This document discusses personalised learning and the skills needed to support it. It defines personalised learning as learners taking responsibility for organizing their own learning, seeking help and advice, and managing their time. Learners need personal learning and thinking skills like reflection, problem solving, collaboration, and self-management to operate successfully in a personal learning environment. Functional skills in English, maths and ICT are also important as they equip learners for education, work and independent living. Assessments of these skills should be based on realistic, task-based scenarios requiring the application of skills to solve problems.
The document discusses research into personalizing learning with information and communication technologies (ICT) over three years. It examines modifying learners' collaboration techniques, assessment for learning, and communication with parents. Year 1 research found ICT could support personalization, but support was needed to sustain it. Year 2 found ICT may be more than a supportive tool. Year 3 found ICT could help establish skills for future work and life. The document also lists benefits and challenges of personalizing learning.
A delegation of educators is learning about entrepreneurship education from I...Galit Zamler
“Mordei HaGeta’ot” school in Israel hosted delegation brought by the Israeli Ministry of Foreign Affairs, bringing the top 22 leaders in education from abroad.
The goal of the visit was to show the delegation how practically a primary school is an entrepreneurship educator.
CREEP India is a non profiteering organisation working for bringing excellence in education through staff development and student servives. Visit us www.creepindia.org or call 9719146010
The document summarizes the implementation of a multimedia e-portfolio system at Wolsingham School and Community College to support student learning, achievement, and progression. Key points:
- Students are taught to use multimedia authoring software to create an e-portfolio with evidence of their learning, achievements, and career plans.
- The e-portfolio is integrated into the curriculum and used to support student progress reviews and career preparation.
- Findings show students were able to develop ICT skills to create and maintain their e-portfolio, which they valued for both the product and process.
The document discusses the ePortfolio process and its potential benefits for learners. It outlines the stages of the ePortfolio process that learners go through, including planning, doing, recording evidence, and reflecting. The document argues that the ePortfolio process can support learning by encouraging reflection, engagement, motivation, and the development of skills. However, it notes that teachers need training on ePortfolios and that fully implementing them is a major undertaking. It examines challenges to adoption, like whether ePortfolios support learning goals, learners, and curriculum integration. The overall document makes a case for ePortfolios and discusses open questions around realizing their full potential.
The document discusses the use of ePortfolios by students at a UK school to record their learning and reflections. It notes that the school has developed a multimedia ePortfolio system that 550 students across various year levels use to compile and present evidence of their work, achievements, and reflections. The ePortfolio process encourages students to plan, do work, collect evidence, review and reflect on their learning. It is intended to help students take more control of and responsibility for their learning.
The document provides an overview of the latest information gathered about functional skills qualifications from various websites and organizations. Key points discussed include the need to improve teaching and coordination of functional skills, make them more relevant to industries, and link them more closely to main subject content. There is also discussion around functional skills being part of GCSEs, apprenticeships, and achievement measures for national skills targets.
This document is a short question asking if there are any other images available of a sliding roof. It does not provide much context or details, simply posing the question about obtaining additional photos of a sliding roof.
The document discusses research into personalizing learning with information and communication technologies (ICT) over three years. It examines modifying learners' collaboration techniques, assessment for learning, and communication with parents. Year 1 research found ICT could support personalization, but support was needed to sustain it. Year 2 found ICT may be more than a supportive tool. Year 3 found ICT could help establish skills for future work and life. The document also lists benefits and challenges of personalizing learning.
A delegation of educators is learning about entrepreneurship education from I...Galit Zamler
“Mordei HaGeta’ot” school in Israel hosted delegation brought by the Israeli Ministry of Foreign Affairs, bringing the top 22 leaders in education from abroad.
The goal of the visit was to show the delegation how practically a primary school is an entrepreneurship educator.
CREEP India is a non profiteering organisation working for bringing excellence in education through staff development and student servives. Visit us www.creepindia.org or call 9719146010
The document summarizes the implementation of a multimedia e-portfolio system at Wolsingham School and Community College to support student learning, achievement, and progression. Key points:
- Students are taught to use multimedia authoring software to create an e-portfolio with evidence of their learning, achievements, and career plans.
