Workshop discussing Personalized Learning, developing ideas for group to take to home school to begin trying something new to meet the needs of their learners.
School 2.0 advocates for a progressive, student-centered vision of education that prepares students for citizenship, not just workforce skills. It argues current schools are outdated and fail to meet the needs of today's world. The presentation calls for schools with a clear vision focused on inquiry, collaboration, reflection and presentation. It emphasizes making learning meaningful and relevant to students' lives through projects, questions and passion, using technology as a tool rather than an end. The goal is to empower students and transform education through community involvement, understanding-driven assessment and thinking about thinking.
'Parenting in the digital age' on slideshareDave Truss
There is an accompanying wiki with this presentation: http://raisingdigitalkids.wikispaces.com/Engaging-with-kids
and here is my blog post about it:
http://pairadimes.davidtruss.com/parenting-in-the-digital-age/
See the 'notes on slides' for presentation suggestions.
3 essential characteristics of teacherpreneurs. If we want to innovate and progress in education, we need to level up a little every day, connect with excellence, and personalize learning. Opening presentation at Grand Canyon University.
Where Does It Live: Building Systems and Structures Around What You BelieveChris Lehmann
The document discusses building school systems and structures around educational values and beliefs. It advocates for progressive education using 21st century tools, with a focus on citizenship over workforce preparation. Several models are presented that emphasize inquiry, collaboration, student-centered learning, and connecting learning to the real world. The challenges of creating change and overcoming obstacles to transform traditional classrooms are also addressed.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
The document discusses the need to reimagine and reform public education by moving away from traditional classroom models focused on recall and standardized testing towards a more student-centered, project-based, and understanding-driven approach. It advocates for integrating new technologies, empowering student voice, and creating schools that foster collaboration, inquiry, and real-world learning experiences. The overall vision is of an education system that cultivates agency, wisdom, and lifelong learning skills in students.
The Coquitlam Open Learning Inquiry Hub is a new full-time program for grades 8-12 students starting in September 2012. It provides an innovative, technology-driven environment that allows students to pursue their own interests and learning goals through inquiry-based projects on themes like community issues and sustainability. Students will explore their questions with guidance from teachers and peers, then share what they've learned through presentations, blogs and other digital tools. The program emphasizes collaboration, design thinking, and networking to spark creativity.
School 2.0 advocates for a progressive, student-centered vision of education that prepares students for citizenship, not just workforce skills. It argues current schools are outdated and fail to meet the needs of today's world. The presentation calls for schools with a clear vision focused on inquiry, collaboration, reflection and presentation. It emphasizes making learning meaningful and relevant to students' lives through projects, questions and passion, using technology as a tool rather than an end. The goal is to empower students and transform education through community involvement, understanding-driven assessment and thinking about thinking.
'Parenting in the digital age' on slideshareDave Truss
There is an accompanying wiki with this presentation: http://raisingdigitalkids.wikispaces.com/Engaging-with-kids
and here is my blog post about it:
http://pairadimes.davidtruss.com/parenting-in-the-digital-age/
See the 'notes on slides' for presentation suggestions.
3 essential characteristics of teacherpreneurs. If we want to innovate and progress in education, we need to level up a little every day, connect with excellence, and personalize learning. Opening presentation at Grand Canyon University.
Where Does It Live: Building Systems and Structures Around What You BelieveChris Lehmann
The document discusses building school systems and structures around educational values and beliefs. It advocates for progressive education using 21st century tools, with a focus on citizenship over workforce preparation. Several models are presented that emphasize inquiry, collaboration, student-centered learning, and connecting learning to the real world. The challenges of creating change and overcoming obstacles to transform traditional classrooms are also addressed.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
The document discusses the need to reimagine and reform public education by moving away from traditional classroom models focused on recall and standardized testing towards a more student-centered, project-based, and understanding-driven approach. It advocates for integrating new technologies, empowering student voice, and creating schools that foster collaboration, inquiry, and real-world learning experiences. The overall vision is of an education system that cultivates agency, wisdom, and lifelong learning skills in students.
