School board presentation
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This is a good example for the open topic presentation. I created this Power Point presentation to explain my ideas about what education should look like for high school students. I've been currently taking classes on updating my teaching skills and they have really helped me to think more about what teaching is. The classes have really encouraged me to rethink the way I teach and why I teach the way that I do. Use this as example of how these classes have changed my world-view about education.
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Response 1
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Response 1
Educational systems in the 21st century require teachers who can apply modern methodologies and strategies to engage creative and passionate students. Teachers must be able to think critically and solve problems to create constructive learning environments. They need competencies like critical thinking, problem solving, decision making, communication, leadership, and creativity. With technology and globalization, teachers must be prepared to use different approaches and strategies to select the most appropriate way to teach each topic to different students. They should construct knowledge using teaching strategies that enhance meaningful learning tailored to students' needs, circumstances, and available resources. Technology is an important tool that teachers should use to create dynamic and fun lessons, even without all the resources of some institutions.
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The 21st century teacher must fulfill several key roles: adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader. As an adaptor, the teacher must be able to creatively teach the curriculum using a variety of tools and technologies. As a visionary, they must see potential in emerging technologies and leverage them for learning. Teachers also need to collaborate using tools like blogs, wikis and social media, and act as a model for students by demonstrating behaviors like tolerance, acceptance and global awareness. Above all, teachers must continually learn, communicate effectively, and provide leadership to succeed in the 21st century classroom.
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The rapidly changed in our society and education may influence to nature of
learning and learning behaviors in young new generation. The 21st century
learning is requiring educators to prepare our children by quality of learning
and teaching. Teachers are key change agent to help learners live and learn
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questionnaire and then analyzed by statistical package in terms of frequency
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The document outlines the key characteristics of a 21st century teacher. It discusses how 21st century teachers must be adaptable to changing technologies and learning styles, take on visionary and collaborative roles to enhance learning, and act as risk-taking learners themselves. Above all, 21st century teachers model lifelong learning and lead students through facilitation and reflection on 21st century skills.
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This document discusses curriculum development and 21st century education. It summarizes the views of Dr. Ross Todd and Dr. Jon Wiles on developing curriculum to help students succeed in today's digital world. Key points discussed include the importance of technological literacy, providing complex learning experiences to equip students for their futures, and establishing goals to improve the learning environment. The curriculum leader's role is to articulate a vision, create a path for 21st century learning, and show progress toward achieving the vision through collaboration. Standards and feedback are also discussed as important elements of curriculum development and achieving desired educational outcomes.
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The document outlines 8 habits of highly effective 21st century teachers: 1) being adaptable to changes in curriculum, technology, and teaching experiences, 2) having a vision for how emerging technologies can enhance learning, 3) collaborating by leveraging tools to engage students, 4) taking risks and trusting students, 5) committing to lifelong learning, 6) communicating and facilitating anytime learning, 7) modeling desired behaviors, and 8) leading technology integration and development. Highly effective teachers challenge thinking and create a culture of lifelong learning for all students.
Roles and functions of educational technology in 21st Century education
The term “21st century” has become the central part of educational thinking and planning for the future. Administrators and Teachers are actively searching for ways to prepare students for the future, and the educational system has been evolving faster than ever before. Creating a 21st century education system is about making sure that all students are prepared to succeed in a competitive world – a world with plenty of opportunities for highly skilled individuals and limited options for everyone else.
Globalization has opened up the world and allowed people to connect in new and exciting ways. We blend traditions and create unique belief systems and also transmit our values and cultures without the expectation of them being adopted by our audience. As always, at its core, the role of education is to prepare students to become active, successful, and contributing members of society.
Instruction should be student-centered
Instead of passively receiving information, the students would gather information on their own, under the guidance of their teacher. Different learning styles are encouraged, and students have an enhanced sense of motivation and responsibility.
They engage in many different types of hands-on activities, as well as demonstrate learning in many differentways. Learning is about discovery, not the memorization of facts.
In order to prepare students to play their role in the 21st century society we are a part of, the following can be considered when deciding how education will look in our schools and classrooms.
Education should be collaborative
Students must learn how to collaborative with others. Students should be encouraged to work together to discover information, piece it together, and construct meaning and should learn how to recognize the different strengths and talents each person can bring to a project, and change roles depending on those attributes. Schools should also be collaborating with other educational institutions around the world to share information and learn about different practices or methods that have been developed.
