This document outlines the skills and learning outcomes assessed in the Global Citizenship component of the Welsh Baccalaureate Advanced. It describes the three controlled tasks that students must complete which are assessed based on four learning outcomes: critical thinking and problem solving, creativity and innovation, literacy, and understanding of global issues. The document provides details on what students are expected to demonstrate for each learning outcome across the three tasks. It also differentiates the standards for passing, merit, and distinction for each learning outcome.
This presentation provide a brief overview of Compuware's Mobility Center of Excellence. Compuware is enabling customers to realize the benefits of a value-driven mobile strategy by delivering commercial quality mobile applications.
"The special ability that God gives to certain members of the body of Christ to understand clearly the immediate and long-range goals of a particular unit of the body of Christ and to devise and execute effective plans for the accomplishment of those goals." This gift is a leadership gift and is often characterized by people who lead the body by steering others to remain on task. These people generally are concerned with the details of how to accomplish tasks, and tend to be masters at delegating specific tasks to other people according to their gifts and talents.
Just Christians (A promise of a new name) pt.2 kab510
In this lesson we examine the prophecy of Isaiah 62:1-2 and how it relates to us now. Both audio and slides can be found together at www.cmcoc.org Sermon by: Brian Birdow
This presentation provide a brief overview of Compuware's Mobility Center of Excellence. Compuware is enabling customers to realize the benefits of a value-driven mobile strategy by delivering commercial quality mobile applications.
"The special ability that God gives to certain members of the body of Christ to understand clearly the immediate and long-range goals of a particular unit of the body of Christ and to devise and execute effective plans for the accomplishment of those goals." This gift is a leadership gift and is often characterized by people who lead the body by steering others to remain on task. These people generally are concerned with the details of how to accomplish tasks, and tend to be masters at delegating specific tasks to other people according to their gifts and talents.
Just Christians (A promise of a new name) pt.2 kab510
In this lesson we examine the prophecy of Isaiah 62:1-2 and how it relates to us now. Both audio and slides can be found together at www.cmcoc.org Sermon by: Brian Birdow
Designing Blended Learning Experiences for the Language ClassroomBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills. Using examples of courses
recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years
after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Project Selection and Competency Self-AssessmentOverviewCult.docxwkyra78
Project Selection and Competency Self-Assessment
Overview
Cultural exchanges in the work environment are complicated by their very nature. However, differences in race, ethnicity, class, gender, and religion can add to the complexity and further intensify even the most basic misunderstanding. In order for you to more fully comprehend this phenomenon, your first assignment (and the first of three for your course project) will begin in the context of the work place.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations.
Explain why an identified problem is relevant or important to fostering the understanding of diversity issues.
Competency 2: Analyze individual cultural competencies.
Identify individual cultural competencies.
Analyze one's own cultural knowledge, awareness, sensitivity, and actions.
Competency 3: Analyze culturally and developmentally appropriate intervention strategies.
Describe the essential elements of a cultural conflict.
Competency 4: Apply theories, methods, and research in cross-cultural awareness.
Describe a project research question.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession.
Communicate in a professional manner, using concise, well organized, and grammatically correct writing that incorporates appropriate APA style and conventions.
Assignment Instructions
Part 1
Describe a fictional or real-life, work related conflict that has arisen from, and is complicated by, cultural differences. This scenario will serve as the basis for your course project.
Write a two-page narrative detailing pertinent information about your scenario including:
A clear statement of the conflict and project research question.
A description of the essential elements of the conflict, including any relevant details leading up to the conflict.
A discussion of the cultural competencies of the participants.
A rationale for the relevance or importance of this scenario to foster the understanding of diversity issues.
Part 2
It is also important for you to be aware of your own cultural competencies or how well you are able to act with people from other cultures. At the end of this course, you will be asked to assess how participating in this course has contributed to your personal and professional growth. In order to do that, it is helpful to have a starting point for your reflection. Refer to the Sperry (2012) article on cultural competencies from this unit's readings.
Continue your narrative and reflect on your cultural knowledge, awareness, sensitivity, and action—the four components of cultural competence outlined by Sperry. Be explicit in your reflection and assess your ability in each area as very high, high, average, lo ...
