This document discusses using games and active learning techniques for geography revision and lessons as alternatives to traditional testing which may compete with active learning. It provides examples of hands-on activities like jigsaws, edible learning, experiments, Minecraft, board games, Lego graphs, and tech-based tools like collaborative documents and quizzes that make learning more engaging for students by allowing them to learn from each other through competition and games. The author questions whether there is still a place for more messy and games-based learning given exam pressure but provides the examples as potential alternatives or additions to traditional learning.
Judy Perry- MIT Scheller Teacher, Education Program LabSeriousGamesAssoc
The document discusses using mobile augmented reality (AR) games to foster informal learning in real-world spaces. It describes how AR games can create "bridges" between visitors and places by overlaying digital information and gameplay. The author provides examples of an environmental detective AR game used with MIT students and high school students. For the MIT students, the game exhibited some elements of gaminess like interesting decisions, but lacked clear goals and feedback. For the high school students, the game was more focused on completion than problem-solving. The author advocates designing AR games that balance structured learning and open-ended play to cultivate both fun and deeper understanding.
Indoor Playground Is Your Child’s Place To Let Loose, Explore, Grow And LearnLumina Land
>> Top Ways an Indoor Kids Playground can Benefit Your Child.
>> Indoor Playground – Several Benefits of Playground Slides.
>> Types of Equipment You Need for Your Indoor Playground.
>> Learn How to Select the Best Indoor Kids Playground.
It's Gonna Be The Future Soon: Science Fiction, Video Games, and the Future ...Lucas Gillispie
What if science fiction were a reality? What if the way we interact in games were the way we interacted in real life? Soon, these things will be a reality and they'll impact learning! It's going to be exciting!
Super Microbe World: Using Games to Teach Science and HygieneDavid Farrell
This document discusses using games to teach hygiene and science concepts related to microbes. It describes research conducted with children to identify popular game genres and a resulting detective and platformer game designed around modeling learning outcomes related to microbes. The games showed some success in improving knowledge but further refinement is needed to better link game mechanics to learning objectives. The author advocates an approach of designing game mechanics to directly represent and teach target concepts.
The document discusses how video games can promote higher-order thinking skills. It argues that many video games require puzzle-solving, collaboration, problem-solving skills and engage students in active, hands-on learning. The document also notes that video games appeal to the millennial generation and how the brain is wired, as games provide patterns, emotions, collaboration and feedback.
Judy Perry- MIT Scheller Teacher, Education Program LabSeriousGamesAssoc
The document discusses using mobile augmented reality (AR) games to foster informal learning in real-world spaces. It describes how AR games can create "bridges" between visitors and places by overlaying digital information and gameplay. The author provides examples of an environmental detective AR game used with MIT students and high school students. For the MIT students, the game exhibited some elements of gaminess like interesting decisions, but lacked clear goals and feedback. For the high school students, the game was more focused on completion than problem-solving. The author advocates designing AR games that balance structured learning and open-ended play to cultivate both fun and deeper understanding.
Indoor Playground Is Your Child’s Place To Let Loose, Explore, Grow And LearnLumina Land
>> Top Ways an Indoor Kids Playground can Benefit Your Child.
>> Indoor Playground – Several Benefits of Playground Slides.
>> Types of Equipment You Need for Your Indoor Playground.
>> Learn How to Select the Best Indoor Kids Playground.
It's Gonna Be The Future Soon: Science Fiction, Video Games, and the Future ...Lucas Gillispie
What if science fiction were a reality? What if the way we interact in games were the way we interacted in real life? Soon, these things will be a reality and they'll impact learning! It's going to be exciting!
Super Microbe World: Using Games to Teach Science and HygieneDavid Farrell
This document discusses using games to teach hygiene and science concepts related to microbes. It describes research conducted with children to identify popular game genres and a resulting detective and platformer game designed around modeling learning outcomes related to microbes. The games showed some success in improving knowledge but further refinement is needed to better link game mechanics to learning objectives. The author advocates an approach of designing game mechanics to directly represent and teach target concepts.
The document discusses how video games can promote higher-order thinking skills. It argues that many video games require puzzle-solving, collaboration, problem-solving skills and engage students in active, hands-on learning. The document also notes that video games appeal to the millennial generation and how the brain is wired, as games provide patterns, emotions, collaboration and feedback.
Presentation from Jo Debens' TeachMeet talk on literacy in Geography from the Geographical Association Conference. General links to Shakespeare text and how to use in Geography lessons.
International Languages Day Geography lessonMrs Coles
This document discusses language diversity and rights. It asks questions about the number of languages spoken at the school and in the room. It references an international declaration about the right to enjoy one's own culture and language. There are also sections that provide translations for common phrases like greetings in Icelandic and Swahili.
Azores presentation for Discover the WorldMrs Coles
Presentation for Sustainability and Tourism in the Azores for Discover the World conference. Embedded video links on some slides and notes on a separate page.
This document provides information about tourism and sustainability in the Azores archipelago of Portugal. It includes data on tourism trends over time, impacts of tourism on the local economy and environment, renewable energy initiatives on different islands, and ideas for classroom activities to teach about the Azores. Sample activities explore topics like sustainable tourism and energy planning, using maps, graphs and data analysis to explore trends and issues.
Shakespeare was a Geographer - so was Pythagoras (Jo Debens #TMRGS)Mrs Coles
This document discusses whether geography is considered a subject and highlights some of the key concepts and skills involved in geography. It notes that an geographer would deal with places, vocabulary, context, processes, analysis, relationships, interactions, management, problem-solving, conclusions, decision-making, practical skills, GIS, numeracy, literacy, and fieldwork. It also argues that famous historical figures like William Shakespeare and Pythagoras were essentially geographers in their analysis of places, landscapes, climate, and environments in their works. A number of extracts from literature are presented and analyzed from a geographic perspective.
The document provides information about different types of coastal erosion and how they can be represented through "Kung Fu" gestures. It includes descriptions of four erosion processes - hydraulic action, abrasion, attrition, and corrosion. Students are asked to create gestures to symbolize each process. The document also contains sample exam questions about coastal erosion processes and features formed by erosion.
The document discusses gamifying social studies education by incorporating elements of video games into classroom learning. It notes that video games effectively engage the brain in ways that traditional classrooms do not, as games require choice-making, problem-solving, feedback, collaboration and allow for iterative learning from failure. The document advocates modifying games or gaming principles to resemble educational content and realities. Examples are provided of serious educational games that could be used for social studies topics like history and civics. Overall it promotes using games to help rewire student brains for more effective learning.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go Resources at http://shellyterrell.com/playgrounds
Towards Tangible Gamificaiton of Co-design Contexts: Two Studies in Primary S...Rosella Gennari
The document describes two studies that explored gamifying co-design contexts in primary schools. The 2013 study involved shorter missions over 8 weeks with challenges, cooperation, and emotions tracked. The 2014 study had longer, more tangibly gamified missions over 14 weeks involving cooperative roles, rules, and progression tracking. Data was collected on material satisfaction, challenge success, cooperation, and achievement emotions to understand the impact of gamification on engagement and learning. Results showed positive emotions increased across missions while cooperation and inclusion also improved.
A presentation about different reasons and ways, advantages and disadvantages, problems and challenges of using the game of Minecraft for EFL, with a number of ideas for practicing vocabulary, grammar and all four language skills and using the game to create a motivating learning environment.
Computer games have the potential to transform learning by making it fun and engaging. The document provides details on three games - Shidonni, Moshi Monsters, and Trackmania Nations Forever - that can be used for educational purposes. Shidonni allows creative drawing and world-building. Moshi Monsters incorporates literacy, numeracy, and social elements. Trackmania Nations Forever offers racing and video editing. Suggested classroom tasks for each game develop various skills through interactive gameplay.
This document provides information on three online games - Shidonni, Moshi Monsters, and Trackmania Nations Forever - that can be used for educational purposes in the classroom. Shidonni is an online creative game where students can draw characters and worlds. Moshi Monsters is a social networking game that teaches internet safety and includes puzzles to earn currency. Trackmania Nations Forever is a racing game that allows students to design tracks and cars. The document provides multiple task ideas for how each game could be used across various subject areas to engage students.
19_10_2018 Seminario eMadrid sobre «Juegos Serios», por Paloma Díaz y Telmo Z...eMadrid network
«Diseñando juegos serios para entornos de realidad combinada», por Telmo Zarraonandia Ayo, profesor titular de Ciencia de la Computación e Inteligencia Artificial de la UC3M, y Paloma Díaz Pérez, catedrática de Ciencia de la Computación e Inteligencia Artificial de la UC3M
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/playgrounds
Case studies of several game-based learning projects developed, used in classrooms and evaluated in New Zealand.
Presented by Stephen Knightly, MD of InGame and Chairperson of the NZ Game Developers Association at the EdTech Leaders Summit, Auckland, New Zealand in July 2016.
British Council Teachers Conference - GamificationGraham Stanley
This document discusses using games and gamification in English language teaching. It begins by defining gamification as using game thinking and design techniques to enhance non-game contexts. It then discusses why gamification is useful for language learning, noting that games make learning fun and engage learners' attention while encouraging language production. The document provides some specific ideas for how to use games in the classroom, such as the game Class Dojo, and recommends further reading on the topic.
The document discusses using digital games and gamification in English language teaching. It provides links to websites about using games for language learning and discusses reasons why digital games can benefit language acquisition. Examples are given of different ways to gamify language learning activities, such as through the use of badges, points and leaderboards, as well as interactive digital games that can be used to support various language skills. Teacher observations suggest that game-based lessons keep students engaged and encourage language production.
This document discusses using games and gamification techniques to enhance language learning. It explains that games motivate learners and encourage language production. Gamification can make learning fun by incorporating game mechanics. Some ideas presented include using adventure games to practice vocabulary and language skills. ClassDojo and Chore Wars are suggested as classroom gamification tools. The document provides recommendations for integrating games and addresses practical considerations like grouping learners and accessing walkthroughs.
Gamification & Digital Play in ELT (TESOL France)Graham Stanley
This document discusses using gamification and digital play in English language teaching. It provides links to resources on using computer games, gamification, and digital tools to engage language learners. Specific examples discussed include using digital games and gamification to practice speaking, writing, vocabulary, and grammar. Benefits mentioned are that digital games can motivate learners and encourage more language production than traditional methods.
This document provides examples of how to infuse art into the curriculum using 3D anaglyphs and online tools. It discusses using websites like Big Huge Labs, Flickr, and the National Gallery of Art's online activities to have students create visuals for writing assignments. Examples are given of students making jigsaw puzzles, trading cards, and photo collages to accompany poems and stories. The document also introduces tools like GIMP and Google SketchUp for editing photos and building 3D models to illustrate concepts in other subjects.
1. The document discusses using anaglyphs and 3D images across different curriculums like astronomy, writing, and art.
2. It provides examples of students creating visuals for poems and stories using online tools like Big Huge Labs and Photo Op.
3. Recommendations are made for using 3D modeling software like Google SketchUp to visualize geometry concepts or build models.
Presentation from Jo Debens' TeachMeet talk on literacy in Geography from the Geographical Association Conference. General links to Shakespeare text and how to use in Geography lessons.
International Languages Day Geography lessonMrs Coles
This document discusses language diversity and rights. It asks questions about the number of languages spoken at the school and in the room. It references an international declaration about the right to enjoy one's own culture and language. There are also sections that provide translations for common phrases like greetings in Icelandic and Swahili.
Azores presentation for Discover the WorldMrs Coles
Presentation for Sustainability and Tourism in the Azores for Discover the World conference. Embedded video links on some slides and notes on a separate page.
This document provides information about tourism and sustainability in the Azores archipelago of Portugal. It includes data on tourism trends over time, impacts of tourism on the local economy and environment, renewable energy initiatives on different islands, and ideas for classroom activities to teach about the Azores. Sample activities explore topics like sustainable tourism and energy planning, using maps, graphs and data analysis to explore trends and issues.
Shakespeare was a Geographer - so was Pythagoras (Jo Debens #TMRGS)Mrs Coles
This document discusses whether geography is considered a subject and highlights some of the key concepts and skills involved in geography. It notes that an geographer would deal with places, vocabulary, context, processes, analysis, relationships, interactions, management, problem-solving, conclusions, decision-making, practical skills, GIS, numeracy, literacy, and fieldwork. It also argues that famous historical figures like William Shakespeare and Pythagoras were essentially geographers in their analysis of places, landscapes, climate, and environments in their works. A number of extracts from literature are presented and analyzed from a geographic perspective.
The document provides information about different types of coastal erosion and how they can be represented through "Kung Fu" gestures. It includes descriptions of four erosion processes - hydraulic action, abrasion, attrition, and corrosion. Students are asked to create gestures to symbolize each process. The document also contains sample exam questions about coastal erosion processes and features formed by erosion.
The document discusses gamifying social studies education by incorporating elements of video games into classroom learning. It notes that video games effectively engage the brain in ways that traditional classrooms do not, as games require choice-making, problem-solving, feedback, collaboration and allow for iterative learning from failure. The document advocates modifying games or gaming principles to resemble educational content and realities. Examples are provided of serious educational games that could be used for social studies topics like history and civics. Overall it promotes using games to help rewire student brains for more effective learning.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go Resources at http://shellyterrell.com/playgrounds
Towards Tangible Gamificaiton of Co-design Contexts: Two Studies in Primary S...Rosella Gennari
The document describes two studies that explored gamifying co-design contexts in primary schools. The 2013 study involved shorter missions over 8 weeks with challenges, cooperation, and emotions tracked. The 2014 study had longer, more tangibly gamified missions over 14 weeks involving cooperative roles, rules, and progression tracking. Data was collected on material satisfaction, challenge success, cooperation, and achievement emotions to understand the impact of gamification on engagement and learning. Results showed positive emotions increased across missions while cooperation and inclusion also improved.
A presentation about different reasons and ways, advantages and disadvantages, problems and challenges of using the game of Minecraft for EFL, with a number of ideas for practicing vocabulary, grammar and all four language skills and using the game to create a motivating learning environment.
Computer games have the potential to transform learning by making it fun and engaging. The document provides details on three games - Shidonni, Moshi Monsters, and Trackmania Nations Forever - that can be used for educational purposes. Shidonni allows creative drawing and world-building. Moshi Monsters incorporates literacy, numeracy, and social elements. Trackmania Nations Forever offers racing and video editing. Suggested classroom tasks for each game develop various skills through interactive gameplay.
This document provides information on three online games - Shidonni, Moshi Monsters, and Trackmania Nations Forever - that can be used for educational purposes in the classroom. Shidonni is an online creative game where students can draw characters and worlds. Moshi Monsters is a social networking game that teaches internet safety and includes puzzles to earn currency. Trackmania Nations Forever is a racing game that allows students to design tracks and cars. The document provides multiple task ideas for how each game could be used across various subject areas to engage students.
19_10_2018 Seminario eMadrid sobre «Juegos Serios», por Paloma Díaz y Telmo Z...eMadrid network
«Diseñando juegos serios para entornos de realidad combinada», por Telmo Zarraonandia Ayo, profesor titular de Ciencia de la Computación e Inteligencia Artificial de la UC3M, y Paloma Díaz Pérez, catedrática de Ciencia de la Computación e Inteligencia Artificial de la UC3M
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/playgrounds
Case studies of several game-based learning projects developed, used in classrooms and evaluated in New Zealand.
Presented by Stephen Knightly, MD of InGame and Chairperson of the NZ Game Developers Association at the EdTech Leaders Summit, Auckland, New Zealand in July 2016.
British Council Teachers Conference - GamificationGraham Stanley
This document discusses using games and gamification in English language teaching. It begins by defining gamification as using game thinking and design techniques to enhance non-game contexts. It then discusses why gamification is useful for language learning, noting that games make learning fun and engage learners' attention while encouraging language production. The document provides some specific ideas for how to use games in the classroom, such as the game Class Dojo, and recommends further reading on the topic.
The document discusses using digital games and gamification in English language teaching. It provides links to websites about using games for language learning and discusses reasons why digital games can benefit language acquisition. Examples are given of different ways to gamify language learning activities, such as through the use of badges, points and leaderboards, as well as interactive digital games that can be used to support various language skills. Teacher observations suggest that game-based lessons keep students engaged and encourage language production.
This document discusses using games and gamification techniques to enhance language learning. It explains that games motivate learners and encourage language production. Gamification can make learning fun by incorporating game mechanics. Some ideas presented include using adventure games to practice vocabulary and language skills. ClassDojo and Chore Wars are suggested as classroom gamification tools. The document provides recommendations for integrating games and addresses practical considerations like grouping learners and accessing walkthroughs.
Gamification & Digital Play in ELT (TESOL France)Graham Stanley
This document discusses using gamification and digital play in English language teaching. It provides links to resources on using computer games, gamification, and digital tools to engage language learners. Specific examples discussed include using digital games and gamification to practice speaking, writing, vocabulary, and grammar. Benefits mentioned are that digital games can motivate learners and encourage more language production than traditional methods.
This document provides examples of how to infuse art into the curriculum using 3D anaglyphs and online tools. It discusses using websites like Big Huge Labs, Flickr, and the National Gallery of Art's online activities to have students create visuals for writing assignments. Examples are given of students making jigsaw puzzles, trading cards, and photo collages to accompany poems and stories. The document also introduces tools like GIMP and Google SketchUp for editing photos and building 3D models to illustrate concepts in other subjects.
1. The document discusses using anaglyphs and 3D images across different curriculums like astronomy, writing, and art.
2. It provides examples of students creating visuals for poems and stories using online tools like Big Huge Labs and Photo Op.
3. Recommendations are made for using 3D modeling software like Google SketchUp to visualize geometry concepts or build models.
The document discusses using video games in K-12 education. It provides statistics on video game usage among children and benefits of video games. It then describes a project where teaching interns developed lesson plans integrating various video games into the curriculum. It provides examples of lesson plans using the games Minecraft, African Safari Adventure, and Ticket to Ride that connect to subjects like literacy, science, and social studies. It discusses implementation strategies and managing games in the classroom.
The document discusses gamifying English language teaching courses by incorporating elements of digital games and gamification. It provides examples of how games can be used for different language learning activities like vocabulary practice, listening activities, and project work. Game elements like badges, points and leaderboards are suggested for motivating students. Specific digital games and platforms are also proposed that could facilitate gamified language learning through activities involving problem-solving, information gaps, and collaborative work. Feedback from teachers who have trialled such approaches was positive in keeping students engaged.
The document provides instructions for an activity where students create characters representing different air masses and place them on a map of the British Isles. They are told to shade each character according to the air temperature, add appropriate clothing, and symbols showing wind and precipitation. Students are then instructed to glue a map to their page, stick the characters in the correct locations, draw arrows indicating the direction of each air mass, and write descriptions of how each air mass affects the weather and climate.
This document provides information about plate tectonics and associated geological phenomena. It begins by describing the layers of the Earth, including the inner and outer core, mantle, and crust. It notes key differences between oceanic and continental crust, and explains convection currents in the mantle. The document then discusses plate boundaries and associated hazards like earthquakes and volcanoes. Specific topics covered include the 2011 Japan earthquake and tsunami, the Montserrat volcanic eruption, measuring earthquakes, predicting seismic activity, earthquake proofing, and responses to natural disasters. Comparisons are drawn between responses to disasters in rich and poor countries.
This document summarizes key concepts in physical geography related to plate tectonics, earthquakes, volcanoes, and case studies of volcanic eruptions and earthquakes. It describes how convection currents in the mantle cause plate movements at destructive, conservative, and constructive plate boundaries. Case studies on the 1995 Montserrat volcano eruption and the 2011 Japanese earthquake and tsunami detail their impacts and responses. A third case study summarizes the 2008 Sichuan earthquake in China that killed over 70,000 people.