Learning should have context
Students are encouraged to learn in different ways, the teacher still provides guidance as to the skills that need to be acquired. The teacher can make a pint of helping students to understand how the skills they are building can be applied in their lives. Students will be so much motivated to learn something that they can se the value in. We need to take a more general approach and teach them the skills that they are useful in any situation.
Technology is a tool, a way for fact-based learning and allows students to do a lot of the research using the internet and various tools. The Role of Technology in 21st Century Learning:
1. Technology allows for24/7 access to information
2. Constant social interaction, and
3. Easily created and shared digital content.
Orelia risso zentner -practicas -collaborative assignment 1- pass
This document outlines an assignment for students in a Práctica Docente III course. It provides instructions for students to watch a TED talk by Josef James on the role of secondary education in society. Students are asked to draw conclusions about the defining characteristics, aims, and foundations of secondary education based on suggested materials. They should also describe the modern learner and teacher while considering today's challenges. The document suggests secondary education needs to change to develop students' cognitive, linguistic, and critical thinking skills to interact effectively in a globalized world. Schools must offer new visions of learning to address technological advances and new pedagogical models are needed for deeper learning and work preparation.
Elevated Pitch 522
Edubreak is proposing a learning management system called Recess to educational institutions in Jamaica. Recess aims to improve education by integrating technology, facilitating collaboration, and making learning fun and interactive. It provides features like forums, blogs, media players and messaging within a private and secure social network. Recess is affordable for schools and aims to address issues in the Jamaican education system like poor performance, literacy and engagement. It is believed Recess can help meet the diverse needs of students and teachers in a blended learning model.
Dulssss
The document discusses the roles and functions of educational technology in 21st century education. It outlines that instruction should be student-centered, collaborative, and have real-world context to prepare students for an increasingly digital world. Educational technology can improve teaching and learning, enhance educational goals, train teachers, develop curricula and materials, and help identify community needs. It allows for ubiquitous access to information, social interaction, and sharing of digital content.
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Similar to School board presentation (20)
Roles and function of educatinal technology in 21st century l(1)
Roles and function of educatinal technology in 21st century l(1)
4 Dimensional Flipping: Setting the Stage for 21st Century Skills
4 Dimensional Flipping: Setting the Stage for 21st Century Skills
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Flippedclassroom4dimensional21stcenturystevegriffiths 161017223440
"Roles and Functions of Educational Technology in the 21st Century Education"
"Roles and Functions of Educational Technology in the 21st Century Education"
Roles and Functions of Educational Technology in 21st Century Education
Roles and Functions of Educational Technology in 21st Century Education
Perspectives of Thai educators toward 21st century instruction
Perspectives of Thai educators toward 21st century instruction
Roles and functions of educational technology in 21st Century education
Roles and functions of educational technology in 21st Century education
Orelia risso zentner -practicas -collaborative assignment 1- pass
Orelia risso zentner -practicas -collaborative assignment 1- pass
Does a Competency-based approach, require a competent teacher?
Does a Competency-based approach, require a competent teacher?
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Adv trends group presentation presentation
The document discusses implementing student group presentations in the classroom. It recommends having students of 3 or more work collaboratively to present information on a given topic to the class. Implementing group presentations provides students with choice, challenge, control, collaboration, and the opportunity to construct meaning and face consequences. The document suggests when and how to implement group presentations, and provides example topics and resources to support students.
Who wants to_be_a_millionaire rome's review(1)
The document is a quiz about the origins and structure of the Roman Empire. It asks multiple choice questions about topics such as the legend of Romulus and Remus, the number of hills in Rome, the river next to Rome, how the Roman Empire started, the country Rome is located in, the classes in ancient Rome including the lowest class of slaves, the number of gods Romans believed in, and key figures in Roman history including Julius Caesar and the emperor that came after him.
The roman empire a complete redo of lesson 2
This document provides information and instructions for an activity about the different forms of government used in the Roman Empire. It includes the lesson objectives, which are to define the 4 types of government Rome used and explain their order and key figures. Students will work in groups to match government types with definitions and put them in chronological order. They will then fill out exit cards with their learning before leaving class.
The roman empire redo lesson 5
1) The document provides information about a lesson on Roman society, religion, and the army. It includes activities to learn about the hierarchical classes in Roman society and the important Roman gods.
2) The Roman Empire was powerful because of its strong army, which helped the empire conquer and control other lands. The army was a key reason for Rome's strength.
3) The lesson objectives are to name the four classes in Roman society, explain the importance of Roman gods, and describe how the Roman army helped the empire become powerful.
The roman empire redo lesson 5
1) The lesson introduces the social hierarchy and classes in Roman society, including patricians, equestrians, plebeians, and slaves.