The Coquitlam Open Learning Inquiry Hub is a new full-time program for grades 8-12 students starting in September 2012. It provides an innovative, technology-driven environment that allows students to pursue their own interests and learning goals through inquiry-based projects on themes like community issues and sustainability. Students will explore their questions with guidance from teachers and peers, then share what they've learned through presentations, blogs and other digital tools. The program emphasizes collaboration, design thinking, and networking to spark creativity.
The document discusses engaging students with technology and rethinking education. It addresses how technology can support literacy, community, and assessment. Some key ideas include using technology to personalize learning, connect students in multiple ways, and make assessment a conversation rather than just scores on a spreadsheet. The role of joy in education is also discussed.
The document discusses the need to reimagine schools for the 21st century. It advocates for a student-centered approach focused on inquiry, collaboration, and demonstrating mastery through projects rather than tests. Traditional classrooms emphasize recall and homework, whereas modern schools should focus on helping students develop understanding through projects, homework designed for understanding, and class participation over standardized tests. This new vision of education emphasizes preparing students for the real world by making learning relevant and integrated across subjects.
Short presentation regarding the shift in education still needs to be based on building relationships. Social media gives us another opportunity to do this!
Presentation to the Upper Hutt Education Cluster on 21 October, 2016. Explains what learner agency is about, with references to developing a participatory culture and student voice. Contains material relating to collaboration and clustering at the end
Pittsburgh schools World Languages Technology Conference: June 25, 2010 use k...Toni Theisen
The document discusses how 21st century skills and digital tools can engage students as active global digital citizens. It advocates for collaboration, critical thinking, and creativity. Teachers are encouraged to engage students in meaningful, relevant tasks and build collaborative learning partnerships using tools like blogs, social media and games. When students collaborate online, they can work with others around the world to solve real-world problems.
Winston Salem Administrators Workshop - 7.28.09Chris Lehmann
This document outlines Chris Lehmann's vision for School 2.0, which focuses on creating schools that develop students' citizenship over workforce skills through progressive education supported by 21st century tools. It discusses problems with the current system like a lack of vision and humility. Lehmann advocates for student-centered, project-based, differentiated learning and sees technology as a tool to support inquiry, collaboration, and student work rather than direct instruction. The document calls for reexamining systems and structures through the lens of core values like learning that matters to students.
Learning for a Changing World - Today's Youth, Tomorrow's LeadersChris Kennedy
The document discusses the need to prepare students with skills for a changing world such as critical thinking, problem solving, creativity, collaboration and technological literacy. It notes that students today expect learning to be relevant, connected and unlimited. The goal is to create a new norm for how teachers and students learn using technology as a tool to overcome barriers and make learning more flexible for students, teachers, schools and districts. Personalized learning is different than individualized learning and will be the next challenge to address.
The document discusses issues facing schools such as disconnection from the real world and testing being used as the only measure of learning. It argues that schools are designed like railways for convenience of teachers but can make learning boring. Suggestions are made to shift the focus to student-centered learning and to see the school as an information-rich environment with the library at the center. The role of the teacher and technology in learning are also discussed.
Giving Students the Freedom to Find Their SentenceLisa Nielsen
Creating schools that empower students to find their passion by embracing new technologies and social media. Schools should prepare students for the real world by allowing them to use the tools they will need, like social networks, rather than banning or restricting technologies. When schools empower students to have a voice and find their interests, it leads to more engaged, motivated learners.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
A playground model for learning Dr Jenny Fisher and Chrissi NerantziChrissi Nerantzi
The document discusses using a playground model for learning at a summer conference. It proposes using playful and creative activities like making stories, animating, and gamification to experience playful learning. It discusses assessing students through animations and embedding animating in the curriculum. Student feedback on animations was positive. The playground model involves three stages - supervised play, participatory play, and self-determined play. Activities included collaborative storymaking and animating using LEGO and devices. Attendees provided ideas for how to apply such an approach in their own teaching practice.
7 Steps to Flatten Your Classroom: East Noble 2013Vicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenge-based learning experiences and managing global collaborative projects between students. Key resources for additional information are provided.
7 Steps to Flatten Your Classroom #tic13 June 2013Vicki Davis
How can you connect your classroom with the word? Based upon her popular book Flattening Classrooms, Engaging Minds learn how to connect yourself and your students to powerful learning experiences with other classrooms around the world.
