This document summarizes a study on the impact of a professional development cluster on teachers' global education knowledge and skills. The study found that after completing the cluster, which included an online course, teachers significantly increased their global education knowledge in areas like humanistic dimensions and appreciation for other cultures. Their global education skills also improved in integrating international education into their teaching and using telecommunications. Teachers reported enjoying the experience and finding it energizing and eye-opening. The implications are that such clusters providing hands-on international experiences can effectively increase teachers' capacity as global educators.
The Primer on the Flexible Learning Options (FLOs) of the University of Perpetual Help is designed to help parents and students to understand flexible learning processes for the Basic Education Department.
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What ...Michael Barbour
Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
CIDER 2016 - Online, Blended And Distance Education In SchoolsMichael Barbour
Barbour, M. K. (2016, November). Online, blended and distance education in schools. A presentation for the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p5tjr99eths/
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
Information Briefing on the Invitational Education(R) Master's of EducationMichael Barbour
This was an information briefing organized in conjunction with the Hong Kong Education Bureau on the on the Invitational Education(R) Master's of Education at Touro University California.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
EduForum 2020 Panel - Adapting Student Learning/Delivery From a Distance Amid...Michael Barbour
Wile, B., Barbour, M. K., Cortina, C., & Wile, M. (2020, December). Adapting student learning/delivery from a distance amid global change [Panel]. EduForum 2020, Cairo, Egypt
The Primer on the Flexible Learning Options (FLOs) of the University of Perpetual Help is designed to help parents and students to understand flexible learning processes for the Basic Education Department.
Kōtuitui Online Teachers Hui 2021 - Pandemic Pedagogy Around the Globe: What ...Michael Barbour
Barbour, M. K., (2021, December). Pandemic pedagogy around the globe: What we got right in our response to COVID-19 and what can we learn? [Keynote]. Kōtuitui Online Teachers Hui 2021
CIDER 2016 - Online, Blended And Distance Education In SchoolsMichael Barbour
Barbour, M. K. (2016, November). Online, blended and distance education in schools. A presentation for the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p5tjr99eths/
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
Information Briefing on the Invitational Education(R) Master's of EducationMichael Barbour
This was an information briefing organized in conjunction with the Hong Kong Education Bureau on the on the Invitational Education(R) Master's of Education at Touro University California.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
EduForum 2020 Panel - Adapting Student Learning/Delivery From a Distance Amid...Michael Barbour
Wile, B., Barbour, M. K., Cortina, C., & Wile, M. (2020, December). Adapting student learning/delivery from a distance amid global change [Panel]. EduForum 2020, Cairo, Egypt
HKERA 2017 - The Development of an Invitational Education Graduate ProgramMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, December). The development of an invitational education graduate program. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
COVID-19 and Disruption in Management and Education Academics: Bibliometric M...faisalpiliang1
COVID-19, What to do now? This issue has had devastating effects in all domains of society
worldwide. Lockdowns, the lack of freedom and social distancing meant the closure of a country’s
entire activity. Having effects at all levels, beside incalculable ones in health, it is argued that scientific
activity in education, business, economics and management suffered some of the most drastic impacts
of this pandemic. This study aims to map the scientific literature in these areas in the context of
COVID-19 and analyze its content through bibliometrics, which made it possible to highlight the
scarcity of studies on the topic, namely empirical studies on the effects of this pandemic on scientific
research and teaching/education. The results show there is a lack of peer-reviewed publications on
this topic, with the studies covered (93) via the threads used revealing only 28 articles coming within
the proposed objective. The bibliometrics corroborates that shortage. Finally, the contributions and
implications for theory and practice are presented, followed by the limitations and suggestions for
future research.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
1) The document discusses the history of distance learning during times of crisis such as pandemics and natural disasters. It provides examples from the 1918 Spanish Flu pandemic, a 1948 polio epidemic in New Zealand, and school closures during SARS in 2003 and H1N1 in 2008.
2) Emergency remote teaching is described as a temporary shift to remote instruction during a crisis that may not be well-planned or robust, but provides temporary access to education. The goal is to set up instruction quickly and reliably during the emergency period.
3) Effective blended learning is said to enable, engage, elevate, and extend learning through strategic combinations of in-person and online activities and assessments. Technology should ampl
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
This document discusses several key considerations for developing effective global e-learning programs, including cultural factors, technology access, and pedagogical approaches. It highlights how cultural beliefs about teaching and learning can impact program delivery. Local tutors are seen as important for making resources culturally relevant and pedagogically adapted. Partnerships with local institutions can help with cultural adaptation of content and ensuring relevance for different student audiences.
This document discusses pedagogical approaches before, during, and after the COVID-19 pandemic. It begins by outlining different education tools and how they were used pre-pandemic for face-to-face, online, and blended learning. During the pandemic, distance learning increased reliance on digital tools and highlighted challenges around equity and support for educators. Lessons from the pandemic may include greater use of technology, appreciation for teachers, and focus on competency-based learning. The document advocates for more personalized, collaborative, and interconnected learning models post-pandemic.
