short-term memory
IV- To evaluate long-term memory
Short-term memory was done
just after the activities.
Long term memory 48 hours
after the activities
THE ASSESSMENT A sheet of rubrics was
designed to correct the
text.
42. The traditional methodology doesn´t look bad (2nd place) when we
look upon the contents students acquire at the moment (short-
term memory). However, in the long-term results the three active
methodologies surpass the traditional methodology.
Web 2.0, cooperation and gamification help students
to have a significantly knowledge (developing skills
like relating, comparing, arguing, clasifying… ).
Cooperative learning have some critical problems. Some
students learn a lot and some others nearly nothing.
Some conclusions
All the active methodologies have better results with long-term
memory than with short-term. It´s like if they had processed the
information after a time and they can use better the
knowledge.
The best of these four methodologies to learn contents
and also skills (both short and long term memory) is
Digital Game-Based Learning. At least in this study.