App Smashing for Educators: Leveraging Tools To Maximize CommunicationImagine Easy Solutions
Each of these applications is a powerful tool by itself, but when “smashed” together, their value to teachers increases exponentially.
For decades, schools have attempted to build and maintain this crucial bridge to lasting learning. Research shows that the stronger the connection between home and school, the greater the academic achievement can be for students.
In socioeconomically challenged school districts, this correlation is magnified tenfold! Thankfully, there are new tools that all educators can leverage to easily maximize parent-teacher-student communication.
Learn More: http://www.imagineeasy.com/blog/app-smashing/
These slides accompanied a session at Wellesley College (January 2013)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 New Zealand License.
Video at: http://www.hybridpedagogy.com/announcements/digital-pedagogy-lab-key-moments/
Digital Pedagogy Lab 2015 Institute Keynote
Amy Collier and Jesse Stommel
Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.
The document discusses the implications of digital media and new technologies for learning. It addresses perspectives from students, parents, and teachers. It emphasizes that educational institutions must shift from control to trusting students to embrace new media's power for learning. All stakeholders, including students, parents, teachers, and administrators, should develop skills as "educational connoisseurs" to thoughtfully evaluate new media's role and potential for learning.
The document outlines recommendations to improve the OpenIDEO crowdsourcing platform. It includes suggestions to implement communities of practice and a learning grid to improve knowledge sharing and reduce repetitive ideas. It also recommends taking measures to secure data integrity and prevent platform manipulation. The overall goal of the recommendations is to enhance collaboration, knowledge retention, and the quality of ideas generated on the platform.
This document discusses a client's challenge and opportunity for change and renewal. It outlines a 4 step process for designing change, including adapting, planning, implementing, and improving. The opportunity to expand abroad served as a catalyst for the client to undergo this renewal process in order to successfully implement planned changes.
Este documento discute los criterios de diagnóstico para los trastornos temporomandibulares (TTM), incluyendo la etiología multifactorial de los TTM, los sistemas de diagnóstico como los Criterios Diagnósticos para la Investigación de TTM (CDI/TTM), y los estudios que demuestran la asociación entre diagnósticos físicos del Eje I y factores psicosociales del Eje II. Los estudios encontraron que los diagnósticos del Eje I se asociaron con niveles más altos de dolor
The document discusses engaging students with technology and rethinking education. It addresses how technology can support literacy, community, and assessment. Some key ideas include using technology to personalize learning, connect students in multiple ways, and make assessment a conversation rather than just scores on a spreadsheet. The role of joy in education is also discussed.
The document discusses the need to reimagine schools for the 21st century. It advocates for a student-centered approach focused on inquiry, collaboration, and demonstrating mastery through projects rather than tests. Traditional classrooms emphasize recall and homework, whereas modern schools should focus on helping students develop understanding through projects, homework designed for understanding, and class participation over standardized tests. This new vision of education emphasizes preparing students for the real world by making learning relevant and integrated across subjects.
Short presentation regarding the shift in education still needs to be based on building relationships. Social media gives us another opportunity to do this!
Presentation to the Upper Hutt Education Cluster on 21 October, 2016. Explains what learner agency is about, with references to developing a participatory culture and student voice. Contains material relating to collaboration and clustering at the end
Pittsburgh schools World Languages Technology Conference: June 25, 2010 use k...Toni Theisen
The document discusses how 21st century skills and digital tools can engage students as active global digital citizens. It advocates for collaboration, critical thinking, and creativity. Teachers are encouraged to engage students in meaningful, relevant tasks and build collaborative learning partnerships using tools like blogs, social media and games. When students collaborate online, they can work with others around the world to solve real-world problems.
Winston Salem Administrators Workshop - 7.28.09Chris Lehmann
This document outlines Chris Lehmann's vision for School 2.0, which focuses on creating schools that develop students' citizenship over workforce skills through progressive education supported by 21st century tools. It discusses problems with the current system like a lack of vision and humility. Lehmann advocates for student-centered, project-based, differentiated learning and sees technology as a tool to support inquiry, collaboration, and student work rather than direct instruction. The document calls for reexamining systems and structures through the lens of core values like learning that matters to students.
