This document provides an overview of active learning strategies for engaging millennial students. It defines active learning as a teaching methodology that promotes higher-order thinking through engaging multiple learning styles. Key elements of active learning include talking and listening, reading, writing, and reflecting. Specific active learning lesson plan examples are provided, such as a currency exchange activity in a political science course. Social networking tools that can be used to facilitate active learning are also discussed. Works cited and acknowledgements are included at the end.
This document outlines a professional development session for Rugby Middle School teachers on developing 21st century classrooms. The session introduces Thomas Friedman's book "The World is Flat" which discusses how globalization has leveled the global playing field. Teachers participate in activities to discuss how globalization affects students, 21st century jobs, and developing leadership. They explore strategies for incorporating global collaboration, cultural awareness, and community support into the curriculum through flat classroom projects and technology. The goal is to prepare students to be globally competitive and responsible community leaders in a flat world.
Developing Effective Dialogue to Support Learning Across and Beyond the Curri...phillipson7
This document outlines a session on developing effective dialogue to support learning. It discusses what effective dialogue is and why teaching dialogue skills is important. Various frameworks that support dialogue are presented, including the Thinking Together project and its focus on establishing ground rules. The session will explore dialogue in different curriculum contexts through different classroom activities and applying the ground rules. It emphasizes that dialogue skills are applicable beyond academics to gaining understanding of different perspectives.
Do you sense bewilderment or boredom in your ESL classroom? Two very different teacher perspectives are presented. Gain strategies for conducting lessons that guarantee active involvement, that keep students on their toes and that most importantly, produce a communicative learning environment.
This document discusses several challenges facing education in the 21st century, including standardized testing, competition, and private tutoring. It examines how standardized exams drive competition and influence what kinds of students are being produced. The growth of private tutoring exacerbates inequalities, yet may also relieve stress on students. Finding a balance between positive and negative impacts is needed. The document calls for a culture of collaborative learning among teachers to support pedagogical innovation through scholarship of teaching and learning. Nurturing relationships and diversity in the learning community can enrich teacher development.
Clickers and active engagement sociology - jeff loatsJeff Loats
This document discusses using clickers or classroom response systems to increase active engagement in large sociology courses. It provides evidence that clickers can improve learning outcomes when used consistently with good questioning techniques. Examples of effective questioning techniques include peer instruction, polling, and adding metacognition. The document encourages starting small with clickers and providing support and incentives to demonstrate their value for both instructors and students.
Changing Landscape of Teaching - SPS 4500 #1 - Jeff LoatsJeff Loats
This document summarizes a lecture on improving teaching methods through active engagement and classroom technology. The lecture discusses challenges with traditional teaching approaches and promotes techniques like classroom response systems and peer instruction. Research evidence suggests these methods improve student concentration, learning, and exam scores by encouraging participation and feedback. While technology alone does not guarantee better outcomes, integrating tools to support active learning has been shown to address areas often neglected in large lectures.
This document summarizes a workshop on teaching large and small groups in higher education. It discusses:
1. The benefits of small group teaching like flexibility, interactivity, and engagement compared to large group lectures.
2. Techniques for making large lectures more interactive like using response systems, games, and activities to keep students engaged.
3. Common challenges of both small and large group teaching like student silence, managing groups, and using technology. Strategies are provided to address these challenges through facilitation, examples, and creating a positive environment.
This document outlines a professional development session for Rugby Middle School teachers on developing 21st century classrooms. The session introduces Thomas Friedman's book "The World is Flat" which discusses how globalization has leveled the global playing field. Teachers participate in activities to discuss how globalization affects students, 21st century jobs, and developing leadership. They explore strategies for incorporating global collaboration, cultural awareness, and community support into the curriculum through flat classroom projects and technology. The goal is to prepare students to be globally competitive and responsible community leaders in a flat world.
Developing Effective Dialogue to Support Learning Across and Beyond the Curri...phillipson7
This document outlines a session on developing effective dialogue to support learning. It discusses what effective dialogue is and why teaching dialogue skills is important. Various frameworks that support dialogue are presented, including the Thinking Together project and its focus on establishing ground rules. The session will explore dialogue in different curriculum contexts through different classroom activities and applying the ground rules. It emphasizes that dialogue skills are applicable beyond academics to gaining understanding of different perspectives.
