Teaching with themes final
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1) The document aims to stimulate discussion about using technology, particularly 1:1 programs, in international schools. 2) It asks respondents to share teaching tips for teaching Theory of Knowledge (ToK) or other concept-based courses in a 1:1 environment. 3) The discussion covers challenges and strategies for teaching ToK using a 1:1 model, including moving from content-based to concept-based units and incorporating technology into student presentations and discussions.
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Teaching with themes final
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Your exhibit will consist of a multimedia presentation on a particular technology and its relationship to culture. The exhibit will address the following issues regarding technology and culture:
Purpose
The purpose of this assignment is for you to understand and articulate the relationship between technology and culture
Skills
The project will enable you to develop the following skills:
Identify, define, and evaluate the influence of technology on human culture
Analyze and evaluate specific relationships between technology and literature, writing, philosophy, religion, art, music, and posthumanism
Articulate cultural critiques of technology
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The project will enable you to obtain the following content knowledge
Nature and function of technology
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Choose a technology to question in your final project in preparation for your presentation at the Online Technology Conference and answer the following questions about it:
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The document discusses 21st century skills learning, focusing on the three C's of communication, creativity/innovation, and critical thinking. It provides examples of how tools like Twitter, blogs, and social bookmarking can be used to teach these skills and foster collaboration. Project-based learning and online conferences are presented as ways to engage students in problem solving and challenges.
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This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
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This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
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The document provides an agenda and details for a professional development day for teachers. Session 1 will focus on feedback from an evaluation. Teachers then have a choice of sessions in the afternoon on formative assessment, blogging, or digital citizenship. The digital citizenship session will introduce tools and strategies for teaching online safety and responsibilities. Feedback from the evaluation was generally positive and suggestions for improvement are noted. The remainder of the day will involve group discussions focused on workload, staff wellness, and the teacher evaluation process.
21st century education 2017.07.21
This document discusses the differences between 20th century and 21st century education. It states that a 20th century education focused on exams and separating strong students from weak ones, while a 21st century education emphasizes letting every child learn through varied assessments as each child is unique. An international education adopts 21st century best practices from leading universities around the world. It also discusses the benefits of the International Baccalaureate (IB) program and how it develops skills like teamwork, creativity, and critical thinking. Finally, it lists attributes of an excellent 21st century school like a focus on learning, effective teaching, academic challenge, creativity/critical thinking, embracing technology, and professional management.
Designing a learner experience
Mick Purcell, head of school at KC High, discusses designing a pre-K through 12 learning experience. He questions whether boards of examinations are sufficient for imparting 21st century skills and whether they are still required since most schools are affiliated with at least one board. Purcell explores how to best assess if learners are acquiring difficult to measure skills, and whether exam results are still important. He addresses applying educational reform and 21st century skills in an Indian context.
21st century education 2017.07
This document discusses the differences between 20th century and 21st century education. It states that 20th century education emphasized exams and separating students based on performance, while 21st century education emphasizes letting every child learn through varied assessments as each child is unique. It also discusses how international schools serve global families and provide a 21st century education focused on skills like teamwork, creativity, and critical thinking through positive learning environments. The document advocates for schools to shift towards more student-centered, bottom-up approaches focused on learning over exams.
Introduction to eis iv for teachers xaviers ie
Edubridge International School is seeking teachers for July 2017 to bring international best practices to their new, state-of-the-art campus in South Bombay. They offer a full IB program from pre-school through high school, with an emphasis on developing students' global perspective, individual dreams, social responsibility, diversity appreciation, and ability to contribute to society. Teachers are respected and well-compensated to work in a collaborative, democratic environment committed to students' holistic learning experience.