Learning for a Changing World - Today's Youth, Tomorrow's LeadersChris Kennedy
The document discusses the need to prepare students with skills for a changing world such as critical thinking, problem solving, creativity, collaboration and technological literacy. It notes that students today expect learning to be relevant, connected and unlimited. The goal is to create a new norm for how teachers and students learn using technology as a tool to overcome barriers and make learning more flexible for students, teachers, schools and districts. Personalized learning is different than individualized learning and will be the next challenge to address.
The document discusses issues facing schools such as disconnection from the real world and testing being used as the only measure of learning. It argues that schools are designed like railways for convenience of teachers but can make learning boring. Suggestions are made to shift the focus to student-centered learning and to see the school as an information-rich environment with the library at the center. The role of the teacher and technology in learning are also discussed.
Giving Students the Freedom to Find Their SentenceLisa Nielsen
Creating schools that empower students to find their passion by embracing new technologies and social media. Schools should prepare students for the real world by allowing them to use the tools they will need, like social networks, rather than banning or restricting technologies. When schools empower students to have a voice and find their interests, it leads to more engaged, motivated learners.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
A playground model for learning Dr Jenny Fisher and Chrissi NerantziChrissi Nerantzi
The document discusses using a playground model for learning at a summer conference. It proposes using playful and creative activities like making stories, animating, and gamification to experience playful learning. It discusses assessing students through animations and embedding animating in the curriculum. Student feedback on animations was positive. The playground model involves three stages - supervised play, participatory play, and self-determined play. Activities included collaborative storymaking and animating using LEGO and devices. Attendees provided ideas for how to apply such an approach in their own teaching practice.
7 Steps to Flatten Your Classroom: East Noble 2013Vicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenge-based learning experiences and managing global collaborative projects between students. Key resources for additional information are provided.
7 Steps to Flatten Your Classroom #tic13 June 2013Vicki Davis
How can you connect your classroom with the word? Based upon her popular book Flattening Classrooms, Engaging Minds learn how to connect yourself and your students to powerful learning experiences with other classrooms around the world.
App Smashing for Educators: Leveraging Tools To Maximize CommunicationImagine Easy Solutions
Each of these applications is a powerful tool by itself, but when “smashed” together, their value to teachers increases exponentially.
For decades, schools have attempted to build and maintain this crucial bridge to lasting learning. Research shows that the stronger the connection between home and school, the greater the academic achievement can be for students.
In socioeconomically challenged school districts, this correlation is magnified tenfold! Thankfully, there are new tools that all educators can leverage to easily maximize parent-teacher-student communication.
Learn More: http://www.imagineeasy.com/blog/app-smashing/
These slides accompanied a session at Wellesley College (January 2013)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 New Zealand License.
Video at: http://www.hybridpedagogy.com/announcements/digital-pedagogy-lab-key-moments/
Digital Pedagogy Lab 2015 Institute Keynote
Amy Collier and Jesse Stommel
Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.
The document discusses the implications of digital media and new technologies for learning. It addresses perspectives from students, parents, and teachers. It emphasizes that educational institutions must shift from control to trusting students to embrace new media's power for learning. All stakeholders, including students, parents, teachers, and administrators, should develop skills as "educational connoisseurs" to thoughtfully evaluate new media's role and potential for learning.
The document outlines recommendations to improve the OpenIDEO crowdsourcing platform. It includes suggestions to implement communities of practice and a learning grid to improve knowledge sharing and reduce repetitive ideas. It also recommends taking measures to secure data integrity and prevent platform manipulation. The overall goal of the recommendations is to enhance collaboration, knowledge retention, and the quality of ideas generated on the platform.
This document discusses a client's challenge and opportunity for change and renewal. It outlines a 4 step process for designing change, including adapting, planning, implementing, and improving. The opportunity to expand abroad served as a catalyst for the client to undergo this renewal process in order to successfully implement planned changes.
Este documento discute los criterios de diagnóstico para los trastornos temporomandibulares (TTM), incluyendo la etiología multifactorial de los TTM, los sistemas de diagnóstico como los Criterios Diagnósticos para la Investigación de TTM (CDI/TTM), y los estudios que demuestran la asociación entre diagnósticos físicos del Eje I y factores psicosociales del Eje II. Los estudios encontraron que los diagnósticos del Eje I se asociaron con niveles más altos de dolor
When small markets are selling between 5 to up to 25 cases per month of a particular product, you know you're onto something.