Do you sense bewilderment or boredom in your ESL classroom? Two very different teacher perspectives are presented. Gain strategies for conducting lessons that guarantee active involvement, that keep students on their toes and that most importantly, produce a communicative learning environment.
This document discusses several challenges facing education in the 21st century, including standardized testing, competition, and private tutoring. It examines how standardized exams drive competition and influence what kinds of students are being produced. The growth of private tutoring exacerbates inequalities, yet may also relieve stress on students. Finding a balance between positive and negative impacts is needed. The document calls for a culture of collaborative learning among teachers to support pedagogical innovation through scholarship of teaching and learning. Nurturing relationships and diversity in the learning community can enrich teacher development.
Clickers and active engagement sociology - jeff loatsJeff Loats
This document discusses using clickers or classroom response systems to increase active engagement in large sociology courses. It provides evidence that clickers can improve learning outcomes when used consistently with good questioning techniques. Examples of effective questioning techniques include peer instruction, polling, and adding metacognition. The document encourages starting small with clickers and providing support and incentives to demonstrate their value for both instructors and students.
Changing Landscape of Teaching - SPS 4500 #1 - Jeff LoatsJeff Loats
This document summarizes a lecture on improving teaching methods through active engagement and classroom technology. The lecture discusses challenges with traditional teaching approaches and promotes techniques like classroom response systems and peer instruction. Research evidence suggests these methods improve student concentration, learning, and exam scores by encouraging participation and feedback. While technology alone does not guarantee better outcomes, integrating tools to support active learning has been shown to address areas often neglected in large lectures.
This document summarizes a workshop on teaching large and small groups in higher education. It discusses:
1. The benefits of small group teaching like flexibility, interactivity, and engagement compared to large group lectures.
2. Techniques for making large lectures more interactive like using response systems, games, and activities to keep students engaged.
3. Common challenges of both small and large group teaching like student silence, managing groups, and using technology. Strategies are provided to address these challenges through facilitation, examples, and creating a positive environment.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
The document discusses theories of teaching in higher education ranging from passive transmission of knowledge to student-directed learning. It also examines the benefits and challenges of large group teaching, including the use of interactive techniques versus traditional lecturing. Effective group sizes and dynamics for problem-based learning are explored, along with the role of face threats and social constructs in student interactions.
The document discusses 10 TED Talks that could transform teaching practices by addressing topics like the changing nature of knowledge, evaluating curriculum, developing transferable skills in students, making interdisciplinary connections, engaging in creative problem solving, and transforming one's teaching approach. It provides guidelines for utilizing TED Talks in the classroom and examples of projects students could complete in response to the talks.
This document provides guidance on teaching large groups. It defines what is meant by a large group and discusses the student perspective. It emphasizes that teaching large groups is not just lecturing, but should engage students through delivery methods, resources, and integrated activities. Successful teaching involves breaking up the lecture, providing opportunities for interaction, and linking the material to other lectures. Pushing the boundaries may involve technologies like polling systems or extending lectures online. The goal is to make lectures engaging rather than just delivering information.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
Rigor refers to making school academically challenging for students. There has been a push from policymakers for teachers to increase rigor in their classrooms. Rigor requires teachers to define it in terms of their professional practice and ensure their lessons go beyond just memorization. While rigor is currently a buzzword, it may not fade away like other educational trends if teachers focus on curriculum and higher-order thinking skills for students.
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
Lecture 3.2 researching your audience lecture slides student notesNancy Bray
This document discusses researching your audience and provides guidance on how to do so. It outlines that understanding your audience is important to tailor your communication effectively. The key points covered include:
1. Researching your audience allows you to understand their demographics, psychographics, and relationship to you in order to build audience profiles and personas.
2. Methods for researching your audience involve looking at their demographics, building your best guesses about them, and considering factors like their education and occupation.
3. As an example, it examines researching professors as an audience, looking at their demographics, education backgrounds, careers in research/teaching/service, and challenges and perks of academic life.