WERA 2017 - Inviting Education Online: The Development of an Asynchronous Gra...Michael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, December). Inviting education online: The development of an asynchronous graduate program. A paper presentation at the World Education Research Association Focal Meeting, Hong Kong.
Distance Learning Is the New Normal Amid the Corona virus OutbreakSycamore School
No one is certain as to when the world and everyday life will return to normal, but until then, distance learning is a powerful resource that schools can easily take advantage of through a powerful and integrated school management system. To learn more about how Sycamore School can help keep your students engaged in the learning process Check out: https://sycamoreschool.com/ now
DLAC 2020 - The Union Experience: Examining Contract Language Related to E-Le...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, February). The union experience: Examining contract language related to e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
DLAC 2019 - Eight Key Trends In K-12 Digital LearningMichael Barbour
This document discusses trends in digital, online, blended, and personalized learning based on case studies from several countries. It finds:
1) There is a global trend toward more availability of digital and personalized learning, though more research is still needed, especially on K-12 online education.
2) Mobile technology access is rapidly increasing in developing nations and may help address barriers to education access. Open educational resources and learning management systems are also becoming more common.
3) Outside of the US, blended learning models that combine online and in-person instruction are more prevalent than fully online programs. Teachers play an important role in facilitating digital learning.
4) Personalized and adaptive learning driven by data are trends in
HKERA 2017 - Designing and Delivering Inviting Online EducationMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, November). Designing and delivering inviting online education. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
This document provides information about the 29th Annual NJ Educational Computing Cooperative Conference to be held on January 7-9, 2015 at Montclair State University. The conference will include keynote speaker Jonathan Rochelle from Google, over 60 presentations, 10 hands-on workshops, and strands focused on special education teachers and library/media specialists. Sessions will cover a variety of topics including using Google Apps in education, assistive technologies, coding, gaming in education, and transforming libraries.
What can higher education contribute to developing skills for the knowledge e...EduSkills OECD
Higher education can develop skills for the knowledge economy by embracing open and distance learning strategies in this more digital world. Demands from students and system failures like high dropout rates show a need for more flexible options. Open distance learning has seen rapid growth through disruptive online initiatives and can now be facilitated through new technologies. This impacts education through the "knowledge triangle" of open access, research-based teaching, and innovation. However, governments, universities, and other institutions must address challenges like optimal policies, building competencies, and partnerships to fully harvest the benefits.
AERA 2021 - Accepting Responsibility and Collaborating with Stakeholders to ...Michael Barbour
Barbour, M. K. (2021, April). Accepting responsibility and collaborating with stakeholders to challenge the post-truth narrative for the public good: An e-learning example. [Paper] Annual Meeting of the American Educational Research Association, virtual.
Comparing international student and institutional objectives at Canadian coll...EduSkills OECD
This document summarizes a study comparing the objectives of international students and institutions in Canada.
The study found that while both international students and institutions see benefits to international education, there is a gap between their priorities. International students ranked academic reputation and quality of faculty as very important factors, while institutions prioritized financial benefits from higher tuition.
The study also found challenges for institutions in providing sufficient student services and meeting enrollment targets, as international student populations grow faster than support levels. Differences exist between university and college internationalization strategies and priorities.
"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamérica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na América Latina–Plano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
Educators created MOOCs to further their fields and support professional development, finding their goals were achieved. While openness was initially understood as access, creating MOOCs increased awareness of issues like copyright and open licensing. An enabling environment and platform allowed use of open educational resources. Legal issues around copyright emerged as challenges. Pedagogical openness required new structuring of content for large audiences. Reuse of materials in other contexts occurred. Overall, MOOC making stimulated adoption of open practices for educators.
G D Goenkau University Webinar -The Pandemic, Remote Learning, and the Future...Michael Barbour
The document discusses considerations for online and remote learning during times of crisis or emergency. It emphasizes that emergency remote teaching is a temporary measure, not a replacement for in-person instruction. Successful implementation requires purposeful planning in areas like instructional design, technology tools, content development, and training teachers and students. It also highlights examples from past health crises where remote or online learning helped maintain educational continuity.
This document summarizes a presentation about using real-world math problems involving global issues to engage students. It discusses how Facing the Future, a nonprofit, develops curriculum to teach students 21st century skills through issues like sustainability. It provides an example lesson on waste and recycling that uses data analysis and graphing to explore recycling trends and patterns. The lesson models how math can be taught through meaningful issues to increase student interest and motivation to learn.
The document discusses broadening the perspectives of students by expanding the literary canon taught in schools. It proposes several approaches for selecting a more diverse range of literature, including focusing on particular themes (like family), regions (like Latin America), cultures (through works about food), or individual countries represented through different perspectives. Resources for finding international children's and adolescent literature are provided, with the goal of helping students understand other cultures and become global citizens through exposure to books from around the world in their classrooms.