Designing Blended Learning Experiences for the Language ClassroomBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills. Using examples of courses
recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years
after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Project Selection and Competency Self-AssessmentOverviewCult.docxwkyra78
Project Selection and Competency Self-Assessment
Overview
Cultural exchanges in the work environment are complicated by their very nature. However, differences in race, ethnicity, class, gender, and religion can add to the complexity and further intensify even the most basic misunderstanding. In order for you to more fully comprehend this phenomenon, your first assignment (and the first of three for your course project) will begin in the context of the work place.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations.
Explain why an identified problem is relevant or important to fostering the understanding of diversity issues.
Competency 2: Analyze individual cultural competencies.
Identify individual cultural competencies.
Analyze one's own cultural knowledge, awareness, sensitivity, and actions.
Competency 3: Analyze culturally and developmentally appropriate intervention strategies.
Describe the essential elements of a cultural conflict.
Competency 4: Apply theories, methods, and research in cross-cultural awareness.
Describe a project research question.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession.
Communicate in a professional manner, using concise, well organized, and grammatically correct writing that incorporates appropriate APA style and conventions.
Assignment Instructions
Part 1
Describe a fictional or real-life, work related conflict that has arisen from, and is complicated by, cultural differences. This scenario will serve as the basis for your course project.
Write a two-page narrative detailing pertinent information about your scenario including:
A clear statement of the conflict and project research question.
A description of the essential elements of the conflict, including any relevant details leading up to the conflict.
A discussion of the cultural competencies of the participants.
A rationale for the relevance or importance of this scenario to foster the understanding of diversity issues.
Part 2
It is also important for you to be aware of your own cultural competencies or how well you are able to act with people from other cultures. At the end of this course, you will be asked to assess how participating in this course has contributed to your personal and professional growth. In order to do that, it is helpful to have a starting point for your reflection. Refer to the Sperry (2012) article on cultural competencies from this unit's readings.
Continue your narrative and reflect on your cultural knowledge, awareness, sensitivity, and action—the four components of cultural competence outlined by Sperry. Be explicit in your reflection and assess your ability in each area as very high, high, average, lo ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
A Strategic Approach: GenAI in EducationPeter 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.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. PERFORMANCEBANDING– SKILLS SCALING GLOBAL CITIZENSHIP
JEFF MOSES NOVEMBER 2016 0
GRADING SKILLS IN GC ADVANCED
GRADING SKILLS IN
GC ADVANCED
WB ADVANCED CONTROLLED TASKS
Jeff Moses November 2016
GLOBAL CITIZENSHIPSTANDARDISATION
2. JEFF MOSES NOVEMBER 2016 1
GRADING SKILLS IN GC ADVANCED
The “Controlled” component of this Challenge requires careful preparation
and consideration. Each of the three assessed tasks follow the proven skills
model of:
LO1 Be abletoapplyCriticalThinkingand
ProblemSolving
LO2 Be abletoapplyCreativityandInnovation
LO3Be abletoapplyLiteracy
LO4 UnderstandissuesinvolveinaGlobal
CitizenshipChallenge
ASSESSING GLOBAL CITIZENSHIP
3. JEFF MOSES NOVEMBER 2016 2
GRADING SKILLS IN GC ADVANCED
LO1 Be able to apply Critical Thinking and Problem Solving
Information on the global issue identified and selected from suitable
secondary sources
Consideration of alternative opinions, views and arguments on a global
issue.
Presentation of OWN opinion, views and arguments on a global issue
Consideration and evaluation of the credibility of information used -
currency, comprehensiveness, validity and reliability
Use of decision making techniques to determine a preferred solution
and give reasons
Task 1 – Personal
Standpoint
Task 2 - Global
Choices Conference
contribution
Reflection on the development and application of Critical Thinking and
Problem Solving skills
Task 3 – Personal
Reflection
LO2 Be able to apply Creativity and Innovation
Evidence of original thinking and ability to identify and challenge
assumptions.
Presents and combines ideas, responses and generated solutions.
Generates multiple ideas on how to tackle a global issue.
Assesses and evaluates multiple ideas
Presents combined ideas, responses and solutions.
Task 1 - Personal
Standpoint
Task 2 – Global
Choices Conference
(supporting evidence)
Reflection on the development and application of Creativity and
Innovation skills
Reflection on the contribution to the conference
Task 3 – Personal
Reflection
LO3 Be able to apply Literacy
Content and meaning is communicated using language and
terminology accurately.