The document discusses how to approach revising large and complex social studies standards. It recommends taking it one bite at a time by breaking the work into smaller, more manageable goals. The goals include identifying essential concepts, making the standards more user-friendly, providing course syllabi for high school, ensuring clear progression between grades, and addressing 21st century skills. An process involving teachers, experts, and public feedback was used to achieve these goals.
A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
The document discusses implementing conflict resolution programs in schools. It begins by outlining the need for such programs as students arrive less prepared to handle social challenges and teachers spend more time on behavior issues. The document then provides a history of conflict resolution, defines its goals and strategies. It discusses applying conflict resolution at the classroom, school and community levels through various activities and programs. Research is presented showing benefits of conflict resolution programs such as decreased violence and increased cooperation. The document concludes by questioning why more schools have not adopted such programs.
The document discusses the changing landscape of teaching and learning. Research shows learning is most effective when it is active, learner-centered, collaborative, and involves metacognition and community engagement. New students have different learning preferences than past generations. Technology and globalization require new skills. The goal should be developing intentional, self-directed learners who can adapt and learn throughout their lives. Explicitly teaching students how to learn can help achieve this.
This document discusses deep learning and how it differs from surface or shallow learning. Deep learning involves a deeper understanding of concepts and making connections between ideas. It discusses three levels of change: first order changes within existing boundaries, second order changes that examine underlying assumptions, and third order or transformative changes that involve alternative world views. Deep learning is at the intersection of new pedagogies, new forms of leadership, and new technologies. It emphasizes competencies like learner agency, relationship building, and problem solving.
This document summarizes research on effective professional development for teachers of low-income students of color. It discusses how some teachers fail while others succeed by examining the purpose and processes of highly effective urban educators. These "Rida" teachers have a critically conscious purpose, duty to their students and community, prepare extensively, maintain a growth mindset, and build trust with students. Shared inquiry among teachers can positively impact their identity and practice by promoting collective responsibility, counternarratives, and bridging the classroom and community.
This document summarizes key concepts from a presentation on managing cross-cultural communication challenges. It discusses theories from Edward Hall on high/low context cultures and perceptions of time and space. It also covers Geert Hofstede's cultural dimensions model and dimensions including power distance, individualism/collectivism, uncertainty avoidance, and masculinity/femininity. Examples are given of how these concepts impact communication styles and expectations across cultures.
The document discusses reflections from discussions on literacy curriculum and pedagogy. It includes summaries from three discussion forums using a Wordle program, which creates word clouds based on word frequency. The most common words from the first discussion were "knowledge" and "students", suggesting a focus on student knowledge. Other discussions centered around topics like interdisciplinary thinking, situated understanding, game-based learning, diversity, and standardization. References from the discussions are also listed.
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).
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
This document summarizes a workshop on teaching in higher education that discussed the benefits and challenges of large and small group teaching. The workshop covered three main theories of teaching, principles of effective teaching, scenarios to critique different teaching approaches, and techniques like problem-based learning and the flipped classroom. Participants were encouraged to reflect on their practice and consider new approaches to trigger thinking and improve student learning.
The document discusses theories of teaching in higher education ranging from passive transmission of knowledge to student-directed learning. It also examines the benefits and challenges of large group teaching, including the use of interactive techniques versus traditional lecturing. Effective group sizes and dynamics for problem-based learning are explored, along with the role of face threats and social constructs in student interactions.
The document discusses 10 TED Talks that could transform teaching practices by addressing topics like the changing nature of knowledge, evaluating curriculum, developing transferable skills in students, making interdisciplinary connections, engaging in creative problem solving, and transforming one's teaching approach. It provides guidelines for utilizing TED Talks in the classroom and examples of projects students could complete in response to the talks.
This document provides guidance on teaching large groups. It defines what is meant by a large group and discusses the student perspective. It emphasizes that teaching large groups is not just lecturing, but should engage students through delivery methods, resources, and integrated activities. Successful teaching involves breaking up the lecture, providing opportunities for interaction, and linking the material to other lectures. Pushing the boundaries may involve technologies like polling systems or extending lectures online. The goal is to make lectures engaging rather than just delivering information.