HKERA 2017 - The Development of an Invitational Education Graduate ProgramMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, December). The development of an invitational education graduate program. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
COVID-19 and Disruption in Management and Education Academics: Bibliometric M...faisalpiliang1
COVID-19, What to do now? This issue has had devastating effects in all domains of society
worldwide. Lockdowns, the lack of freedom and social distancing meant the closure of a country’s
entire activity. Having effects at all levels, beside incalculable ones in health, it is argued that scientific
activity in education, business, economics and management suffered some of the most drastic impacts
of this pandemic. This study aims to map the scientific literature in these areas in the context of
COVID-19 and analyze its content through bibliometrics, which made it possible to highlight the
scarcity of studies on the topic, namely empirical studies on the effects of this pandemic on scientific
research and teaching/education. The results show there is a lack of peer-reviewed publications on
this topic, with the studies covered (93) via the threads used revealing only 28 articles coming within
the proposed objective. The bibliometrics corroborates that shortage. Finally, the contributions and
implications for theory and practice are presented, followed by the limitations and suggestions for
future research.
DLAC 2019 - Canadian e-Learning Roundup: Leadership Perspectives from Canada’...Michael Barbour
LaBonte, R., Barbour, M. K., Canuel, M., & Roberts, V. (2019, April). Canadian e-learning roundup: Leadership perspectives from Canada’s online and blended learning programs. A contributed talk presentation at the Digital Learning Annual Conference, Austin, TX.
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
1) The document discusses the history of distance learning during times of crisis such as pandemics and natural disasters. It provides examples from the 1918 Spanish Flu pandemic, a 1948 polio epidemic in New Zealand, and school closures during SARS in 2003 and H1N1 in 2008.
2) Emergency remote teaching is described as a temporary shift to remote instruction during a crisis that may not be well-planned or robust, but provides temporary access to education. The goal is to set up instruction quickly and reliably during the emergency period.
3) Effective blended learning is said to enable, engage, elevate, and extend learning through strategic combinations of in-person and online activities and assessments. Technology should ampl
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
This document discusses several key considerations for developing effective global e-learning programs, including cultural factors, technology access, and pedagogical approaches. It highlights how cultural beliefs about teaching and learning can impact program delivery. Local tutors are seen as important for making resources culturally relevant and pedagogically adapted. Partnerships with local institutions can help with cultural adaptation of content and ensuring relevance for different student audiences.
This document discusses pedagogical approaches before, during, and after the COVID-19 pandemic. It begins by outlining different education tools and how they were used pre-pandemic for face-to-face, online, and blended learning. During the pandemic, distance learning increased reliance on digital tools and highlighted challenges around equity and support for educators. Lessons from the pandemic may include greater use of technology, appreciation for teachers, and focus on competency-based learning. The document advocates for more personalized, collaborative, and interconnected learning models post-pandemic.
WERA 2017 - Inviting Education Online: The Development of an Asynchronous Gra...Michael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, December). Inviting education online: The development of an asynchronous graduate program. A paper presentation at the World Education Research Association Focal Meeting, Hong Kong.
Distance Learning Is the New Normal Amid the Corona virus OutbreakSycamore School
No one is certain as to when the world and everyday life will return to normal, but until then, distance learning is a powerful resource that schools can easily take advantage of through a powerful and integrated school management system. To learn more about how Sycamore School can help keep your students engaged in the learning process Check out: https://sycamoreschool.com/ now
DLAC 2020 - The Union Experience: Examining Contract Language Related to E-Le...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, February). The union experience: Examining contract language related to e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
DLAC 2019 - Eight Key Trends In K-12 Digital LearningMichael Barbour
This document discusses trends in digital, online, blended, and personalized learning based on case studies from several countries. It finds:
1) There is a global trend toward more availability of digital and personalized learning, though more research is still needed, especially on K-12 online education.
2) Mobile technology access is rapidly increasing in developing nations and may help address barriers to education access. Open educational resources and learning management systems are also becoming more common.
3) Outside of the US, blended learning models that combine online and in-person instruction are more prevalent than fully online programs. Teachers play an important role in facilitating digital learning.
4) Personalized and adaptive learning driven by data are trends in
HKERA 2017 - Designing and Delivering Inviting Online EducationMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, November). Designing and delivering inviting online education. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
This document provides information about the 29th Annual NJ Educational Computing Cooperative Conference to be held on January 7-9, 2015 at Montclair State University. The conference will include keynote speaker Jonathan Rochelle from Google, over 60 presentations, 10 hands-on workshops, and strands focused on special education teachers and library/media specialists. Sessions will cover a variety of topics including using Google Apps in education, assistive technologies, coding, gaming in education, and transforming libraries.
What can higher education contribute to developing skills for the knowledge e...EduSkills OECD
Higher education can develop skills for the knowledge economy by embracing open and distance learning strategies in this more digital world. Demands from students and system failures like high dropout rates show a need for more flexible options. Open distance learning has seen rapid growth through disruptive online initiatives and can now be facilitated through new technologies. This impacts education through the "knowledge triangle" of open access, research-based teaching, and innovation. However, governments, universities, and other institutions must address challenges like optimal policies, building competencies, and partnerships to fully harvest the benefits.