The document discusses climate change and its causes. It provides the following key points:
1) In 2008, 193 countries signed an anti-CO2 emissions treaty, except the USA and China. The USA did not believe in global warming under Bush, and China profits from natural resources.
2) The industrial revolution beginning in the 1800s caused a rise in CO2 levels and global temperatures.
3) Human activities like burning fossil fuels are major contributors to increased greenhouse gas emissions and climate change. This will have severe environmental and economic impacts worldwide if left unaddressed.
The document discusses the biosphere and the threats facing it. It defines the biosphere as the regions of Earth inhabited by living organisms, and notes there are 5 major biomes - aquatic, desert, forest, grassland, and tundra - which are further divided. It explains how the biosphere acts as a life support system and provides goods for humans. The major threats to the biosphere are deforestation, pollution, and climate change. Sustainable management of the biosphere's resources is important but faces economic, social, and environmental tensions.
The document provides an overview of the key topics, subtopics, and learning objectives for a geography revision unit on physical geography. It covers several topics including restless earth, climate, the biosphere, water systems, coastal environments, and extreme environments. For each topic, it lists several subtopics and specifics that students should be able to explain, describe, analyze, or evaluate based on examples. The objectives focus on both conceptual understanding of processes and application of knowledge to case studies.
The document provides information about revising for the GCSE Geography exam on People and the Planet. It outlines the exam structure, with sections on population dynamics, consuming resources, and globalization. For population dynamics, it discusses topics like population trends, theories of population change, and case studies on population policies. It also provides information on defining and classifying different resource types, renewable and non-renewable resources, and ways to reduce resource demand.
This document provides information about GCSE Geography revision on dynamic planet topics. It includes case studies on volcanoes like Mt St Helens and Nyiragongo, as well as earthquakes in Kobe, Japan and Sichuan, China. There are exam focus questions on plate tectonics, hazards and management. Additional sections cover climate change in the past and future, threats to biomes, and conservation efforts. Review materials include theory, graphs to interpret, and guidance on key topics to know for the exam.
Case studies unit 2-people and the planetMrs Coles
This document outlines the structure and content covered in a unit on people and the planet. It is divided into 7 sections that cover topics such as population dynamics, consuming resources, globalization, development dilemmas, changing economies, urban environments, and sustainability strategies. Some key places, theories, and case studies mentioned include the one child policy in China, wind power in the Outer Hebrides, global institutions like the IMF and WTO, Rostow's model of development, contrasting regions in the UK, strategies to reduce London's ecological footprint, and examples of self-help schemes in cities like Rio de Janeiro.
The document outlines different sections that will be covered in a unit on the dynamic planet. Section 1 discusses volcanoes and earthquakes in various countries. Section 2 covers climate change topics like the Little Ice Age and Medieval Warm Period. Section 3 is about threats to tropical rainforests and conservation efforts. Section 4 analyzes water issues like desertification, sustainable practices, and dam management. Section 5 examines coastal changes and conflicts. Section 8 looks at environments in Australia and the Arctic, including human adaptations.
This document provides revision materials for a GCSE Geography exam on key themes. It includes information on the exam structure, resources for revision, and details on the three exam sections: natural hazards, population and settlement, and economic development. For the economic development section, it outlines different industry types and changes over time, as well as case studies on topics like goat aid and Coca-Cola. Various practice exam questions are provided at the end related to development indicators, the Brandt line, and Rostow's model of development stages.
The document provides information about rivers and coasts for a GCSE Geography revision pack. It includes key terms, landforms, and processes related to rivers and coasts, as well as case studies on river and coastal management. Resources for further study are also listed.
Checklist 2016 - OCR B GCSE specificationMrs Coles
Afforestation can affect river flow in 3 ways:
(1) Trees intercept rainfall which reduces surface runoff entering rivers.
(2) Vegetation increases lag time as seen on hydrographs, slowing river volume.
(3) Less water enters rivers and reaches them more slowly due to interception and reduced surface runoff from vegetation.
Steve Brace opening #TMRGS presentation on value of geographyMrs Coles
Steve Brace (Head of Education at RGS) sharing the value of Geography, how 10% of all PLC business is down to OS data, that geographers are employable, etc. #tMRGS
Richard Maurice's #TMRGS presentation on developing questioningMrs Coles
Richard Maurice's presentation for Teachmeet RGS about developing questioning, that the 5Ws are not enough, subverting the 5minute lesson plan for use by students
Rupert Littlewood - building favelas presentation for #TMRGSMrs Coles
The lesson involves students building model favelas out of various materials to learn about Brazilian favelas. Students are assigned roles like builder, surveyor, and accountant and given a price list and materials budget to construct a waterproof favela with rooms for washing, cooking, and eating that can withstand wind. Their favelas will be judged based on success criteria and grades assigned. During the plenary, groups will report on their favelas and grades received, and next lesson they will provide feedback on how to improve their designs.