- The e-portfolio is integrated into the curriculum and used to support student progress reviews and career preparation.
- Findings show students were able to develop ICT skills to create and maintain their e-portfolio, which they valued for both the product and process.
The document discusses the ePortfolio process and its potential benefits for learners. It outlines the stages of the ePortfolio process that learners go through, including planning, doing, recording evidence, and reflecting. The document argues that the ePortfolio process can support learning by encouraging reflection, engagement, motivation, and the development of skills. However, it notes that teachers need training on ePortfolios and that fully implementing them is a major undertaking. It examines challenges to adoption, like whether ePortfolios support learning goals, learners, and curriculum integration. The overall document makes a case for ePortfolios and discusses open questions around realizing their full potential.
The document discusses the use of ePortfolios by students at a UK school to record their learning and reflections. It notes that the school has developed a multimedia ePortfolio system that 550 students across various year levels use to compile and present evidence of their work, achievements, and reflections. The ePortfolio process encourages students to plan, do work, collect evidence, review and reflect on their learning. It is intended to help students take more control of and responsibility for their learning.
The document provides an overview of the latest information gathered about functional skills qualifications from various websites and organizations. Key points discussed include the need to improve teaching and coordination of functional skills, make them more relevant to industries, and link them more closely to main subject content. There is also discussion around functional skills being part of GCSEs, apprenticeships, and achievement measures for national skills targets.
This document is a short question asking if there are any other images available of a sliding roof. It does not provide much context or details, simply posing the question about obtaining additional photos of a sliding roof.
The Why And The What Of Personalised LearningJohn Pallister
The document discusses the concept of personalised learning, which aims to tailor education to individual students' needs and interests. It explores the drivers behind personalised learning such as improving outcomes for all students. Personalised learning involves students having input into what, how and when they learn. It requires assessing students' needs, providing choice in curriculum, and flexible learning environments supported by technology. The goal is for students to become effective, self-managed lifelong learners through a system focused on their development.
This document discusses how curriculum mapping tools can be used to support personalized learning by making the curriculum visible and accessible to learners. It argues that for learners to personalize their education, they need to be able to see what is available to learn and have choices in their learning. The author created an ICT curriculum map to demonstrate how mapping tools can integrate skills development and provide a learner-facing view of the curriculum. Further development is needed to share the experience with other teachers and engage learners in accessing and using the curriculum maps.
Entrepreneurship Education Conference, June 27 at UNESCO, The University of N...Demetris Hadjisofocli
Demetris C. Hadjisofocli, This presentation was given to a number of school primary and secondary teachers, as well as education administrators in Cyprus in preparation to the introduction of entrepreneurship education in the Cyprus School system.
- Learners advance at their own pace by demonstrating mastery of explicit objectives through meaningful assessments. Failure is viewed as a learning opportunity rather than an outcome.
- Personalized learning allows learners choice and voice in what they learn, how they learn, and how they demonstrate understanding. Technology enables multiple pathways for accessing complex concepts.
- Blended learning combines face-to-face and online learning, giving learners some control over time, place, pace and path. Mastery-based programs emphasize demonstrating understanding in multiple ways for different audiences.
1) L&T and D-Square Solution partnered to implement Project UMANG in 5 schools in Hazira District to develop students' life skills and extracurricular abilities through activities.
2) The project provided training to teachers and life skills curriculum to students focusing on social skills, art, reading, and more.
3) Students demonstrated improved independence, self-advocacy, social skills, and showcased their learning through competitions, benefiting their confidence and education.
Benefits of Holistic Education ProgrammesNamit Kapoor
The document discusses the benefits of holistic education programs, which include sparking students' curiosity and self-motivation by allowing them to take control of their own learning. These programs also build students' confidence by creating a supportive learning environment that improves their communication and social skills. Additionally, holistic education caters to individual learning styles and allows students to learn at their own pace, leading to academic improvement. It helps students develop problem-solving, creativity, and the ability to learn how to learn.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
11 Best Practices for Improving Special Education.dotxSarahDitto1
Demand for excellence in special education should not be a point of debate or discussion; it is an indisputable obligation of any educational system. To ensure that students with disabilities receive the care and attention they need to reach their full potential, educators must strive for excellence in meeting their needs.