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
Rigor refers to making school academically challenging for students. There has been a push from policymakers for teachers to increase rigor in their classrooms. Rigor requires teachers to define it in terms of their professional practice and ensure their lessons go beyond just memorization. While rigor is currently a buzzword, it may not fade away like other educational trends if teachers focus on curriculum and higher-order thinking skills for students.
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
Lecture 3.2 researching your audience lecture slides student notesNancy Bray
This document discusses researching your audience and provides guidance on how to do so. It outlines that understanding your audience is important to tailor your communication effectively. The key points covered include:
1. Researching your audience allows you to understand their demographics, psychographics, and relationship to you in order to build audience profiles and personas.
2. Methods for researching your audience involve looking at their demographics, building your best guesses about them, and considering factors like their education and occupation.
3. As an example, it examines researching professors as an audience, looking at their demographics, education backgrounds, careers in research/teaching/service, and challenges and perks of academic life.
The document discusses how to approach revising large and complex social studies standards. It recommends taking it one bite at a time by breaking the work into smaller, more manageable goals. The goals include identifying essential concepts, making the standards more user-friendly, providing course syllabi for high school, ensuring clear progression between grades, and addressing 21st century skills. An process involving teachers, experts, and public feedback was used to achieve these goals.
A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
The document discusses implementing conflict resolution programs in schools. It begins by outlining the need for such programs as students arrive less prepared to handle social challenges and teachers spend more time on behavior issues. The document then provides a history of conflict resolution, defines its goals and strategies. It discusses applying conflict resolution at the classroom, school and community levels through various activities and programs. Research is presented showing benefits of conflict resolution programs such as decreased violence and increased cooperation. The document concludes by questioning why more schools have not adopted such programs.
The document discusses the changing landscape of teaching and learning. Research shows learning is most effective when it is active, learner-centered, collaborative, and involves metacognition and community engagement. New students have different learning preferences than past generations. Technology and globalization require new skills. The goal should be developing intentional, self-directed learners who can adapt and learn throughout their lives. Explicitly teaching students how to learn can help achieve this.
This document discusses deep learning and how it differs from surface or shallow learning. Deep learning involves a deeper understanding of concepts and making connections between ideas. It discusses three levels of change: first order changes within existing boundaries, second order changes that examine underlying assumptions, and third order or transformative changes that involve alternative world views. Deep learning is at the intersection of new pedagogies, new forms of leadership, and new technologies. It emphasizes competencies like learner agency, relationship building, and problem solving.
This document summarizes research on effective professional development for teachers of low-income students of color. It discusses how some teachers fail while others succeed by examining the purpose and processes of highly effective urban educators. These "Rida" teachers have a critically conscious purpose, duty to their students and community, prepare extensively, maintain a growth mindset, and build trust with students. Shared inquiry among teachers can positively impact their identity and practice by promoting collective responsibility, counternarratives, and bridging the classroom and community.
This document summarizes key concepts from a presentation on managing cross-cultural communication challenges. It discusses theories from Edward Hall on high/low context cultures and perceptions of time and space. It also covers Geert Hofstede's cultural dimensions model and dimensions including power distance, individualism/collectivism, uncertainty avoidance, and masculinity/femininity. Examples are given of how these concepts impact communication styles and expectations across cultures.
The document discusses reflections from discussions on literacy curriculum and pedagogy. It includes summaries from three discussion forums using a Wordle program, which creates word clouds based on word frequency. The most common words from the first discussion were "knowledge" and "students", suggesting a focus on student knowledge. Other discussions centered around topics like interdisciplinary thinking, situated understanding, game-based learning, diversity, and standardization. References from the discussions are also listed.
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!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. Opportunity for Active Learning
in a Global World
Tamra S. Davis, Ph.D.