Ewan Laurie #TMRGS presentation Hijack geographyMrs Coles
Ewan Laurie's presentation for RGS Teachmeet about getting other people teaching geography across school, pop-up classrooms, and taking over the school!
Jamie Buchanan-Dunlop Digital Explorer #TMRGS presentationMrs Coles
This document discusses the author's experiences learning and teaching geography through personal travels, technology, and pushing the boundaries of what's possible in education. It mentions trips to Morocco in 2006 using a satellite phone, the Middle East in 2007 using data satellites, and creating a "teleport device" and website to share geographic experiences.
Anna Forshaw's #TMRGS presentation on decision makingMrs Coles
This document describes strategies for using layered decision making activities at Key Stage 4 to ensure student progression. It discusses increasing demands like interpreting a wide range of resources and skills. Layered decision making involves students being drip-fed information and having to assess and demonstrate progression through failure. It involves individual, paired, and group work in mixed ability settings using scaffolds to encourage evidence in responses. Roles are designated to encourage considering different stakeholders' perspectives. Questions are used to find out information and make inferences while linking concepts and using peer and self-assessment.
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,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Comments taken from Twitter comments, news headlines and DfE site regarding the new 2016 on GCSE changes and teacher concerns regarding these. The point being that if we teach only to the test, then potentially the new style GCSEs will not develop the depth of character and range of skills that our children need. Our job is to ensure we still ensure learning happens in all ways, that none are disadvantaged, and that our style encourages all skills to develop.
Google Teacher Academy – observations that teachers and students alike, from any subject, any phase, any type of institution, has a fear of taking risk. Stepping into the unknown worries students sometimes who want to be given an answer. Equally teachers fear trying something different because of performance management fears, worries about results, etc.
Ferris Wheel 3-D transition effect and pictures
(Basic)
To reproduce the picture effects on this slide, do the following:
On the Home tab, in the Slides group, click Layout, and then click Blank.
On the Insert tab, in the Images group, click Picture. In the Insert Picture dialog box, select a picture and then click Insert.
Select the picture. Under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher. In the Format Picture dialog box, resize or crop the image so that the height is set to 3.86” and the width is set to 5.79”. To crop the picture, click Crop in the left pane, and in the right pane, under Crop position, enter values into the Height, Width, Left, and Top boxes. To resize the picture, click Size in the left pane, and in the right pane, under Size and rotate, enter values into the Height and Width boxes.
Also under Picture Tools, on the Format tab, in the Picture Styles group, click Drop Shadow Rectangle.
To reproduce the shape effects on this slide, do the following:
On the Home tab, in the Drawing group, click Shapes, and then under Basic Shapes, click Oval.
On the slide, drag to draw an oval.
Select the oval. Under Drawing Tools, on the Format tab, in the Size group, enter 0.13” in the Height box and enter 0.0” in the Width box.
Also on the Format tab, in the Shape Styles group, click the Format Shape dialog box launcher. In the Format Shape dialog box, click Fill in the left pane, on the Fill pane, select Solid fill, and then do the following:
Click the button next to color and then click White, Background 1 (first row).
In the Transparency box, enter 90%.
Also in the Format Shape dialog box, click Line Color in the left pane, in the Line Color pane, click No line.
Also in the Format Shape dialog box, click Size in the left pane, in the Size pane, under Size and rotate, in the Rotation box, enter 15°.
On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate. Repeat this process until there are 90 ovals on the slide.
Select one of the ovals. Position the oval below the bottom right edge of the picture.
Select another oval. Position the oval slightly over the right edge of the slide.
Press and hold CTRL, and then select all 90 ovals. On the Home tab, in the Drawing group, click Arrange, and then do the following:
Point to Align, and then do the following:
Click Align Selected Objects.
Click Distribute Horizontally.
Click Align Middle.
Under Group Objects, click Group.
To reproduce the text effects on the slide, do the following:
On the Insert tab, in the Text group, click Text Box, and then on the slide drag to draw your text box.
Enter text in the text box, and then select the text. On the Home tab, in the Font group, do the following:
Select Cambria from the Font list.
Select 24 pt. from the Font Size list.
Click Font Color and then click White, Background 1.
Click Italic.
To reproduce the animation effects on this slide, do the following:
On the slide, select the group of circles. On the Animations tab, in the Advanced Animation group, click Add Animation, and then click More Entrance Effects. In the Add Entrance Effect dialog box, under Moderate, click Float In.
Also on the Animations tab, in the Timing group, do the following:
In the Start list, select After Previous.
In the Duration box, enter 1.00 seconds.
Also on the Animations tab, in the Animation group, click Effect Options, and then click Float Down.
On the slide, select the text box. On the Animations tab, in the Advanced Animation group, click Add Animation, and then click More Entrance Effects. In the Add Entrance Effect dialog box, under Moderate, click Float In.
Also on the Animations tab, in the Timing group, do the following:
In the Start list, select With Previous.
In the Duration box, enter 1.00 seconds.
Also on the Animations tab, in the Animation group, click Effect Options, and then click Float Up.