Send us an e mail for samples if you have a store.
Δημιουργήστε ένα εκπαιδευτικό παιχνίδι με το Powerpoint!Despina Kamilali
Οδηγίες βήμα - βήμα για τη δημιουργία εκπαιδευτικού παιχνιδιού με το Powerpoint. Με την ίδια μέθοδο, μπορεί να αναπτυχθεί, οποιοδήποτε ψηφιακό εκπαιδευτικό περιεχόμενο θα θέλατε, με αλληλεπίδραση. Καλή επιτυχία!
Книгите-мечтатели в "Бисерче вълшебно" 2016 са събрани в каталога, а повече информация за тях ще откриете тук: http://biserche.com/category/mechtateli-2016/
Кои са книгите, подходящи за малките откриватели от 6 до 8 г.? Вижте част от тях в каталога и научете повече на http://biserche.com/category/otkrivateli-2016/
Este documento trata sobre la regeneración tisular, una disciplina científica que busca regenerar tejidos y órganos basada en el conocimiento de ciencias biológicas. La regeneración tisular es multidisciplinaria e involucra biología celular, molecular, bioquímica, medicina y veterinaria. Las células madre son una prometedora posibilidad como estrategia terapéutica en la regeneración tisular.
Ingeniería de tejidos y órganos en Medicina Regenerativa
-Ingeniería de tejidos y órganos
-Medicina Regenerativa
-Aplicación clínica
-Nanotecnología
-Bioética
-Órganos naturales y artificiales
Este documento describe los beneficios de la cirugía guiada por escáner para la colocación de implantes dentales. Ofrece un protocolo paso a paso que incluye planificación quirúrgica con CBCT, férula quirúrgica impresa en 3D, colocación de implantes y pilares, y prótesis definitiva mediante impresión digital. La cirugía guiada permite realizar tratamientos de implantes de manera precisa, eficiente y rentable, mejorando los resultados para los pacientes.
This document discusses the key concepts of values, mission, vision, and strategy for an organization. It defines values as the core principles that guide an organization, mission as outlining the overall goal and purpose, and vision as describing the desired future state. The document provides examples of values, missions, and visions for different companies and stresses the importance of having clearly defined values, mission, and vision that inform an organization's strategy to achieve its goals.
This document outlines a presentation about Samsung Electronics. It includes:
- An agenda covering company history, mission/vision, products/services, and conclusion
- Details on Samsung Electronics' founding in 1969, headquarters in South Korea, revenues of $206 billion in 2014, and status as a major electronics and IT solutions provider
- Samsung's mission to transform its culture and strategies through R&D to control its own destiny and its vision to inspire the world and create the future by reaching $400 billion in revenue and a top 5 global brand by 2020
- An overview of Samsung's pioneer products like TVs and appliances and its expansion into semiconductors, telecom solutions, memory, mobile phones and computers
FISIOLOGÍA Y METABOLISMO DEL HUESO EN LA BIOMECÁNICA EN LA PRÁCTICA ORTODÓN...karen aros
Este documento describe la fisiología ósea y su importancia en la biomecánica ortodóncica. Explica conceptos como los diferentes tipos de hueso, la mineralización ósea, y los mecanismos celulares y moleculares de adaptación ósea a las fuerzas aplicadas. También analiza casos clínicos que ilustran cómo las fuerzas ortodóncicas pueden afectar la articulación temporomandibular y cómo el hueso se adapta a corregir discrepancias esqueléticas.
1. The document discusses student engagement and involving students in decision making at school. It provides different levels of student influence over decisions, from simply informing students to actively including students in planning and decision making.
2. The document advocates checking assumptions with students and developing student leadership capabilities. It provides examples of practices schools can use to gain student input, such as focus groups, student-led research, and reflective questioning techniques.
3. The challenges discussed include reviewing how student voices are considered in school policies and curriculum design, and building student capacity to contribute meaningfully to their own learning and school.
