Scientifically1 managed to community-driven schools Part 1
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A vision of a new form of educational leadership, based in Pre-Gutenberg, Pre-Reformation, Pre-Industrial Revolution "natural" leadership styles.
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The document discusses allowing student discovery and curiosity to guide classroom learning rather than strict curriculums. It advocates using technology to liberate and empower students, not limit them, and tailoring education to individual communities rather than standardized models. The key ideas are mass localization not standardization, scaling learning across communities rather than imposing uniform structures, and cultivating student creativity embedded in their community's culture.
Transition to College - Reading and Writing
This document provides guidance on transitioning to college and discusses various tools to support reading and writing for students with disabilities, including Balabolka literacy software, the Kindle app, Windows Speech Recognition, phone apps, and PowerTalk for PowerPoint. It summarizes the key features and functions of these apps to help students access textbooks and class materials using text-to-speech.
Transition to College- Open Office
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Transition Firefox
The document discusses various skills that can be used with the Firefox browser on the Freedom Stick portable device. It describes how to bookmark web pages for easy access, use the read aloud feature to have text read aloud, simplify pages by removing images and formatting for easier reading, and translate selected text into different languages. It also explains how to personalize the browser experience by changing bookmarks and the home page.
Transition to Post-Secondary- Disability Life
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Learning spaces: Inspirations
This document lists various learning spaces that move beyond traditional classrooms, including parks, museums, libraries, and workplaces. It suggests rethinking where and how learning takes place outside of the standard school model. The list includes outdoor areas, cultural institutions, and corporate offices that could inspire new approaches to education.
Toolbelt Theory 2.0 v.2
This document outlines the concept of "Toolbelt Theory", which suggests that students should be taught to analyze tasks, environments, their own skills, and available tools to make their own decisions about which tools to use to complete tasks. The goal is to empower students by developing lifelong technology skills, limiting the impact of limitations, and preparing them for life outside of school. It provides examples of using various tools for reading, writing, displaying information, and spellchecking to demonstrate how students can develop their own "toolbelt" and learn to combine tools in "mash ups" to meet their individual needs.
Leadership
The document discusses the "Cult of Efficiency" and its focus on standardization and increasing productivity in schools. It criticizes this viewpoint for failing to consider other important factors beyond speed and resource efficiency. It also references a 1832 critique of the myth that teachers do not work hard and only teach for 6 hours a day, pointing out that in reality teachers spend many more hours devoted to schoolwork, planning, and thinking about their students.
Environment matters
The document discusses the importance of environmental factors that can impact learning, such as providing students with seating choices, interactive technology options, outdoor spaces, and allowing them to customize their own learning spaces. It suggests that schools should offer more comfortable and flexible learning environments that accommodate different student needs and preferences to promote creativity, focus, and engagement.
Liberating classrooms cesi 2011
The document discusses liberating classrooms through technology choice by rethinking the traditional structure of classrooms. It suggests that 1) rethinking the rigid division of time into learning vs non-learning, 2) eliminating divisions between students by age and content by subject, and 3) using technology and spatial environment choices to encourage crossing boundaries and sharing can help create more flexible learning spaces. It asks a series of questions about how the classroom space can be designed to encourage collaboration, consolidation of learning, and choice to enable every learner's comfort.
Scientifically managed to community-driven schools Part 2
A vision of a new form of educational leadership, based in Pre-Gutenberg, Pre-Reformation, Pre-Industrial Revolution "natural" leadership styles.
Breaking All the Barriers - ATIA10
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BRPS August 2010
The document discusses two frameworks for choosing assistive technologies (AT): SETT and TEST. SETT is a decision-making framework that considers the Student, Environment, Tasks, and Tools. TEST is a student-centered framework that focuses on matching Tasks, Environment, Skills, and Tools. Both aim to help students gain independence by selecting the right technologies based on their individual needs and situations. Resources are provided for learning more about each framework.
Toolbelt Theory 2.0
Toolbelt Theory and the TEST student-centered, task-based AT protocol meets student Social Networking needs in this presentation from CSUN 2010
Mobile Learning in Your School
Pls turn Ur Mobiles on. Your students carry the top information technology in their pockets. Use it, don't block it.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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- 1. From scientifically-managed to community-driven schools Pamela Moran Ira David Socol
- 2. Consider the learning community…
- 5. You tell your staff and your students what is important every day, in a million ways…
- 7. Does leadership rise naturally from the needs and aspirations of the community of learners?
- 8. or is leadership a hierarchy?
- 9. “ Natural leadership” arises out of a skill set meeting a community need.
- 10. What do leaders do? Measure? Inspire? Direct? Support? Make rules? Make possible?
- 11. Do leaders cross boundaries?
- 12. as boundaries disappear? *1999, border between Republic of Ireland and United Kingdom
- 15. Do leaders build structures?
- 18. How do people come together to build a community? To create a culture?
- 19. Are you creating lecture halls or campfires?