AERA 2021 - Accepting Responsibility and Collaborating with Stakeholders to ...Michael Barbour
Barbour, M. K. (2021, April). Accepting responsibility and collaborating with stakeholders to challenge the post-truth narrative for the public good: An e-learning example. [Paper] Annual Meeting of the American Educational Research Association, virtual.
Comparing international student and institutional objectives at Canadian coll...EduSkills OECD
This document summarizes a study comparing the objectives of international students and institutions in Canada.
The study found that while both international students and institutions see benefits to international education, there is a gap between their priorities. International students ranked academic reputation and quality of faculty as very important factors, while institutions prioritized financial benefits from higher tuition.
The study also found challenges for institutions in providing sufficient student services and meeting enrollment targets, as international student populations grow faster than support levels. Differences exist between university and college internationalization strategies and priorities.
"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamérica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na América Latina–Plano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
Educators created MOOCs to further their fields and support professional development, finding their goals were achieved. While openness was initially understood as access, creating MOOCs increased awareness of issues like copyright and open licensing. An enabling environment and platform allowed use of open educational resources. Legal issues around copyright emerged as challenges. Pedagogical openness required new structuring of content for large audiences. Reuse of materials in other contexts occurred. Overall, MOOC making stimulated adoption of open practices for educators.
G D Goenkau University Webinar -The Pandemic, Remote Learning, and the Future...Michael Barbour
The document discusses considerations for online and remote learning during times of crisis or emergency. It emphasizes that emergency remote teaching is a temporary measure, not a replacement for in-person instruction. Successful implementation requires purposeful planning in areas like instructional design, technology tools, content development, and training teachers and students. It also highlights examples from past health crises where remote or online learning helped maintain educational continuity.
This document summarizes a presentation about using real-world math problems involving global issues to engage students. It discusses how Facing the Future, a nonprofit, develops curriculum to teach students 21st century skills through issues like sustainability. It provides an example lesson on waste and recycling that uses data analysis and graphing to explore recycling trends and patterns. The lesson models how math can be taught through meaningful issues to increase student interest and motivation to learn.
The document discusses broadening the perspectives of students by expanding the literary canon taught in schools. It proposes several approaches for selecting a more diverse range of literature, including focusing on particular themes (like family), regions (like Latin America), cultures (through works about food), or individual countries represented through different perspectives. Resources for finding international children's and adolescent literature are provided, with the goal of helping students understand other cultures and become global citizens through exposure to books from around the world in their classrooms.
This document discusses instructional models that support graduation portfolio work, including project-based learning. It describes how instruction should backmap from graduate profiles and performance outcomes. Examples of supportive instruction include simulations, community engagement, projects, essential questions, and immersions. Project-based learning is highlighted as an inquiry-based approach involving essential questions, constructed artifacts, and collaboration over an extended time frame. The document provides examples of classroom practices and follow-up to communicate these instructional ideas.
This document summarizes CAIS's journey to reform its Chinese curriculum through professional development. It discusses engaging national experts to help teachers develop thematic units aligned with the school's learning principles and big ideas. Examples of the curriculum framework, proficiency standards, sample units, and teacher reflections are provided. The process has strengthened teacher collaboration and ownership while helping align the Chinese and English curricula. Next steps involve continuing unit development, testing, and refinement through cross-language and subject collaboration.
This document outlines ways that schools in the International Studies Schools Network connect their work on graduation portfolios to each other. It describes regional trainings, summer institutes, site visits between schools, and electronic platforms that allow collaboration. Specific examples provided include a GPS training in Houston where educators developed performance tasks, and a regional training in Los Angeles with a focus on using graduation portfolio standards in different content areas. The goal is for schools to learn from each other and share best practices in designing graduation portfolio assessments.
Rapid urbanization can result in negative externalities like pollution, traffic, and trash. Ed Sheeran sings about externalities occurring in London like honking and traffic. Governments can influence human behavior to minimize externalities through incentives that motivate responsible decisions, such as bonuses for environmentally-friendly choices or scholarships for merit. Sweden addressed traffic problems through incentives that encouraged public transportation use and limited car access in cities.
This study investigated the cognitive and metacognitive reading strategies used by Chinese as a foreign language (CFL) learners at different proficiency levels. The study found that more proficient readers at higher levels engaged in more global processing like making inferences, while less proficient readers focused on local comprehension. At level 2, proficient readers used context better and had more tolerance for unknown words. At level 3, proficient readers understood text organization better. At level 4, proficient readers monitored comprehension bidirectionally using text-driven and knowledge-driven strategies. The findings suggest CFL textbooks and instruction should develop strategies appropriate for each proficiency level.
This document provides an overview of the Choices Program, which offers curriculum units on international issues to meet Common Core standards. The China unit examines different policy options for U.S. relations with China by having students take on roles in a Senate committee hearing. Values are prioritized to understand how they shape different policy views. Resources include online videos and lessons. The program offers professional development institutes for teachers over the summer.