2) It explains that Romans practiced polytheism and believed many gods controlled different aspects of life. Key gods mentioned include Jupiter, Mars, and Minerva.
3) The Roman army played a key role in helping the empire expand and exert control. Its military strength contributed greatly to Rome's power.
Lesson 4 the roman empire a redo
This document outlines the key points and activities covered in a lesson about Roman society and religion. It includes the following:
- The lesson objectives are to describe different types of Romans, hierarchy and polytheism concepts, and four major gods worshipped by Romans.
- Reading and activities are used to teach students about Roman society, entertainment, religious beliefs in polytheism, and specific gods worshipped like Jupiter, Mars, etc.
- Students are assigned homework to interview family about their religion and compare to Roman beliefs in a short paper.
Lesson 4 the roman empire a redo
This document outlines a lesson plan about Roman society and religion. It includes the lesson objectives to describe different types of Romans, hierarchy, polytheism, and four major gods. There are activities for students to learn about Roman entertainment, beliefs, and gods. For homework, students will interview a parent about their religion and compare it to Roman beliefs in a two paragraph paper.
Lesson 6 the roman empire the final lesson
The document provides instructions for a lesson on the Roman Empire. It outlines objectives to demonstrate understanding of the empire's origins, social structure, gods, and army. It also aims to explain what the Roman Empire means to the student. Students will rotate through 5 work stations, spending 10 minutes on each, which involve rewatching a video, matching forms of government, a handout on gods, and a timeline with questions. They will then reflect on what the Roman Empire means to them. A 40 minute final exam will conclude the lesson.
The roman empire – an overview lesson 1
The document provides an overview of the Roman Empire from its origins in 753 BC to its height in 117 AD. It discusses how Rome was founded on seven hills along the Tiber River in central Italy, about 30 km from the Mediterranean Sea, which helped it rise to power. At its peak in 117 AD, the Roman Empire spanned most of Europe. Students are assigned a homework to create a map of the Roman Empire at this time labeling countries with their modern and ancient names, and to research the populations of Rome and other major cities in 117 AD.
The roman empire – lesson 1 an overview l
The document provides an overview of the Roman Empire, describing its origins from 753 BC to 476 AD, the story of Romulus and Remus, and how Rome's location on 7 hills along the Tiber River helped it rise to power. It then discusses the Roman Empire at its peak in 117 AD and its geographical reach across Europe. Students are assigned homework to create a map of the Roman Empire in 117 AD labeling countries and populations of Rome and other major cities at that time.
Lesson plan no 6 the regents
This lesson plan is for a 7th grade history class on the Roman Empire. Students will begin by playing a game to hook their interest. They will then participate in work stations to review the unit's key objectives on the origins, social structure, gods, and army of Rome. This will prepare them for a final exam assessing their understanding. The exam questions will vary in difficulty to accommodate different student abilities. The overall goal is for students to demonstrate their grasp of the unit's learning objectives on Rome.
The roman empire – lesson 1 an overview l
The document provides an overview of the Roman Empire, describing its origins from 753 BC to 476 AD, the story of Romulus and Remus, and how Rome's location on 7 hills along the Tiber River helped it rise to power. It then discusses the Roman Empire at its peak in 117 AD and its geographical reach across Europe. Students are assigned homework to create a map of the Roman Empire in 117 AD labeling countries and populations of Rome and other major cities at that time.
1st day the regents intro
We will be learning about the Roman Empire over the next 5 weeks through watching videos, researching, reading, writing, interviewing parents, creating maps and charts, and developing a group presentation. The goals are to help students learn through being guides on the side rather than sages on stage, cover the origins, development, and structure of the Roman Empire, and for students to be active learners who are on task and enjoy the learning process.
The roman empire lesson 5
The lesson plan is about the Roman Empire and the Roman Army. The objectives are to explain why the Roman Army was important, describe 3 characteristics of the Roman army, and describe 3 characteristics of a Roman soldier. Activities include writing words to describe a picture, watching a video on the Roman military, and doing a running dictation activity on the Roman army. Students will fill out a KWL chart on what they learned about the importance of the Roman Army and its characteristics. Homework is to watch a movie in groups to prepare for the final class.
The roman empire lesson 4
This lesson aims to teach students about religion in ancient Rome. The objectives are for students to understand Roman society, polytheism, and major Roman gods. Students will learn about different types of Romans and polytheism, and some will learn 3-4 gods. There are reading and activity instructions about learning gods' roles. Romans believed in many gods controlling nature and showing displeasure through disasters. Jupiter was the main god like Zeus. Emperors were seen as god-like. Romans built temples to gods with treasures and statues representing human forms. A class activity involves identifying gods from clues. Homework involves interviewing parents about religion and comparing to Roman beliefs.