The future of education ACACA conference Claire Amos
This document discusses using teaching as inquiry to develop e-learning action plans. It explains that professional learning groups will focus on selected students and desired learning outcomes. They will then plan ICT strategies, timeline, and evidence of learning shifts. E-mentors will support this process. The goal is to personalize learning using effective pedagogy and focus on student outcomes rather than technology. Tips include integrating initiatives, allowing curriculum-based groups, providing templates and timelines, and sharing plans.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
This document discusses developing a learning-focused curriculum and school environment. It emphasizes cultivating deep learning goals and skills like collaboration, problem-solving, creativity and resilience in students. It advocates giving schools freedom over their curriculum design while maintaining a national minimum standard. Various learning approaches are mentioned, like performance, project and problem-based learning. Developing student autonomy and celebrating successes are priorities. The highest performing education systems internationally are looked to for curriculum guidance.
Empowering Honors Students to Thrive in 21st CenturyBeata Jones
This document discusses how to empower honors students to thrive in the 21st century. It argues that honors programs need to integrate 21st century literacies and pedagogies into their curricula by reconsidering what and how they teach based on who is being taught (21st century digital native students) and the current economic setting. Specifically, it advocates for using student-driven, technology-enabled, collaborative, and inquiry-based learning approaches over traditional classroom-based education. This includes incorporating skills like critical thinking, communication, creativity, problem-solving across disciplines, and learning how to learn, unlearn and relearn.
The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction
This document provides an overview of the Reset academic program. It uses a competency-based and student-centered approach with culturally responsive pedagogy. Learning is inquiry-driven through interdisciplinary thematic units. Students work at their own pace to earn credits and develop competencies through individualized learning plans, collaborative projects, and portfolio assessments.
1) Personal Learning Environments are becoming increasingly important as learners seek to personalize their education and access learning opportunities anytime through the internet.
2) Schools are being told to put personalizing learning at the heart of their vision, but there is confusion around what this means in practice. Personalized learning can mean either tailoring learning to each student or allowing students to take ownership of their own learning.
3) For students to truly personalize their learning, they need access to a Personal Learning Environment through which they can organize their own time, seek information, and get support from available resources. The ePortfolio process is consistent with personalization and allows schools to support this.
This document provides information on skills needed for the 21st century. It discusses key learning outcomes like checking if educators are ready for the future and steps to prepare students. It outlines categories of 21st century skills like learning, literacy and life skills. Critical thinking, creativity, collaboration and communication are emphasized. The document also discusses tools and methodologies for teaching these skills, such as flipped classrooms, blended learning, and competency-based learning. Traits of 21st century educators are highlighted as being able to teach all learners, differentiate instruction, integrate technology, foster relationships and embrace change.
The document discusses Houghton Mifflin Learning Village, an application that allows educators and students to collaborate in an online learning community. It enables teachers to align lessons to state standards, track assignments, and collaborate with other educators. For students, it provides a way to work together on projects using technology. The application aims to improve learning through collaboration and by making curriculum easily accessible from any location.
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
This document is a request for additional images related to sliding roofs on pre-war buildings. It also includes a link to a slideshare presentation on pre-war minor sliding roof notes that may contain relevant images. The request is seeking any other images of sliding roofs that could provide more information on their construction and operation.
This document discusses employability skills and their importance for individuals and the economy. It defines employability skills as the generic skills, knowledge, attitudes and behaviors that give individuals greater access to the labor market and help them adapt to changing job demands. Examples of employability skills include communication, teamwork, problem solving and self-management. The document argues that employability skills are important for everyone, from graduates to school leavers, and should be developed throughout one's career as job roles evolve. It examines frameworks for defining and teaching employability skills.
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The document discusses the concept of personalised learning, which aims to tailor education to individual students' needs and interests. It explores the drivers behind personalised learning such as improving outcomes for all students. Personalised learning involves students having input into what, how and when they learn. It requires assessing students' needs, providing choice in curriculum, and flexible learning environments supported by technology. The goal is for students to become effective, self-managed lifelong learners through a system focused on their development.