Este documento anuncia un certamen creativo para estudiantes de 3o y 4o de ESO en el IES Faro das Lúas. El certamen se centrará en las obras de los escritores gallegos Rosalía de Castro, Celso Emilio Ferreiro y Manuel María.
This document provides a grammar summary of unit 6 in Dutch. It covers topics such as the past simple vs present perfect tenses, future tense, passive voice, question tags, conditional sentences, reflexive pronouns, abbreviating sentences, conjunctions, and comparisons. Examples are provided for each grammar point to demonstrate proper usage.
PARA: DIEGO FERNANDO JIMENEZ LOZANO Y CRISTINA ALVAREZ MORENO:
Revisado el contenido de su artículo, he encontrado útil formular algunas sugerencias de ajuste. Sin embargo, los avances en el proceso han sido muy significativos. Ojo corregir especialmente algunas partes de la sintaxis.
Atte,
LUIS FERNANDO DUQUE OSPINA
Docente Fundes
El documento explica los conceptos básicos de la partida doble, que establece que todo hecho contable afecta a dos cuentas como mínimo. Describe los principios de la partida doble, incluyendo que siempre hay un deudor y un acreedor por el mismo importe, y que la suma del debe es igual a la suma del haber. También presenta ejemplos de asientos contables para registrar compras, ventas e ingresos.
Desenvolvimento Ágil com Scrum - Palestra DigitalksRômulo Gomes
O documento apresenta os princípios e práticas do Scrum, um framework ágil para desenvolvimento de software. Discute os papéis do Product Owner, Scrum Master e time de desenvolvimento, assim como eventos como o Product Backlog e Sprints curtos para entregar valor de forma contínua. Defende que a comunicação franca e foco no valor para o cliente são essenciais para o sucesso do Scrum.
O documento discute a vida em nosso planeta Terra. Apresenta as características essenciais da vida, como constituição celular, crescimento, reprodução e necessidade de alimento. Também descreve os diferentes níveis de classificação dos seres vivos e conceitos importantes como habitat, ecossistema e a importância da preservação do nosso planeta.
Este documento compara los principales sistemas operativos de red para servidores, incluyendo Novell Netware, Microsoft Windows NT/2000/2003 y Apple Appletalk. Novell Netware ofrece servicios de archivos seguros y acceso continuo a recursos de red, mientras que Windows NT evolucionó para mejorar la interoperabilidad con otros sistemas como Netware. El sistema operativo de red Appletalk de Apple proporciona conectividad de alta velocidad entre equipos Mac así como interoperabilidad con otras redes.
The document discusses the role and competencies of an instructional leader. It identifies the top ten competencies which include fostering effective relationships, leading a learning community, understanding the larger societal context, being principled, organized, accessible, resourceful, a model, able to map and facilitate the curriculum, and able to use data to improve student achievement. It also outlines the seven domains of the Teacher Leader Model Standards which guide instructional leaders, including fostering collaboration, accessing research, promoting professional learning, facilitating instruction and learning, promoting assessment and data, improving family and community outreach, and advocating for student learning.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
This document is an introduction to a resource developed by UNESCO to support teachers in developing strategies for curriculum differentiation to respond to student diversity. It discusses the importance of education in enhancing participation and promoting inclusion. It emphasizes that teachers play a key role in achieving the goals of Education for All by ensuring quality education is accessible and relevant to all students, regardless of their backgrounds or needs. The resource aims to provide teachers with support and encouragement to use new teaching methods that better meet the needs of all children in their classrooms.
This document summarizes a thesis submitted by Mohamed Shareef in partial fulfillment of the requirements for a Master's degree in Education. The thesis examines the implementation of inquiry-based learning approaches in the teaching of Environmental Studies at the primary school level in the Maldives. It explores what teachers and students do in ES classrooms and whether this aligns with the ES curriculum's recommendations. Through interviews, observations and literature analysis conducted across three case study schools, the research finds that while teachers use a variety of strategies, they face challenges in fully implementing the inquiry-based syllabus due to factors like resources, training and assessment. The thesis concludes by making recommendations to support inquiry-based learning in Maldivian primary schools.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
Structured Internet Learning for Geography 2002Martin Pluss
This document discusses using learning technologies in geography teaching. It provides examples of:
- Developing teacher skills with learning technologies through professional development and collaboration.
- Using learning technologies to support independent and collaborative student learning both inside and outside the classroom.
- Integrating learning technologies into the geography curriculum and syllabus to enhance student learning of key concepts and skills.
Just a buzz: Exploring collaborative learning in an open course for professio...Chrissi Nerantzi
This document summarizes research on an open online course called FDOL132 for the professional development of teachers in higher education. A survey of participants found that the majority valued group work, feedback, and recognition for their studies. Interviews revealed that participants found groups challenging due to language barriers and commitment levels but appreciated learning from colleagues internationally. Time constraints were a significant challenge. Overall, participants reported a valuable learning experience from the course and examples of applying what they learned in practice, though facilitators' active engagement and support was important for participation.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
Learn how two campuses, Michigan State University and Kent State University, are internationalizing their teacher preparation programs. In order to prepare new teachers to add a global perspective to their classrooms in Ohio, Kent State University has partnered with Miami University, and the University of Akron to create and manage the two-year Global Learning Scholars fellows program and have co-developed Teacher Education Goes Global (http://teacheredgoesglobal.org) that supports the internationalization of coursework at the three universities. The College of Education at Michigan State has developed specialized teacher preparation program, the Global Educators Cohort Program (GECP), focused on incorporating global and international perspectives into teacher content and pedagogical practices. Apply these lessons to your own pre- or in-service teacher professional development programs.