Lesson no 3 the roman empire the regent's
This document outlines the lesson plan for a class on the Roman Empire. It includes the daily objectives, activities, homework and goals for the unit. The lesson will focus on when Rome was a kingdom, republic, dictatorship and empire. Students will do activities to identify these periods on a timeline and explain major events during Ancient Rome and the Roman Empire. Homework includes reading about Roman society and filling out a KWL chart with dates and information learned.
The roman empire lesson 4
This lesson introduces students to religion in ancient Rome. The objectives are for students to learn about the different types of Romans, understand the concept of polytheism, and know several gods worshipped by Romans. Students will participate in activities where they learn about Roman gods and compare Roman religion to their own families' beliefs. The lesson provides context about ancient Roman religious practices like building temples and making statues of gods.
The roman empire lesson 2
This lesson plan aims to teach students about the origins and development of the Roman Empire. It includes objectives about how Rome's geography contributed to its rise in power and the different forms of government it used. Activities include reviewing homework, discussing Rome's location and how it helped power, and learning about kingdoms, republics, dictatorships and empires through video and group work. Students will explain how Rome's geography and types of government in a plenary session and create a map and population lists for homework.
1st day the regents intro
I will guide students as they learn about the Roman Empire over the next 5 weeks through videos, research, readings, writing assignments, interviews, creating maps and charts, and a group presentation. Students will work together as a class, staying on task, enjoying the learning process, asking questions, and participating actively, as outlined on my online calendar.
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School board presentation
- 2. In opening a new school in the 21st century, what is our mission?
- 3. Quite simply, it is to provide students with the necessary skills to adapt and succeed in a rapidly changing, interconnected world.
- 4. But, in order for our mission to succeed, drastic changes need to be implemented.
- 5. In the past, traditional classrooms looked like this:
- 6. Or this:
- 7. However, that type of learning environment is neither relevant nor meaningful in today’s globalized age. What is needed is a classroom that better meets the needs of today’s digitally connected learner.
- 8. At ICHS, our classrooms must look like this:
- 10. ICHS must not only embrace physical changes to meet the challenges of today’s learner, it must also embrace a curriculum that reflects current trends and research related to secondary education.
- 12. Underlying the framework are the four C’s: Critical thinking Communication Collaboration Creativity
- 13. The framework suggests that they be fused with the 3 R’s - - which I strongly believe we should all agree upon as well.
- 14. At this point you might be nodding in agreement about the points that I’ve been making, and yet, you might be wondering about methodology.
- 15. What methods of instruction might Mr. Hernandez have in mind?
- 16. At the heart of ICHS, student centered learning will be its cornerstone. Students will be actively engaged in the learning process; they will strive to make knowledge relevant and meaningful to their lives.
- 18. Teachers will be encouraged to employ a variety of methods, including, but not limited to: Constructivism Project based learning Differentiated learning Flipped classroom
- 21. Since ICHS is located in the lovely state of New Jersey, it will be necessary for the school to also adhere to The New Jersey Core Curriculum Content Standards. Each instructor, therefore, will be responsible for knowing what the standards are for his/her subject area and incorporating them into their lessons.
- 22. Regarding instructors, it is imperative that ICHS employ teachers who wholeheartedly embrace our philosophy of student centered learning and who recognize the dynamic shifts that technology has placed upon today’s educational framework.
- 23. Consequently, ICHS must only employ teachers who embrace the rapid changes happening in today’s world - dynamic teachers who are not averse to taking risks in creating a stimulating, meaningful learning environment for our students.
- 25. According to the wiki, Educational Origami, today’s teacher should have the following characteristics:
- 27. The teachers ICHS employs will be concerned not only about teaching their subject area, but also about teaching students how to learn, how to find and process information in today’s computerized age.
- 28. According to Educational Origami, today’s learners are: adaptive information, media and technology savvy communicators immediate and instant require instant gratification creators and adaptor
- 29. Accordingly, we at International Charter High School must act to provide students with necessary skills to prepare them not only to pursue higher education, or, for a career. No, ICHS must provide them with the necessary life skills for living productive and fruitful lives in the 21st century.
- 30. I am confident and optimistic that if we carefully follow the steps that I’ve outlined in this presentation that we can successfully educate our students to meet the demands of an ever changing, digitally connected world.