How pedagogic research can support the Active Curriculum
Presented at the Anglia Learning & Teaching Annual Conference, Engage, on 25 June 2019 by Dr Simon Pratt-Adams (Director of CIHE) and Dr Emma Coonan (Research Fellow, CIHE)
How pedagogic research can support the Active Curriculum
Presented at the Anglia Learning & Teaching Annual Conference, Engage, on 25 June 2019 by Dr Simon Pratt-Adams (Director of CIHE) and Dr Emma Coonan (Research Fellow, CIHE)
Students (indeed all of us) learn more by doing than by passive listening. The area of environmental politics is rich with possibilities for active learning, including negotiation simulations, group projects and presentations, placements, field trips; volunteering and community projects. This one day workshop was dedicated to an overview and discussion of these possibilities, experiences, sharing of good practice; addressing challenges (and of course lots of action!)
This presentation is part of a blog post about this event, which can be accessed via http://bit.ly/1fggmiy
For further details of HEA Social Sciences work relating to active and experiential learning please see http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
Developmental Evaluation for Social InnovationCameron Norman
Morning lecture given to the Social Innovation Generation graduate program from the University of Waterloo (Dr. Dan McCarthy, instructor). Slides focus on some of the key tenets of developmental evaluation and how it can apply to complex systems.
Students (indeed all of us) learn more by doing than by passive listening. The area of environmental politics is rich with possibilities for active learning, including negotiation simulations, group projects and presentations, placements, field trips; volunteering and community projects. This one day workshop was dedicated to an overview and discussion of these possibilities, experiences, sharing of good practice; addressing challenges (and of course lots of action!)
This presentation is part of a blog post about this event, which can be accessed via http://bit.ly/1fggmiy
For further details of HEA Social Sciences work relating to active and experiential learning please see http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
Developmental Evaluation for Social InnovationCameron Norman
Morning lecture given to the Social Innovation Generation graduate program from the University of Waterloo (Dr. Dan McCarthy, instructor). Slides focus on some of the key tenets of developmental evaluation and how it can apply to complex systems.
Recruitment PresentationThroughout this course you have gone o.docxdanas19
Recruitment Presentation
Throughout this course you have gone on a journey to becoming a Whole Teacher as is discussed in Chapter 16 of the course textbook. To help you along your journey you participated in discussions and created assignments delving into each of the five pillars that support being a Whole Teacher. Now, you will build upon the work you have already completed in this course to develop a presentation, using either PowerPoint or Google slides. In your presentation, you will synthesize your learning by explaining how you will create a classroom environment that incorporates evidence-based and developmentally appropriate strategies that promote optimal learning and development in young children.
Final Project Scenario:
The educational setting in which you work will be holding an open house to recruit prospective early childhood teachers to work at your center. As the administrator, you have been tasked with developing a presentation for potential employees to help them understand the vision of your center which is “Developing the Whole Child by Becoming the Whole Teacher” and the five core values of your center or school:
Practice Intentional Teaching, Incorporate Developmentally Appropriate Practice, Develop an Integrated Curriculum, Encourage Child-Centered Active Learning
, and
Focus on Teaching Happiness and Joy in Learning as Much as Skills
. In your presentation you will explain this as the philosophy of your center or school by providing specific examples that focus on each of your five core values:
Mission Statement (2 points):
Develop a mission statement for your education setting that embraces the five core values of becoming the Whole Teacher, social justice, and ethical practice. Support your mission statement with
NAEYC’s Code of Ethical Conduct (Links to an external site.)
.
Philosophy Statement (2 points):
Create your philosophy statement regarding how you believe children learn, including the leadership traits you believe are needed and how your center or school aligns with your philosophy. Refer back to your work and the feedback you received in the Week One Discussion forum, Week Two Discussion One forum, Week Four Assignment and Week Five Assignment to guide the development of your philosophy statement.
Practice Intentional Teaching (3 points):
Explain how you will implement an anti-bias curriculum in order to meet the needs of all learners. Refer back to your work in Week Two to assist with this.
Discuss the expectations you have for your staff regarding professional development including 21st century learning, current issues, theories, trends, and research related to child development and developmentally appropriate practices.
Incorporate Developmentally Appropriate Practice (3 points):
Explain how you evaluate the effective implementation of developmentally appropriate strategies in the classroom for play, transitions, and disruptions. Refer back to your Week Three Assignment to a.
Guiding Change Impacting Quality: Understanding Coaching and TALisa Sullivan
Assistance designed around the Massachusetts’ Department of Early Education and Care’s newly developed Technical Assistance competencies, strengthens and enhances the early childhood professional's TA and coaching practices through foundational coaching skills, practical hands-on experiences, peer networking, reflection, and self-awareness.
Module 1: Introducing the Guide to TA and Self-Assessment Tool
Module 2: The Role of the TA Provider
Module 3: TA Approaches
Similar to Starting Strong workshop - Project Zero Sydney, May 2018 (20)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Starting Strong workshop - Project Zero Sydney, May 2018
1. A Protocol for Meeting a Student’s
Needs: The Descriptive Review of a Child
All Learners Learning Every Day
Cameron Paterson and Sarah Hill
cpaterson@shore.nsw.edu.au
shill@shore.nsw.edu.au
@cpaterso
@hill_sarahrose
2. Understanding Goals
• How can protocols help us to deepen
our understanding of our students?
• How can we use that knowledge to
better meet students’ academic, social,
or physical needs?
• How can protocols be used to improve
our skill and focus in working with
students and colleagues?
5. Features of Protocols
• Roles
• Norms
• Purpose
• Steps
• Facilitation
• Reflection
Tina Blythe, 2016
6. The Descriptive Review of a Child
Purpose:
- A protocol for allowing us to know a student better –
and as a result use that knowledge to better meet
their academic, social, or physical needs.
- Not intended to solve a problem or change a child.
16. The solutions to all of
the problems in
schools, are to be
found within schools.
17. In triads, how could you use the
Descriptive Review of a Child in your
own practice? (5 minutes)
18. Using Protocols
They are tools for the work of supporting teacher
and student learning (not the work itself).
They must be chosen with a specific purpose in
mind.
It takes some practice before they can be used
most effectively.
19. How do protocols help?
Help create opportunities for and allocate time to
essential conversations about teaching and
learning.
Provide routines and structures to scaffold
collaborative analysis and planning.
Support interactions that enable us to develop and
demonstrate our understanding of and respect for
the variety of perspectives and experiences by our
colleagues.
20. Protocols
(Almost) all protocols will enhance:
Clarity (making the purpose explicit)
Safety (creating clear expectations for roles and participation)
Equity (enabling/encouraging everyone to participate)
21. Challenges of Using Protocols Well
Weathering the “learning curve.”
Deciding when to use a protocol.
Choosing the appropriate protocols for the
purposes.
Resisting the impulse to problem-solve (at least for
a time)
Documenting learning and building on previous
discussions.
Facilitation.
Time, time, time.