[OOFHEC2018] Carina Ginty: An open education resource supporting a peer assis...EADTU
The document describes a peer assisted learning (PAL) student leadership programme at Galway-Mayo Institute of Technology (GMIT) in Ireland. It involves 100 student leaders annually who facilitate one-hour weekly sessions to support over 1,700 first-year students across four campuses and all disciplines. An online education resource was developed in 2017 to support a flipped classroom approach for the student leaders. Feedback from student leaders found the most engaging parts were videos, quizzes, and activities on how to run PAL sessions. The blended learning approach with the online resource and classroom training effectively prepared student leaders for their roles.
This document outlines a framework for advancing education for sustainable development (ESD) after 2015. It discusses how ESD can help update educational purposes and outcomes, strengthen curriculum, and guide students to solve future sustainability issues. The document also proposes priority action areas for ESD, including advancing policy, transforming learning environments, building educator capacity, empowering youth, and accelerating local solutions. It recommends establishing a global coordination mechanism to oversee ESD implementation through regional forums, UN agency coordination, and periodic reporting.
The document discusses several challenges and issues regarding developing global competency in education. It argues that the most important priority is to clearly define what global competency means. Secondly, it stresses the importance of providing teachers training in how to teach from a global perspective in order to best prepare students. Using curriculum that incorporates a global perspective and real-world examples is also highlighted as a key factor. The document notes trends showing U.S. students lagging behind international peers in math and science and argues this puts Americans at a disadvantage in the global economy. It maintains that teaching students multiple languages would enhance their ability to engage in a global society.
The Global Gateway secondary school curriculum provides teachers and students with the skills, knowledge, and attitudes needed for global citizenship. It addresses global themes like society, geography, environment, education, and economy through units that incorporate global concepts into classroom lessons. The curriculum is available through VIF's online learning center and is supported by professional development modules and an educator community.
Social Media Use in Teaching: Results from a questionnaire on use in HESHU Learning & Teaching
The document summarizes the results of a questionnaire on the use of social media in higher education teaching. 333 instructors responded to questions about their use of social media both in general and for a specific course. Key findings include:
- The most useful social media tools for teaching reported were blogs, Twitter, YouTube, and Facebook.
- Social media is primarily being used to share content, facilitate discussion, organize course materials, and promote peer interaction/collaboration.
- Barriers to using social media in teaching included lack of time to learn/implement social media and ethical concerns around privacy and commercialization.
This document summarizes the work and vision of the UNESCO Chair on Reorienting Teacher Education to Address Sustainability at York University in Toronto, Canada. The Chair was initially created in 1998 to engage 60 million teachers in education for sustainable development and produce guidelines and recommendations. Over three phases from 2000-2015, the Chair developed ESD guidelines, implemented them at over 250 institutions worldwide, and now partners on the new Global Action Program. Current activities include research, advising governments, and launching new ESD institutes. The Chair aims to further scale up ESD efforts and help higher education commit to sustainable development.
Cambridge Curriulum for Information Literacy workshop presentationJane Secker
The document summarizes a workshop aimed at gathering feedback on a draft curriculum for information literacy. It provides an agenda for the workshop including welcome, presentations on the background and draft curriculum, discussion, and next steps. It also gives context on the development of the curriculum through expert consultation and outlines some of the key attributes and themes covered in the draft curriculum.
About chaos, the big wave, confusion and overcoming loneliness in Openland b...Chrissi Nerantzi
This document summarizes Chrissi Nerantzi's presentation on open education at the University of Sussex on March 11, 2014. The presentation discussed three examples of open education initiatives: FDOL, an open professional development course for teachers in higher education developed by academic developers in the UK and Sweden; FLEX, an opportunity for continuing professional development activities and credits tailored to individual priorities at Manchester Metropolitan University; and BYOD4L, a mobile, flexible, collaborative open course. Nerantzi reflected on the experiences and preliminary findings from these initiatives, including challenges around time commitment and group work. She concluded by considering next steps, such as offering a new open cross-institutional course and research on the facilitators' experience in BY
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
The document summarizes the information literacy program in the Oregon School District. It highlights how the program aims to develop 21st century skills in students through core subjects, thinking/learning skills, information/technology literacy, and life skills. A strong program includes elements like learning/teaching, information access, and administration. It impacts student achievement by improving test scores and empowering self-sustained learning. Statistics show higher test scores and time spent with students/teachers in districts with full-time librarians. The Oregon district program focuses on skills, collaboration, leadership, and technology integration to help students bloom toward their future.
