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Some advices for young educators for PLN (Personal Learning Network) development (Part 1. First Steps )
освітній простір2
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презентация1
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Tatyana Oleinik
Kelly johana vahos zapata
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We present some aspects of the teachers training course "ICT for Education" at the University. My special thanks to authors whose pictures we've used (sorry, but I'll add them later)
Особенности подготовки студентов педагогических университетов к использованию...
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Lecture Presentation about core questions of teacher's competence
5 маг 2015
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Tatyana Oleinik
Lecture Presentation about core questions of teacher's competence
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Abstract. The article proves the necessity of internal (formative) evaluation, the purpose of which is to intensify and optimize the process of the formation of digital citizenship of future specialists. Implementation of competence-based approach and informatization of education allow increasing efficiency of existing evaluation models require deep changes in all components of the education system. The attention is focused on a new generation of educational standards through improvement of innovative technologies of evaluation, providing open educational process (transparency of monitoring procedures and equal opportunities of students to achieve educational goals), help the student as a personality of learning activities to solve the problem of self-determination, self-control, self-realization.
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It's short presentation at the Art Education and Digital Technologies: Virtual World Conference 2014 https://drive.google.com/file/d/0B_v3lnS7m0YxekduNDRwRDhwOEk/view?usp=sharing There are some pictures were used from SlideShare Presentation (thank you very much)
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
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5 маг 2015
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Abstract. The article proves the necessity of internal (formative) evaluation, the purpose of which is to intensify and optimize the process of the formation of digital citizenship of future specialists. Implementation of competence-based approach and informatization of education allow increasing efficiency of existing evaluation models require deep changes in all components of the education system. The attention is focused on a new generation of educational standards through improvement of innovative technologies of evaluation, providing open educational process (transparency of monitoring procedures and equal opportunities of students to achieve educational goals), help the student as a personality of learning activities to solve the problem of self-determination, self-control, self-realization.
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It's short presentation at the Art Education and Digital Technologies: Virtual World Conference 2014 https://drive.google.com/file/d/0B_v3lnS7m0YxekduNDRwRDhwOEk/view?usp=sharing There are some pictures were used from SlideShare Presentation (thank you very much)
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Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
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Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
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