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
This document provides an overview of challenge-based learning (CBL). It discusses key aspects of CBL including that it is agile, remixable, scalable, fosters collaboration, provides authentic audiences, and teaches networking. It provides examples of how CBL can be applied to common core standards and language arts. CBL is described as interdisciplinary, engaging, student-directed, and impactful. The CBL model involves establishing a challenge, guiding questions, activities, resources, solutions/actions, and assessment. Reflection is a key part of CBL. The document concludes with examples of how CBL has been implemented at Mercy High School through a professional development challenge to help students develop survival skills for careers, college, and citizenship.
The document summarizes emerging models in education that aim to address problems with the current system. It discusses shifting away from an emphasis on standardized testing and a punitive approach, toward more cooperative learning, incorporating technology, and offering students more support and opportunities to develop skills for future careers. Many of these ideas have already been implemented successfully in some American schools, but need broader adoption in order to revolutionize the overall public education system.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
This document outlines Chris Kennedy's vision for innovation in public education through embracing technology. It advocates for developing students' self-reliance, critical thinking, creativity and other skills needed for the modern world. Kennedy argues that technology can help overcome barriers to access and enable personalized learning. However, the focus should be on learning, not technology. Schools should develop strategies for one-to-one device access, digital literacy, and using technology to support learning rather than as an end in itself. The goal is flexible, personalized education that prepares students for an interconnected world.
The document discusses trends in education including collaborative learning, mobile learning, social media, and shifting teacher roles. It provides perspectives from experts on how space shapes learning and engagement. Key themes discussed are the importance of relevance, authenticity, and depth in learning; competency-based curriculums focused on thinking, communicating and social responsibility; and transforming learning spaces and classrooms to support different learning styles in the digital age.
This document provides an overview of trends shaping the future of learning and personalized education. It introduces the Future of Learning framework developed by 2Revolutions (2Rev), an education design lab. 2Rev works to design and launch new learning models and catalyze conditions for them to thrive. The document discusses trends fueling a shift toward personalized learning, including growth in technology, policy changes, cognitive science advances, and economic pressures. It provides examples of innovative models incorporating personalization, such as School of One, Summit Public Schools, and New Tech Network. Adaptive and game-based learning tools are also profiled. The future envisions an integrated ecosystem supporting lifelong learning across various settings.
This document summarizes key points from the book "Why School? How Education must change when learning and information are everywhere" by Will Richardson. It argues that education needs to shift away from an "old school" approach of rote memorization and standardized testing towards a more progressive model. This new model emphasizes real-world, project-based learning tailored to students' interests. It also incorporates more technology and collaborative learning opportunities to better prepare students for the 21st century. The document advocates for changes in how teachers are trained, how learning is assessed, and the overall mindset around education.
Teaching Kids How to Think, Not What to ThinkWorldFuture2015
The document discusses future-oriented learning and the Future Problem Solving Program. It outlines the program's goals of increasing global competency, developing responsibility for the future, and enhancing critical and creative thinking over memorization. The program aims to achieve these goals through challenging tasks that require higher-order thinking, modeling of thinking tools, and opportunities for academic competition. It also emphasizes skills like problem solving, communication, collaboration, and flexibility that are needed for the changing workplace.
Doc4. super book of_web_tools_for_educatorsIsabel Moura
This document provides an overview of using technology in K-12 classrooms from the perspective of educators. It contains chapters on using technology at different grade levels and for different purposes, written by various education experts. The introduction discusses how technology can enhance relationships between teachers and students and prepare students for their future. An administrator notes that embracing web tools allows schools to develop students' critical thinking and collaboration skills. Overall, the document advocates for integrating technology into classrooms to engage students and give them real-world skills, while acknowledging some teachers may be hesitant to adopt new technologies.