This document discusses how curriculum mapping tools can be used to support personalized learning by making the curriculum visible and accessible to learners. It argues that for learners to personalize their education, they need to be able to see what is available to learn and have choices in their learning. The author created an ICT curriculum map to demonstrate how mapping tools can integrate skills development and provide a learner-facing view of the curriculum. Further development is needed to share the experience with other teachers and engage learners in accessing and using the curriculum maps.
Entrepreneurship Education Conference, June 27 at UNESCO, The University of N...Demetris Hadjisofocli
Demetris C. Hadjisofocli, This presentation was given to a number of school primary and secondary teachers, as well as education administrators in Cyprus in preparation to the introduction of entrepreneurship education in the Cyprus School system.
- Learners advance at their own pace by demonstrating mastery of explicit objectives through meaningful assessments. Failure is viewed as a learning opportunity rather than an outcome.
- Personalized learning allows learners choice and voice in what they learn, how they learn, and how they demonstrate understanding. Technology enables multiple pathways for accessing complex concepts.
- Blended learning combines face-to-face and online learning, giving learners some control over time, place, pace and path. Mastery-based programs emphasize demonstrating understanding in multiple ways for different audiences.
1) L&T and D-Square Solution partnered to implement Project UMANG in 5 schools in Hazira District to develop students' life skills and extracurricular abilities through activities.
2) The project provided training to teachers and life skills curriculum to students focusing on social skills, art, reading, and more.
3) Students demonstrated improved independence, self-advocacy, social skills, and showcased their learning through competitions, benefiting their confidence and education.
Benefits of Holistic Education ProgrammesNamit Kapoor
The document discusses the benefits of holistic education programs, which include sparking students' curiosity and self-motivation by allowing them to take control of their own learning. These programs also build students' confidence by creating a supportive learning environment that improves their communication and social skills. Additionally, holistic education caters to individual learning styles and allows students to learn at their own pace, leading to academic improvement. It helps students develop problem-solving, creativity, and the ability to learn how to learn.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
11 Best Practices for Improving Special Education.dotxSarahDitto1
Demand for excellence in special education should not be a point of debate or discussion; it is an indisputable obligation of any educational system. To ensure that students with disabilities receive the care and attention they need to reach their full potential, educators must strive for excellence in meeting their needs.
The future of education ACACA conference Claire Amos
This document discusses using teaching as inquiry to develop e-learning action plans. It explains that professional learning groups will focus on selected students and desired learning outcomes. They will then plan ICT strategies, timeline, and evidence of learning shifts. E-mentors will support this process. The goal is to personalize learning using effective pedagogy and focus on student outcomes rather than technology. Tips include integrating initiatives, allowing curriculum-based groups, providing templates and timelines, and sharing plans.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
This document discusses developing a learning-focused curriculum and school environment. It emphasizes cultivating deep learning goals and skills like collaboration, problem-solving, creativity and resilience in students. It advocates giving schools freedom over their curriculum design while maintaining a national minimum standard. Various learning approaches are mentioned, like performance, project and problem-based learning. Developing student autonomy and celebrating successes are priorities. The highest performing education systems internationally are looked to for curriculum guidance.
Empowering Honors Students to Thrive in 21st CenturyBeata Jones
This document discusses how to empower honors students to thrive in the 21st century. It argues that honors programs need to integrate 21st century literacies and pedagogies into their curricula by reconsidering what and how they teach based on who is being taught (21st century digital native students) and the current economic setting. Specifically, it advocates for using student-driven, technology-enabled, collaborative, and inquiry-based learning approaches over traditional classroom-based education. This includes incorporating skills like critical thinking, communication, creativity, problem-solving across disciplines, and learning how to learn, unlearn and relearn.
The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction
This document provides an overview of the Reset academic program. It uses a competency-based and student-centered approach with culturally responsive pedagogy. Learning is inquiry-driven through interdisciplinary thematic units. Students work at their own pace to earn credits and develop competencies through individualized learning plans, collaborative projects, and portfolio assessments.
1) Personal Learning Environments are becoming increasingly important as learners seek to personalize their education and access learning opportunities anytime through the internet.
2) Schools are being told to put personalizing learning at the heart of their vision, but there is confusion around what this means in practice. Personalized learning can mean either tailoring learning to each student or allowing students to take ownership of their own learning.
3) For students to truly personalize their learning, they need access to a Personal Learning Environment through which they can organize their own time, seek information, and get support from available resources. The ePortfolio process is consistent with personalization and allows schools to support this.
This document provides information on skills needed for the 21st century. It discusses key learning outcomes like checking if educators are ready for the future and steps to prepare students. It outlines categories of 21st century skills like learning, literacy and life skills. Critical thinking, creativity, collaboration and communication are emphasized. The document also discusses tools and methodologies for teaching these skills, such as flipped classrooms, blended learning, and competency-based learning. Traits of 21st century educators are highlighted as being able to teach all learners, differentiate instruction, integrate technology, foster relationships and embrace change.
The document discusses Houghton Mifflin Learning Village, an application that allows educators and students to collaborate in an online learning community. It enables teachers to align lessons to state standards, track assignments, and collaborate with other educators. For students, it provides a way to work together on projects using technology. The application aims to improve learning through collaboration and by making curriculum easily accessible from any location.
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
Similar to Skills supporting personalised learning (20)
This document is a request for additional images related to sliding roofs on pre-war buildings. It also includes a link to a slideshare presentation on pre-war minor sliding roof notes that may contain relevant images. The request is seeking any other images of sliding roofs that could provide more information on their construction and operation.
This document discusses employability skills and their importance for individuals and the economy. It defines employability skills as the generic skills, knowledge, attitudes and behaviors that give individuals greater access to the labor market and help them adapt to changing job demands. Examples of employability skills include communication, teamwork, problem solving and self-management. The document argues that employability skills are important for everyone, from graduates to school leavers, and should be developed throughout one's career as job roles evolve. It examines frameworks for defining and teaching employability skills.
Functional Skills Year 8 Introduction 2009John Pallister
This document discusses the importance of skills, particularly functional skills, for employment and competitiveness. It notes that many adults in the UK lack basic literacy and numeracy skills and that the skills level of the UK workforce needs to increase to compete globally. Functional skills in English, maths and ICT are being emphasized as they enable individuals to function effectively in life and work by developing problem-solving and communication abilities.
The document discusses strategies for engaging learners in the ePortfolio process. It describes what an ePortfolio is and the benefits it can provide to learners' development, learning, and motivation. It outlines the ePortfolio process and how schools can support learners by providing tools and training teachers. It also shares findings from a school that implemented ePortfolios, finding most learners enjoyed creating them and felt it helped develop skills, though some older students saw it as extra work. Overall it emphasizes the importance of a whole-school approach, appropriate tools, and supporting learners' understanding of the value and process.
This document provides guidance on compiling an ePortfolio, including:
- The purpose of an ePortfolio is to showcase skills, achievements, and reflections over time.
- Students should include plans, targets, progress, achievements, learning experiences, aspirations, reflections, and examples of best work in their ePortfolio.
- An ePortfolio helps students become better learners through reflection, supports progression, and provides evidence for assessments.
- The document outlines when and how students can compile their ePortfolio, including collecting evidence from lessons, assignments, extracurricular activities, and meetings.
engaging young learners in the eportfolio processJohn Pallister
The document discusses engaging young learners in the ePortfolio process. It outlines the ePortfolio process and how it relates to learning. It emphasizes that for effective implementation, the ePortfolio process must be integrated into the school's overall approach and teachers must be trained. Learners should understand why they are compiling an ePortfolio and what they need to do. The process involves planning, recording evidence, reviewing, and reflecting on learning.
Implementing a multimedia ePortfolio to support student learning, achievemen...John Pallister
The document describes the implementation of a multimedia ePortfolio project at a school in the UK to support student learning, achievement, and career progression. Some key findings from the project include that students were able to develop ICT skills to create their ePortfolios, enjoyed the creative aspect, and found their ePortfolios useful for organizing evidence and preparing for interviews. However, teachers need more training and support, and opportunities need to be provided for students to formally present their ePortfolios. The document recommends a structured process and environment for successful ePortfolio implementation.
engaging young learners in the ePortfolio processJohn Pallister
1. The document discusses engaging young learners in the ePortfolio process and outlines strategies used at one school to involve students.