To reproduce the transition effects on this slide, do the following:
On the Transitions tab, in the Transition to This Slide group, click More, and then click Ferris Wheel.
Also on the Transitions tab, in the Transition to This Slide, click Effect Options, and then click From Right.
Also on the Transitions tab, in the Timing group, do the following:
Clear the On Mouse Click box.
Select After, and then in the After box enter 4.00 seconds.
To create the second and third slides, do the following:
Select the slide. On the Home tab, in the Slides group, click the arrow below New Slide, and then click Duplicate Selected Slides. Repeat this process for a total of three slides.
In the Slides pane, select the second slide.
On the slide, select the picture. Under Picture Tools, on the Format tab, in the Adjust group, click Change Picture. In the Insert Picture dialog box, select a picture and then click Insert.
In the Slides pane, select the third slide.
On the slide, select the picture. Under Picture Tools, on the Format tab, in the Adjust group, click Change Picture. In the Insert Picture dialog box, select a picture and then click Insert.
To reproduce the background on this slide, do the following:
On the Design tab, in the Background group, click Background Styles, and then click Style 12.
(Note: Taking this action will change the colors on the slide.)
Question and answer type jigsaws. Students make revision jigsaws for themselves. Could be diagrams, quizzes, etc. This example is like jigsaw jeopardy: the answer is on top and has to match the question underneath.
Using artefacts and modelling. Take debris from rivers (sticks, pebbles, sand, etc.) and keywords and images – students then create river profiles or cross sections to show how debris changes along the river profile.
Cakes and sweets modelling! Cake wave cut platforms, using sweets to represent population structure.
See Digital Explorer website for instructions but basically create coral polyp models (which will tie in to new 2016 curriculum) from food.
Use scrabble pieces for keywords checks. Can also be for numeracy link and used in class or tutor.
Digital Explorer experiments – see the website. Left hand example is to have freshwater and saline ice cores, then add red food dye and as it absorbs into the ice you can see how increasing salinity causes ice to become weaker and have faults. Top right is for showing impact of acidification of water upon shells. Bottom right is to model ocean conveyor system by mixing coloured freshwater and coloured saline water which will then sink: can demonstrate density changes of water.
Minecraft modelling. Used in homework and in school. Create virtual worlds, e.g. of your local area, or of a rainforest. Can download worlds from minecraft.edu and lots of support available from Microsoft Partners in Learning.
Different options: 1) as the music plays move around and have to read key facts / study a stimulus image…when the music stops they have to answer an exam question. 2) have exam Qs stuck to the back of the chairs (no peeking), keep cycling through and when music stops have to answer the exam Q on whiteboards, etc,.
Different options: 1) as the music plays move around and have to read key facts / study a stimulus image…when the music stops they have to answer an exam question. 2) have exam Qs stuck to the back of the chairs (no peeking), keep cycling through and when music stops have to answer the exam Q on whiteboards, etc,.
Students write a question on a piece of paper, fold into a plane, throw at another student, who has to answer.
Fold up an example case study answer. Throw around room to three different students who have a different coloured pen. Each one will highlight with different colour for use of key terms, developed points, place specific fact. Throw to one more student who will read through, score the answer overall and give a comment before returning to owner.
Can be for any topic. Could use stickers with labels on for different keywords (e.g. hydraulic action, attrition, etc.). Place label at each end of the Jenga piece. Should use the same word repeated on different Jenga pieces otherwise game will be over really quickly if the bottom piece goes too soon! Play the game in turn: when a student pulls out a piece they must define the keyword, OR have a quiz-master student who reads a definition and then the player has to identify the correct piece and remove it. Alternatively, if you have coloured plastic Jenga (Uno) then you can allocate different colours to different types of questions and just have a list of questions on the go (saves putting labels on the Jenga pieces), e.g. Red = questions on natural hazards, blue = questions on coasts, etc.
Play the game of twister as usual but have a quiz master on the side. Whenever a student moves to a new spot, they must answer a question correctly. Can also allocate each colour to a type of question and even give them a value. E.g. Red = keyword question worth 1 mark (e.g. what is attrition), Blue = factual recall question worth 2 marks (e.g. what was the death toll for Haiti earthquake), Yellow = explain a process (e.g. explain longshore drift in detail), Green = describe a case study worth 4 marks (must be in detail)
Create own dominoes games of question and answer, or cause and effect. Requires students to think logically through the order.
Use lego to make models, e.g. settlement models, earthquake proof buildings, etc.
Create 3d visual graphs using lego. Makes more visual and easier to interpret.
Can use real ones or make your own.
Pointless = encourages students to ‘plumb the depths’ to find an unusual fact, to recall something that others do not – rewards giving unique answers rather than standard ‘C’ grade easier answers.
Articulate = describing game. Write a list of various words and phrases then have 30 seconds to describe as many as possible without using those actual words.
5 Second Rule = Have to name three things in 5 seconds on a particular topic. E.g. 3 types of coastal erosion, 3 facts on tropical storms, etc.
Charades = acting out!