Ib dp hl mathematics cat 1 day 1
- The Core Syllabus Details section (pp 17-36) which outlines the required content to be covered
- The Option section (pp 37-41) related to the option that will be taught
- The Notation List (pp 73-75) that defines the terminology and symbols used
- The Internal Assessment Criteria (pp 68-70) that describes the standards for the exploration coursework
- The Assessment Outline (p 58) that overviews the assessment objectives and weightings
Thanks David Hawley IB chief academic officer presentation 2015
The document discusses initiatives and innovations across IB programs. It outlines the IB's mission to develop inquiring, knowledgeable and caring students. It then discusses the IB's strategy from 2015-2019 which focuses on setting high standards, engaging educators, providing flexibility, excellent service, and delivering the IB mission. Specific program reviews and developments are then outlined for the Primary Years Programme, Middle Years Programme, Career-related Programme, and Diploma Programme.
Web literacy march 2015 ibap macau
This document discusses strategies for teaching web literacy in schools. It begins by defining web literacy and identifying key leaders and organizations in the field. It then presents Mozilla's model of web literacy, which includes skills like attention, participation, detecting unreliable information, social communication, and networking. The document suggests 18 specific tips and strategies for incorporating web literacy into classrooms, such as using Common Sense Media resources, having students earn badges, applying Alan November's "Big 6" framework to assignments, and teaching students to critically examine and create videos around topics like cyberbullying. The overall message is that web literacy is an important skill set for students to learn, and emerging models and resources can help teachers incorporate it into their teaching.
No haters ppt
Mickpurcell gave a presentation to students at Bangalore International School about safe and responsible use of digital devices and social media. He emphasized being kind online, thinking before posting, and standing up to cyberbullying rather than being a passive bystander. The presentation included defining various digital risks like identity theft, predators, and cyberbullying. Students discussed these issues and how to address any concerns. Mickpurcell encouraged students to use their heads, hearts, and guts to make good decisions online and help their peers do the same.
Academic honesty in the digital age sept 2014
This document summarizes a presentation on promoting academic honesty in international schools. It discusses how schools should focus on prevention over punishment by explicitly teaching students skills like citation. Teachers also need training to avoid common mistakes. While cheating is a significant problem, schools can reduce plagiarism through lessons on topics like bibliographies. The presentation emphasizes starting early by integrating academic honesty into curriculum and involving students, teachers, and parents.
Academic honesty
A presentation on Academic Honesty for at the TAISI Librarians' Conference on August 31, 2013 at Edubridge International School
Saibsa mathematical exploration session - feb 2013
The purpose is to provide opportunities for students to demonstrate independence in mathematical learning and to develop skills that help prepare them for life beyond the classroom.
Saibsa math hl job alike
Here is a GeoGebra file that models this problem:
https://www.geogebra.org/m/z2w4gq2w
The optimal location for the campsite is the point equidistant from A, B, and C, which is the centroid of the triangle formed by those three points. This minimizes the total distance walked to each water source.
Intro to edubridge for teachers
Edubridge International School is a new international school opening in August 2013 in South Mumbai. It is being established by a team committed to providing students with a world-class, holistic education that develops balanced, confident global citizens. The school will have state-of-the-art facilities and implement the IB Primary Years Programme, Middle Years Programme and Diploma Programme. It seeks teachers who are good educators, collaborative team players, and committed to international education principles.
History 13.02.01
This document outlines the topics to be covered in a history lesson on the end of the Cold War, including:
1) Problems faced during the Brezhnev era in the Soviet Union from 1976-1989, including a stalled economy and political stagnation.
2) Mikhail Gorbachev's aims and policies of glasnost (openness) and perestroika (restructuring) in the Soviet Union.
3) The consequences of Gorbachev's reforms, which unleashed criticism of the Communist Party and exposed weaknesses in the Soviet economy, leading to the fall of Communist governments in Eastern Europe in 1989.
History 01.06
The document discusses how and why US policy towards the USSR changed between 1945-1947, the policy of containment, and what has been learned so far in the study of the early Cold War. It provides context on containment and how it shaped the Cold War, defining containment as seeking to contain the spread of communism without direct confrontation. A brief overview of George Kennan, the architect of containment, is also given.
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
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Giridhar Meka - https://www.linkedin.com/in/giridharmeka
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