2. The school implemented a multimedia ePortfolio system for students from years 7 through 12 and provided support to help students compile and update their portfolios.
3. Teachers observed that students enjoyed working with their ePortfolios, were proud to discuss their achievements, and developed important ICT and reflection skills through the process.
The document discusses the changing nature of online conversations and social media. It notes that while individual contributions are getting smaller through platforms like Twitter, the frequency of conversations is increasing and can be overwhelming. However, it can also stimulate collaboration and learning. The document examines how students are using new social media tools and what they want from a personal learning environment, including easily recording thoughts, using multimedia, and having a structured digital record of their work.
An introduction for Year 8 students to Functional Skills. Part of a Functional Skills activity.
Feedback would be welcome - I will be updating and reusing this presentation in the near future.
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The document discusses the use of ePortfolios to support training and professional development. It notes an increasing demand for retraining employees and the need for evidence of skills and competencies. An ePortfolio provides a way for learners to compile digital evidence of their skills, achievements, and reflections. This supports personalized learning and motivation. The ePortfolio process benefits both learners and trainers by facilitating reflection, planning, and feedback. The document recommends creating a learning environment that supports ePortfolios, integrating their use into policies, training teachers, and ensuring learners understand the process.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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.
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
3. The task – For the next 2 hours, observe each other and everyone in the room. When someone in the room ‘does’ one of the ‘outcome statements’ described on a card, move the card into an ‘evidenced’ area on your table. The envelopes, one per table: Skills supporting personalised learning - www.JohnPallister.net
4. schools being ‘told’ to: “put personalising learning at the heart of their vision for transforming teaching and learning” http://www.standards.dfes.gov.uk/personalisedlearning/about/ 4 Skills supporting personalised learning - www.JohnPallister.net
5. Why should we personalise learning? 5 Skills supporting personalised learning - www.JohnPallister.net
6. Equality for all learners “Developing personalised learning in schools is critical in working towards a society where a child’s chances of success are not limited by their socio-economic background, gender, ethnicity or any disability.” http://publications.teachernet.gov.uk/eOrderingDownload/00844-2008DOM-EN.pdf 6 Skills supporting personalised learning - www.JohnPallister.net
7. Educational agendas (Children’s Plan, 2007; Every Child Matters, 2004; Gilbert Review, 2006; Further Education White Paper, 2006; Leitch Review of Skills, 2006 and World Class Skills, 2007) all endorse the concepts of personalisation and the learner’s right to have a voice.” Using digital technologies to promote inclusive practices in education – www.futurelab.org.uk/handbooks 7 Skills supporting personalised learning - www.JohnPallister.net
8. aspiration to provide the best ‘education’ for all learners regardless of ability, special need, interest, background or location; Aspiration: to provide the best ‘education’ for all learners regardless of ability, special need, interest, background, location, age... that prepares learners so that they can operate and function ‘independently’ demand from employers – changing working styles; everyone a lifelong learning - continuous personal and professional development ; increasing value given to non-planned, informal learning changing expectations of learners; aspiration to harness new technologies and tools. need for Personal Learning and Thinking skills; 8 Skills supporting personalised learning - www.JohnPallister.net
9. Personalised Learning; means different things to different people; Lots of discussion – talking about different things; schools confused about what it is that they need to introduce, implement or support 9 Skills supporting personalised learning - www.JohnPallister.net
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11. Learners ‘do’personalised learning in their Personal Learning Environment To ‘do’personalised learning they need a skills set that will enable them to operate in their Personal Learning Environment; need for Personal Learning and Thinking skills; 11 Skills supporting personalised learning - www.JohnPallister.net
12. A Learning Environment where learners: are encouraged to use their initiative to solve problems and to be creative. Where they organise themselves, plan what they need to do and how to do it. Where they process and evaluate information, reflect on what they have done, learnt or achieved and collaborate and work with others. are committed to their own self improvement and will monitor their own performance and development. They will be caring and active citizens who take an active part in all aspects of school life. Their opinions, contributions and ideas will be sought and valued. 12 Skills supporting personalised learning - www.JohnPallister.net
13. “Nationally, our challenge is to create a curriculum that: raises achievement in all subjects, particularly in English and mathematics equips learners with the personal, learning and thinking skills they will need to succeed in education, life and work motivates and engages learners enables a smooth progression from primary, through secondary and beyond encourages more young people to go on to further and higher education gives schools the flexibility to tailor learning to individual and local needs ensures that assessment supports effective teaching and learning provides more opportunities for focused support and challenge where needed.” http://curriculum.qca.org.uk/key-stages-3-and-4/organising-your-curriculum/the_secondary_curriculum/index.aspx 13 Skills supporting personalised learning - www.JohnPallister.net
14. The Big Picture 14 Skills supporting personalised learning - www.JohnPallister.net
15. A curriculum that values skills “continues to recognise the importance of subjects while at the same time it places emphasis on the development of skills for life and work.” “Functional skills of English, mathematics and ICT have been built into the curriculum, and the key processes sections in the programmes of study highlight the essential skills that learners need in order to make progress and achieve in each subject.” http://curriculum.qca.org.uk/key-stages-3-and-4/developing-your-curriculum/what_has_changed_and_why/index.aspx 15 Skills supporting personalised learning - www.JohnPallister.net
16. “For learners it means being engaged not just with the content of what is being taught but being involved with the learning process, understanding what they need to do to improve and taking responsibility for furthering their own progress.” http://curriculum.qca.org.uk/organising-your-curriculum/personalisation/?return=http%3A//curriculum.qca.org.uk/search/index.aspx%3FfldSiteSearch%3Dpersonalised+learning 16 Skills supporting personalised learning - www.JohnPallister.net
18. Personal Learning and Thinking skills defined as six groups of skills: independent enquirers creative thinkers reflective learners team workers self-managers effective participators. 18 Skills supporting personalised learning - www.JohnPallister.net
19. Reflective learners are expected to "evaluate their strengths and limitations, setting themselves realistic goals with criteria for success”. They have to “monitor their own performance and progress, inviting feedback from others". 19 Skills supporting personalised learning - www.JohnPallister.net
20. As Self-managers the same learners will be expected to "organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement" 20 Skills supporting personalised learning - www.JohnPallister.net
21. A process? Reflective learners and Self-managers will need to use a Plan, Do and Review cycle 21 Skills supporting personalised learning - www.JohnPallister.net
22. Independent enquirers? "process and evaluate information in their investigations," Investigations - they need to plan"what to do and how to go about it." 22 Skills supporting personalised learning - www.JohnPallister.net
23. Effective participators "propose practical ways forward, breaking these down into manageable steps" will need to engage in some analysis and employ some problem solving strategies. "identify improvements that would benefit others as well as themselves" they will need to review and reflect on what they, or others have done or proposed. an Effective participator must also be a reflective learner 23 Skills supporting personalised learning - www.JohnPallister.net
24. Team workers "collaborate with others to work towards common goals“ working towards a common goal will involve some element of problem solving(collaborative) Problem solving relies on the Plan, Do and Review process Team workers will need to use the Plan, Do, Review process 24 Skills supporting personalised learning - www.JohnPallister.net
25. Creative thinkers "try different ways to tackle a problem, working with others to find imaginative solutions" they will need to solve problems problem Solving will require them to follow the Plan, Do, Review cycle 25 Skills supporting personalised learning - www.JohnPallister.net
26. PLTs require learners to: reflect on their learning Solve problems Work collaboratively Take responsibility for and Manage their own learning use the Plan, Do and review process 26 Skills supporting personalised learning - www.JohnPallister.net
27. Activity 2. Identify the PLTs that your group used in Activity 1. Will learners be able to develop PLTs in a traditional classroom situation? 27 Skills supporting personalised learning - www.JohnPallister.net
28. “PLTS are essential to achieving the aims of the Diploma and the wider curriculum in enabling young people to become successful learners who enjoy learning, make progress and achieve; confident individuals who are able to live safe, healthy and fulfilling lives; and responsible citizens who make a positive contribution to society.” http://www.qcda.gov.uk/resources/assets/QCA_guidelines_on_recording_personal_learning_and_thinking_skills_in_the_Diploma.pdf Skills supporting personalised learning - www.JohnPallister.net
29. “A curriculum with maximum impact uses coherent themes to link learners’ experiences across the school. Schools need to determine what learning opportunities, events and experiences are necessary to ensure that PLTS are developed according to their school’s specific aims. Opportunities need to be created where these skills are explicitly taught or articulated, practiced in different contexts, and reinforced over an extended period of time, so that young people can reflect on the development of their PLTS.” QCA “Once you are clear about what you want to achieve, you can make decisions about the best ways to organise learning”. Skills supporting personalised learning - www.JohnPallister.net
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34. “Personal learning and thinking skills (PLTS), together with functional English, mathematics and ICT, cover the areas of competence that are most demanded by employers. Integrating these skills into the curriculum and qualifications will provide learners with a platform for employability and further learning.” http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=3&pid=386&ctype=TEXT&ptype=Single Employability: Skills supporting personalised learning - www.JohnPallister.net
35. Functional Skills are: ‘the core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life, education and work.’ QCA October 2006 5 35 Skills supporting personalised learning - www.JohnPallister.net
36. Functional skills: functional English functional Mathematics functional ICT At the levels: Entry 1, 2 and 3 (National Curriculum levels 1, 2 and 3) Level 1 (GCSEs grades D-G) Level 2 (GCSEs grades A*-C) each level incorporates and builds on the level below 36 36 Skills supporting personalised learning - www.JohnPallister.net
39. The emphasis: on the development of skills that the learner can select and apply in a range of different contexts. 39 Skills supporting personalised learning - www.JohnPallister.net
40. To develop skills: learners need to have the opportunity to practise them Having developed the skills they need to be able to ‘transfer’ and apply them in a wide range of different ‘real’ life contexts. They need to be able to select and apply the skills ‘independently’. 40 Skills supporting personalised learning - www.JohnPallister.net
41. following a ‘curriculum’ that: provides the opportunities that will allow learners to develop, practise and apply their Functional Skills; provide a range of ‘real life’ contexts and situations in which learners apply their Functional Skills to solve problems. Problem solving, Plan Do Review, collaborative working 41 41 Skills supporting personalised learning - www.JohnPallister.net
45. Preparing for Functional Skills Promoting a positive agenda for the rationale and delivery of functional skills Implementing an effective curriculum Establishing clearly defined roles and responsibilities for the delivery and Coordinating activity to underpin the delivery of functional skills provision Delivering effective teaching and learning that assures learner achievement by identifying individual needs and providing relevant opportunities for functional skills development Establishing clear assessment procedures Using resources efficiently and effectively … including the deployment of specialists Embedding quality assurance procedures Delivering appropriate staff Reviewing and planning ahead for next year’s cycle of functional skills development 45 Skills supporting personalised learning - www.JohnPallister.net
46. Activity 4: Functional Skills Readiness Self Assessment Red/Amber/Green (RAG) rate your Functional Skills provision or planning for Functional Skills against five questions (based on the Common Inspection Framework) teaching and learning planning for delivery leadership and management CPD quality assurance resources Collaboration Discuss possible Action Points Downloaded from http://www.fssupport.org/training-support/readiness-tool 46 Skills supporting personalised learning - www.JohnPallister.net
48. based on real-life contexts tasks and problems embedded in realistic scenarios skills, knowledge and understanding applied to solve problems cannot prescribe the processes or methods Assessment - task-based: Skills supporting personalised learning - www.JohnPallister.net
49. adding ‘communication’ to the speaking and listening component of English BSL is acceptable form of communication text can include Braille for reading and writing assistive technologies may be used exemptions may be issued for English components similar format and structure across the three subjects. Increased accessibility and inclusivity by: Skills supporting personalised learning - www.JohnPallister.net
50. must be straightforward and direct must be accessible to learners operating at least a level below that of the assessable content (except for English). Technical language essential to the skill area at the level being assessed is permitted. The language used in assessments Skills supporting personalised learning - www.JohnPallister.net