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
Modernizing Education discusses the need to evolve schools and teaching for the 21st century. Technology is changing how people access and share information. To better prepare students, schools need strategic plans to incorporate new literacies, personalized learning, mobile technologies, and global collaboration into instruction. Effective models emphasize project-based learning, use of online tools, and developing skills like critical thinking across networks.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
This document discusses the benefits and risks of social networking. It notes that social networking has become the dominant form of communication for teens and is increasing for younger kids. The benefits listed include gaining social connections, developing personal connections to current events, finding support in online communities, exposure to diverse ideas and opinions, simplifying keeping in touch with distant friends and family, and the potential to make positive impacts. Additional benefits in school are that social communication is becoming part of school life and students can explore topics further using social reach. Teachers can also enable online discussions and communicate with distant classes. The document provides some tips for social networking including understanding one's online reputation, reflecting values practiced in person, and being careful about sharing location, name, and
This document provides an introduction and overview of web tools that can be used in elementary school classrooms. It discusses the importance of considering laws like COPPA and CIPA when using web 2.0 tools with students. Several specific tools are highlighted, including Wiggio, a free online toolkit that allows file sharing, calendar management, polling, links, and communication options. The document emphasizes that web 2.0 gives students an audience and community to learn with through ongoing dialogue and content creation. Parental permission is required for some sites depending on their terms of use.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
8. What are we going to ask on our
tests, when our students are
walking in with Google in their
pocket? Are they going to ask
better questions than
we ask today?
David Warlick
Courtesy Rod Allen,“DPAC June 2013”
18. When will what we know change what we do?
What will it take for what we know to change what we do?
Courtesy Rod Allen,“DPAC June 2013”
19. Will Richardson
• “What happens to
traditional concepts of
classrooms and teaching
when we can now learn
anything, anywhere,
anytime?”
21st Century Learning
20.
21.
22. Brain Break
Take a few minutes to discuss/think about some obstacles
you anticipate given what has been shared so far.
Image credit: chrissieadamsdotcom.files.wordpress.com
23. Personalized learning is the tailoring of pedagogy,
curriculum and learning support to meet the needs and
aspirations of individualized learners. - Wikipedia.
29. most
students today aren’t going to have a fixed, single career; instead, they are most likely
going to follow a working trajectory that encompasses multiple careers.
“...most students today aren’t going to have a fixed,
single career; instead, they are most likely going to
follow a working trajectory that encompasses multiple
careers.” - John Seely Brown
30. Why Trust in Schools?
Courtesy Rod Allen,“Sept 2011”
31. 21st Century Teaching & Learning
Adapted from Gabriel Rshaid – 2009
Teachers
Classroom
New Paradigm
A completely
new paradigm
has transformed
a pedagogy of
poverty into
infinite
abundance.
Teachers to
change their
central role,to
become
facilitators.
Classroom of
the Future is
about facilitating a
plan that is co-
created with
parents and
students using
technology.
32. Behaving Yourself Out
of Problems…& into Positive
Trusting Relationships
Courtesy Rod Allen, Sept 2011
33. Innovations to pursue:
Reporting on higher-level learning standards inclusive of competencies
Using performance standards language to communicate student learning in
of letter grades
Use of technology to support communication of learning
Personalized Learning:
Communicating Student Learning
Courtesy Rod Allen,“DPAC June 2013”
34. “Our students should be able to
translate their everyday/social
experiences using technology to
formal learning.” - Gabriel Rshaid
35. The revolution doesn’t happen when society adopts new tools, it
happens when society adopts new behaviors.
Clay Shirkey
Courtesy Rod Allen,“DPAC June 2013”
36. Brain Break/Break-Out #2
At your table, based on what you have seen, please list
some benefits that this culture shift would yield. (ie
why would you want to ask teachers to Personalize
Learning for learners in you building?)
cc licensed ( BY ) flickr photo shared by marsmet543
51. Example of an Inquiry Project Pathway
*Adapted from InquiryHUb model 2013
52. How to go from here?
• Allow students to explore their passions.
• Look for examples that connect school to
community and/or...
• Provide Responses To Interventions...
• Create experiences that will engage students, giving
each of them what they need.
53. Where to go from here?
• Increase current success to a larger scale.
• Continue to explore what is best for learners.
• Explore and try NEW possibilities.
54. “I’ve learned that people will forget what you said,
people will forget what you did, but people will never forget
how you made them feel.” Maya Angelou
58. “To sell well is to convince someone else to
part with resources—not to deprive that
person, but to leave him better off in the
end.” Daniel Pink
59.
60. Discussion #3
• In your small groups please share some examples
from your school/district of Personalized Learning
that are currently taking place.
61. Planning for Action: Extension to greater
scale. 15 minutes
1. What is something you are going to try?
2. What is something you will stop doing?
3. How can you sell this idea in 3 minutes
to your PLN?