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
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"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.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
1. Impact of a Professional Development Cluster on Teachers as Global Educators Dr. Wendy R. Modzelewski Delaware Department of Education July 8, 2010
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20. Results - Knowledge Findings Category Total Components Pre-cluster Notations Portfolio A Notations Portfolio B Notations Humanistic 15 52 34 9 Global 18 41 28 9 Systems 2 5 3 0 Culture 3 15 0 0 Choice 2 3 1 1 Group Totals 116 66 19
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23. Results – Skills Findings Skill Pre-cluster Portfolio A Portfolio B Commitment to assisting students to become global citizens 2 6 1 Integration of global education into existing curriculum 3 10 2 Teach from multiple perspectives 2 1 0 Recognize stereotyping, bias, frame of reference 2 3 1 Recognize ethnocentrism 0 3 0 Teach with local to global connections 0 2 2 Teach with personal to global connections 1 3 0 Teach with global to local connections 2 3 1 Teach with multiple forms of media 6 5 2 Participate in international/multicultural days 3 1 1 Telecommunications linkages 4 7 2 Group Totals 25 44 12 Percentage of Possible Points (176) 14% 25% 7%
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Editor's Notes
Terrorist attacks Educators did not understand the attacks themsleves Support grew
Definition of IE: In the classroom, IE is teaching and learning about other world regions through culture and language, economics, geography, history, mathematics, and science. IE, therefore, is not a separate discipline, like physics, but instead a perspective that informs every discipline. IE also encompasses study abroad, academic and professional exchanges, and collaborations on every level.
Clusters Lew was one of the founding fathers of clusters Clusters were unique Focus on acquisition of new knowledge and skills; NOT seat time iEARN – International Education and Resource Network non-profit global organization that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world. made up of over 30,000 schools and youth organizations in more than 130 countries. Over 2,000,000 students each day are engaged in collaborative project work worldwide. Online Course Content: Courses are content-area focused Teachers learn to: Select and integrate an online collaborative projects into their classroom Correlate your online project to your local/state/national education standards manage your classroom and technology resources available to you as you participate in an online collaborative project Communicate with iEARN project coordinators and teachers to get first hand knowledge about the project/s you would like to integrate
REFER TO HANDOUT Knowledge Components Humanistic Sameness Differentness, Diversity View the world differently Understand others Contact with others; interaction; engagement; share; learn from others Empathy Ability to Communicate; world language; language Work with others; solve problems; collaborate Values Personal – ethnic, religious, community or national group Universal – life, liberty, property, equality, justice, freedom of religion, free speech, peaceful assembly or asylum Literature Music Arts Performing Arts Global World History Planet awareness (size); we are all on this planet Geography World regions Global issues human rights and/or women's rights health education food and agriculture population growth, immigration, emigration natural resources, energy environmental issues, ecology economics, trade political systems; politics; government science and technology law, conflict, security (peace); power world languages outer space Systems interconnectedness of world; linkages; interdependence; connectivity global dynamics Culture intercultural skills cross cultural learning Choice Ability to select from options; take action; solve problems; effect change Living responsibly and intelligently
Skills referred to the specific global education pedagogies that a teacher possessed and could utilize to implement global education in his/her classroom (S. Wang, personal communication, February 1, 2008). Skill 1: Commitment to assisting students to become global citizens The Longview Foundation (2008) listed the skills globally competent students should possess as global knowledge and curiosity, language and intercultural skills, and a commitment to global citizenship and justice. Teachers, they reasoned, would need the same knowledge, skills, and dispositions as the students and also have a dimensional knowledge of a range of global issues, pedagogical skills, and a commitment to assisting students to become global citizens (Longview Foundation, 2008). Skill 6 - 8: Teach with Local to Global, Personal to Global, or Global to Local connections Curriculum can be infused with connections between the local community and the world, the individual and the world, or the world and the local community so that students can recognize these linkages. Makes global education concrete for students and media, in various formats such as print, primary source documents, and websites. Teach from the source. Perspectives may conflict Skill 10: Participate in or facilitate international festivals and/or multicultural days There are conflicting theories about activities such as international festivals or multicultural days as a component of global education. These events could be extensive in natures such as “world studies week” or “foreign culture day” (Gilliom, 1981b, p. 83). They can also be smaller events wherein a classroom focuses on a country or region and students study content such as culture, attire, housing, and food. The “skill” comes connecting this type of event to content. Imagine a Study of Japan: Kimona-dressed dolls Enameled wood dishes Ivory chopsticks Rice paper fans Students are to be quiet, sit up straight and be attentive – as Japanese students do. This instruction is tipped in favor of the exotic dimensions of the traditional culture Students gain little or no understanding of the broad range of life-styles in modern Japan One author writes of this as moving “ Beyond food, festivals, and flags ” (Skelton, 2002)
Content Analysis Research tool Focuses on content of media: books, speeches, interviews, discussions, historical documents Used to determine the presence of certain words, phrases, or concepts To conduct content analysis, text is broken down into manageable categories and then examined Method of examination was conceptual analysis Concepts are words that are related to the core word or phrase For example, in the Humanistic category, the concept is Sameness. Phrases that would have been coded would be phrases such as “we are all the same” or they are just like us. Refer to instrumentation. While coding can be conducted using technology, this coding was conducted manually on a spreadsheet as all the documents used were archived paper documents produced during the time of the cluster.