Range of perspectives and interpretations expressed and
communicated.
Constructs and presents arguments.
Reflection on the skills development and application and contribution
to the Conference.
Task 1 – Personal
Standpoint
Task 2 - Global
Choices Conference
Task 3 - Personal
Reflection
LO4 Understand issues involve in a Global Citizenship Challenge
Understanding and responding to a global issue demonstrated through
analysis and synthesis of relevant information.
Presents complex global concepts and perspectives.
Applies principles of PESTLE (political, economic, social, technological,
legal and environmental) relevant to global issue
Task 1 – Personal
Standpoint
Task 2 – Global
Choices Conference
contribution
Fitness for purpose of contribution at conference
Quality of contribution at conference
Task 2 – Global
Choices Conference
contribution
4. JEFF MOSES NOVEMBER 2016 3
GRADING SKILLS IN GC ADVANCED
DIFFERENTIATION BY OUTCOME: PASS/MERIT/DISTINCTION
LO1: Be able to apply Critical Thinking and Problem Solving
LO2: Be able to apply Creativity and Innovation
L01 PASS
Some recogntion of
own and alternate
thinking. Grasp of
source content, origin
and purpose -
attribution, bias and
currency. Awareness of
decision making impact.
L01 MERIT
Detailed grasp of own
and others perspectives.
Robust consideration of
source 'COP' criteria and
sound evaluative
proficiency.
Successful
demonstration of
relevant problem
solving and decision-
making.
L01 DISTINCTION
Detailed, effective
and thorough of own
and others complex
thinking. High level
source evaluative and
'COP' skills. Impressive
display of relevant
problem solving and
decision making
techniques.
L02 PASS
Some original
thinking and ability
to challenge
assumptions.
LO2 MERIT
An effective and
quite reasoned
ability to challenge
assumptions. Some
detailed thought
patterns and ideas.
LO2 DISTINCTION
Clarity of thinking -
high level
originality.
Sustained ability to
challenge
assumptions.
Holistic blending of
tasks.
5. JEFF MOSES NOVEMBER 2016 4
GRADING SKILLS IN GC ADVANCED
DIFFERENTIATION BY OUTCOME: PASS/MERIT/DISTINCTION
LO3: Be able to apply Literacy
LO4: Understand issues involved in a Global Citizenship
Challenge
L03 PASS
Accurate and
appropriate use of
straightforward
language and terms.
Range of
perspectives backed-
up with relevant
sources. Clarity of
argument
LO3 MERIT
More precision
deploying language and
terminology in context.
Complex
perespectives and
interpretations
considered and
expressed. Lucid
development and
application of
perpectives. Clarity and
conviction evident.
LO3 DISTINCTION
Effective use of
language and
terminology to
exemplify content
and purpose.
Complex
perepctives and
interpretations are
effectively
expressed and
communicated.
Arguments are
detailed,
sustained,
cogerent and
convincing.
L04 PASS
Appropriate understanding
and response. Relevant
PESTLE coverage and the
contribution to the GC
conference is 'fit for
purpose'.
LO4 MERIT
Detailed and effective grasp
of the global issue studied.
PESTLE coverage is focussed
and thorough. GC conference
contribution is relevant and of
a good standard.
L04 DISTINCTION
Detailed, effective
and comprehensive
understanding of global
issue. Impressive and
detailed coverage of
PESTLE factors. High
quality input to the GC
Conference. Breadth
and depth
throughout.
7. JEFF MOSES NOVEMBER 2016 6
GRADING SKILLS IN GC ADVANCED
QUALITY/INTERNAL STANDARDISATION SAMPLING
WB ADVANCED: STANDARDS MODERATION
CANDIDATE AND NUMBER: Assessor: GLOBAL CITIZENSHIP
MARK/GRADE:
MODERATOR: …………………………………………………….
DATE: …………………………………..
LEARNING OUTCOMES AGREE/DISAGREE
√/x
LO1 Critical Thinking and Problem Solving
LO2 Creativity and Innovation
LO3 Literacy
LO4 Understand of Global Issues
EXAMPLES OF GOOD PRACTICE: