St Mary&#x27;s Learning Forum October, 2015

Peoria Notre Dame High School

Here are some potential answers from each stakeholder group: Students: Being able to learn in new ways like through videos and interactive lessons. Technology helps me learn and do my work faster. I can learn at my own pace with technology. Teachers: Topics like project-based learning, blended learning models, social-emotional learning strategies, classroom management techniques for 1:1 environments. Parents: Not being prepared for college or a career, not being able to get a good job, struggling with mental health or substance abuse, being negatively impacted by economic or environmental issues.

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This document outlines an educational project aimed at improving early childhood programs and practices through reflective practice. It provides an overview of the project goals and components, which included developing online training videos, delivering professional development sessions, and evaluating the project's effectiveness. The evaluation found that participants gained knowledge around reflective practice and critical theories, and reported changes to their understanding and practices as a result. Recommendations focused on continuing to build skills in reflection across organizational levels to support an ongoing culture of learning.

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The document summarizes the vision and initiatives of the West Vancouver School District under Superintendent Chris Kennedy. It discusses the district's focus on 21st century skills, personalized learning, and using technology like mobile devices to enhance learning. It also emphasizes supporting teachers with professional development and creating a culture where students can learn anywhere using digital tools.

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The survey of 251 parents from the Szabó Pál Általános Iskola és Alapfokú Művészeti Iskola school found that: - Over 90% were aware of and supported their school's involvement in the Erasmus+ "Game as a Method of Education" project from the past two years. - Over 80% cared about international cooperation with other schools through Erasmus and believed it helped promote the school and help students learn about Europe. - Over 80% also supported the idea of teachers working in other countries through cooperation on the project. - Respondents believed the project helped students learn about different cultures and that lessons had

The 2017 Global State of Digital Learning by Schoology

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Join us for an hour-long special that highlights key insights from Schoology's 2017 Global State of Digital Learning survey. It's a general study of education with 2,846 education professionals from 89 countries. In this presentation, you'll learn key takeaways from this landmark survey regarding: - What the survey was all about - The challenges of implementing technology into the classroom - Types of instructional resources used most - The pedagogies being practiced most - Top challenges of administrators - PD strategies being practiced most - The effectiveness of PLNs and PLCs for PD - How widely educators are collaborating - How prevalent instructional technology coordinators are and what impact they have - Top priorities of teachers and admin - The benefits of digital learning - The possible impacts of an LMS on student engagement For the actual presentation, watch it at: https://youtu.be/JjANiTNXmnA

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This document summarizes the key aspects of School 21, a free school in London for students aged 4-18. It discusses the school's core values of integrity and humanity. It also outlines 6 attributes to prepare students for the 21st century: small class sizes, a focus on language and oracy, collaboration between primary and secondary, technology integration, authentic assessment, and real-world learning. The school aims to close achievement gaps and create a student-centered, innovative approach through its curriculum, teaching, and collaboration between staff. It discusses moving beyond "best practices" to develop each student and create a supportive community.

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This document discusses potential theme ideas for the year 2015, including focusing on communities and local environments like farms, businesses, and rivers. It suggests that 2015 themes could explore the rebuild of Christchurch or the 2015 Cricket World Cup in Australia and New Zealand. Teachers are asked to brainstorm additional theme ideas in professional learning groups centered around communities or enterprise, and to consider incorporating environmental education and experts from the local community.

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This document discusses the importance of leadership and learning coming together in schools. It provides principles for 21st century leaders, such as solving problems creatively and removing barriers to learning. Good leaders are said to lead, innovate, and empower others. For innovation to occur, it is essential to believe students can learn, understand the importance of relationships, know students want to belong, and allow failure. Examples are given of best practices from educators on Twitter.

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Teach First needed to change its brand in order to increase awareness and clarify that it is a charity, not a government scheme. They defined their new personality as bold, dynamic, real, thought-provoking, and optimistic in order to communicate their mission of addressing educational disadvantage and inequality in the UK by giving young people a fair chance in the classroom and in life. The seminar discussed Teach First's work to redefine its brand identity and values through its language and tone of voice.

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This document provides an overview of innovation in K-12 education. It discusses the need for innovation to prepare students for an uncertain future. Key challenges schools face include equipping students with 21st century skills and providing equity and access. Factors that can promote innovation include autonomy, collaboration, and a culture open to mistakes. The document also outlines examples of current innovative practices in schools, such as personalized learning, project-based learning and global partnerships. Finally, it proposes that an "Innovation Playbook" could provide a framework to guide schools in developing innovative teaching and learning through approaches like connecting students in global communities and using technologies creatively. The overall purpose of innovation in education is to develop students who are knowledgeable, networked, digital

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Play, create and learn: What matters most for five-year-olds?

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Issue 13 UKEd Magazine Jan 2015

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