Q+A on balloons. Use felt pens! One student writes a question on a balloon, throws to another one who completes it. Keep it going as long as possible.
Ferris Wheel 3-D transition effect and pictures
(Basic)
To reproduce the picture effects on this slide, do the following:
On the Home tab, in the Slides group, click Layout, and then click Blank.
On the Insert tab, in the Images group, click Picture. In the Insert Picture dialog box, select a picture and then click Insert.
Select the picture. Under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher. In the Format Picture dialog box, resize or crop the image so that the height is set to 3.86” and the width is set to 5.79”. To crop the picture, click Crop in the left pane, and in the right pane, under Crop position, enter values into the Height, Width, Left, and Top boxes. To resize the picture, click Size in the left pane, and in the right pane, under Size and rotate, enter values into the Height and Width boxes.
Also under Picture Tools, on the Format tab, in the Picture Styles group, click Drop Shadow Rectangle.
To reproduce the shape effects on this slide, do the following:
On the Home tab, in the Drawing group, click Shapes, and then under Basic Shapes, click Oval.
On the slide, drag to draw an oval.
Select the oval. Under Drawing Tools, on the Format tab, in the Size group, enter 0.13” in the Height box and enter 0.0” in the Width box.
Also on the Format tab, in the Shape Styles group, click the Format Shape dialog box launcher. In the Format Shape dialog box, click Fill in the left pane, on the Fill pane, select Solid fill, and then do the following:
Click the button next to color and then click White, Background 1 (first row).
In the Transparency box, enter 90%.
Also in the Format Shape dialog box, click Line Color in the left pane, in the Line Color pane, click No line.
Also in the Format Shape dialog box, click Size in the left pane, in the Size pane, under Size and rotate, in the Rotation box, enter 15°.
On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate. Repeat this process until there are 90 ovals on the slide.
Select one of the ovals. Position the oval below the bottom right edge of the picture.
Select another oval. Position the oval slightly over the right edge of the slide.
Press and hold CTRL, and then select all 90 ovals. On the Home tab, in the Drawing group, click Arrange, and then do the following:
Point to Align, and then do the following:
Click Align Selected Objects.
Click Distribute Horizontally.
Click Align Middle.
Under Group Objects, click Group.
To reproduce the text effects on the slide, do the following:
On the Insert tab, in the Text group, click Text Box, and then on the slide drag to draw your text box.
Enter text in the text box, and then select the text. On the Home tab, in the Font group, do the following:
Select Cambria from the Font list.
Select 24 pt. from the Font Size list.
Click Font Color and then click White, Background 1.
Click Italic.
To reproduce the animation effects on this slide, do the following:
On the slide, select the group of circles. On the Animations tab, in the Advanced Animation group, click Add Animation, and then click More Entrance Effects. In the Add Entrance Effect dialog box, under Moderate, click Float In.
Also on the Animations tab, in the Timing group, do the following:
In the Start list, select After Previous.
In the Duration box, enter 1.00 seconds.
Also on the Animations tab, in the Animation group, click Effect Options, and then click Float Down.
On the slide, select the text box. On the Animations tab, in the Advanced Animation group, click Add Animation, and then click More Entrance Effects. In the Add Entrance Effect dialog box, under Moderate, click Float In.
Also on the Animations tab, in the Timing group, do the following:
In the Start list, select With Previous.
In the Duration box, enter 1.00 seconds.
Also on the Animations tab, in the Animation group, click Effect Options, and then click Float Up.
To reproduce the transition effects on this slide, do the following:
On the Transitions tab, in the Transition to This Slide group, click More, and then click Ferris Wheel.
Also on the Transitions tab, in the Transition to This Slide, click Effect Options, and then click From Right.
Also on the Transitions tab, in the Timing group, do the following:
Clear the On Mouse Click box.
Select After, and then in the After box enter 4.00 seconds.
To create the second and third slides, do the following:
Select the slide. On the Home tab, in the Slides group, click the arrow below New Slide, and then click Duplicate Selected Slides. Repeat this process for a total of three slides.
In the Slides pane, select the second slide.
On the slide, select the picture. Under Picture Tools, on the Format tab, in the Adjust group, click Change Picture. In the Insert Picture dialog box, select a picture and then click Insert.
In the Slides pane, select the third slide.
On the slide, select the picture. Under Picture Tools, on the Format tab, in the Adjust group, click Change Picture. In the Insert Picture dialog box, select a picture and then click Insert.
To reproduce the background on this slide, do the following:
On the Design tab, in the Background group, click Background Styles, and then click Style 12.
(Note: Taking this action will change the colors on the slide.)
Microsoft OneDrive for sharing resources.
Create digital notebooks in OneNote for revision. Collaboration and available at any time from any device.
https://app.triptico.co.uk/index.php?resource=23&full=1
Triptico solo style hexagons. Red in this case means key fact, blue means process. Have to tessellate to make connections then follow this up with a written answer.
Speaking photos. Good for revision and virtual tours. Can take a photo then record for 30 seconds with a voiceover. Available on any device. Automatically loads to internet so can be accessed anywhere.