DIVERSE GROUP Sex : 15 females/1 male Ethnicity : 15 caucasian/1 African American Degrees : 4 bachelors/11 Masters degrees /1 did not report their degree level Content areas – teachers taught as few as one or as many as five content areas Age : 26 – 30: 4 36 – 40: 2 41 - 45: 3 46 – 50: 1 51 – 55: 6 Number of Years Teaching: 1 teacher was in her first year 2: less than 5 years 3: 6 – 10 years 2: 11-15 years 2: 16 – 20 years 3: 21 – 25 years 3: 26 – 30 years
Aligns to the literature that teachers who have traveled and had international experiences are more prone to being interested in global education.
Explain chart Total Components: Number of components within a category. PRE Humanistic : Recognize the human qualities of the inhabitants of this planet Most frequent: Human interaction: contact, sharing, learning from others . Different than working with others, collaborating, or solving problems Ability to communicate or Need for common language : selected by 8 Ability to work with Others, solve problems or collaborate : 2 part of their curriculum 2 personally been involved in collaborations 2 part of their building curriculum 2 desire for students to experience international collaboration and problem solving Global : Appreciation for planet earth, that we all reside on this planet, issues that will affect all inhabitants of this planet Geography World history (6) 3: were SS teachers and thought would have made this connection 3: Art teacher, librarian, computer lab instructor Systems Interconnectedness of various aspects of the world. Humans do not live in isolation of others and that actions can and do have systemic consequences for others 5 recognitions – interconnectedness rather than systemic consequences Culture No definition of culture was given Noted by 15 of the 16 participants Choice An individual has the opportunity to select from different options or actions with the recognition that the selection made may affect others globally. Only 3 teachers: 2 wanted their students to work with others to solve problems 1 indicated that she would like her students to make a difference and effect change Overall Possible total of 640 – every teacher selected every option Total pre-cluster recognition was 116 notations (18.1%). Seemed LOW when considering that 10 of the teachers taught SS or World Language and both contain components of GE in their content standards. POST Humanistic Greatest gains overall Teacher to teacher connection could explain this No one component with strong gains. Largest gain was sameness with a total gain of 7 Global Second largest gains overall Teachers partnering with teachers in other countries; wanting to know their location No one component with strong gains. Largest gains were Geography with a total gain of 5. Systems Minimal growth Overall achievement of 3 Concepts require viewing the world from a broad, system perspective Culture Highest pre-cluster recognition No increase noted One missing teacher: focused on memory building and student engagement Choice Solving problems and effecting change Only 2 increases in total Both could have been project related: 1 recycling 1 child labor COMPARISON Gains in all Knowledge categories Increase of 85 components: 73.2% increase Majority by Portfolio A Three Perspectives: Gain is to be commended. This is difficult to do and they only started with 116 This is not substantial. Teachers may not have understood goals and objectives for their learning Instrument could not adequately discern GE Knowledge
Previous Average Knowledge Per teacher: 7.25
Pre-Cluster Skills Level: 1.56
Portfolio A: 23 notations Portfolio B : 12 notations 1. Teacher reaction to experience “ I decided to sign up and began my adventure in one of the most interesting and exciting experiences I had had yet as a teacher” 2. Teacher reaction to something the students did “ So far, we have had much fun, and to see the enthusiasm in the children has been very exciting.” 3. Teachers reporting directly on students’ reactions “ I also believe that having this project grab the attention of my students and the fact that it showed that the students loved learning this way was a success for me as a classroom teacher.”
Csikszentmihalyi When people were given a list of activities and asked to choose the one that they would enjoy the most, they frequently chose “designing or discovering something new” He called this FLOW So involved in something that nothing else matters. The experience itself is so enjoyable that people will do it at even great cost, for the sheer sake of doing it. Athletes – Being in the zone Religious mystics – Being in ecstasy Artists and musicians – Aesthetic rapture To be in flow: Clear set of goals Immediate feedback Sense of balance between your abilities and those needed for the task Concentration is highly focused; don’t experience distractions No concern for failure Sense of time was distorted Activity was a goal unto itself Flow can be found in schools One of the goals of teaching should be for teachers to enable a child to observe flow learning in an adult and to experience the adult’s enthusiasm so that this transmits the enjoyment and enthusiasm for learning to the child. Happiness in action is enjoyment Wolk It is in everyone’s interest to assist teachers in finding joy in their work. Teachers need to “own their teaching” to that they and their students will experience joy in school Ways to find joy – employ certain essntials: Find pleasure in learning Give students choice Let students create things Display student work Taking time to tinker Making school spaces more inviting Getting outside Reading good books Offering more gym and art classes Transforming assessments Promoting teachers and students having fun together Educators have the responsibility of educating the whole child: mind, body and soul