Assistant Professor
Business Teacher Education
Illinois State University
College of Business
Department of Marketing
1
2. Contact Information
Tamra Davis
tdavis2@ilstu.edu
+1.918.906.6574 (cell)
+1.309.438.3823 (office)
Mailing Address:
340 State Farm Hall of Business
Campus Box 5590
Normal, IL 61790-5590
2
3. Seminar Outline
Today’s
Intro to
Students
ALS & Key
(Why use
Elements
ALS)
Summary
Lesson
&
Plans
Questions
3
5. Generations
• Traditionalist (Born 1900-1945): Build a legacy.
• Baby Boomers (Born 1946-1964): Build a
stellar career.
• Generation Xers (Born 1965-1980): Build a
portable career.
• Millennials (Born 1981-1999): Build parallel
careers.
5
6. Millennials in the Classroom
• Step-by-step
Provide structure instructions
Provide guidance • Teaching and coaching
• Millennials are ready
Encourage their to take on the world
“can do” attitude • Their parents told
them they could
6
7. More about Millennials in the
Classroom
• Team sports
Place into
• Working with
Teams others
• They have been
Listen to them part of the
conversation
Challenge • Boring is bad
them
7
8. And a Little More
• Phone
Plan and allow • Texting
multi-tasking • Music
Electronic • Allow them to
Literacy use media
• They are
Networking connected
8
10. Final Thoughts on Millennials in the
Classroom
• Life
Provide
• School
balance
• Fun
Provide a
• Millennials
fun, student-
want to enjoy
centered their work
classroom
10
12. What is Active Learning?
This is a Everyone
hard term has a
to define definition
Definition
Based
for our
upon
purposes
research
today
12
13. Definition
Active Learning is a teaching
methodology that allows the
students to engage multiple
learning styles in order to promote
higher-order thinking skills1
• 1Meyers, C. & Jones, T.B.
13
15. Talking and Listening
“Talk by teachers can be a valuable
prelude to active learning. The
problem, however, is not that
teachers talk; it’s that they talk too
much” (Meyers & Jones, 1993, p.
21).
15
16. Writing
“Writing clarifies
thinking. . . . Writing is
an act of creation and
clarification” (p. 23).
16
17. Reading
Critical reading involves scanning
the material, identifying the
important information, sorting
that information into
categories, and then prioritizing
the information
17
18. Reflecting
In the Model
classroom silence
Build the
skill over WRITE
time
18
23. Much More Than Time Allows
I could spend an entire 3-
credit hour class on this topic
But, I want to give you more
specific examples
23
24. Lesson Plans
Handouts are provided on the
website that you will receive at the
end of the presentation
You have permission to use and/or
adapt these lessons for your classes
24
25. Currency Exchange
Political
Science
Math Geography
Economics Courses Others?
25
26. Read the Label
Political
Geography
Science
Economics Others
Courses
26
27. Random Acts of Kindness
General
Communications
Business
Ethics Others
Courses
27
29. Meet and Greet
Communications Geography
Leadership Others?
Courses
29
30. Other Activities
• Across the Board
• Involve to Solve
• Walk the Talk
• These games will not be available on the website
due to copyright issues
Games are from:
El-Shamy, S. (2004). How to design and deliver training of the new and
emerging generations. San Fransico, CA: Pfeiffer Publishing
30
31. Other AL Strategies
• Think-Pair-Share
• Brain Dump
• Active Notetaking
• Concept Mapping
• Reciprocal Teaching
• Microsituations Teaching
31
34. Works Cited
El-Shamy, S. (2004). How to design and deliver training of
the new and emerging generations. San Fransico, CA:
Pfeiffer Publishing
Heathfield, S. (2009). Managing Millennials: Eleven Tips
for Managing Millennials. Retrieved July 29, 2009, from
http://humanresources.about.com/
od/managementtips/a/millenials.htm
Meyers, C. & Jones, T. B. (1993). Promoting active
learning: Strategies for the college classroom. San
Francisco: Jossey-Bass Publishers
34
35. Acknowledgements
• Melinda Smith, MBA from Tulsa Community
College is a former colleague and she typically
co-presents this session with me
• Many of the lesson plans are from her classes
and she has kindly agreed to share
35
Editor's Notes
Analyze: Take apart and look at something closelyCompare: Look for similarities and differences; stress similaritiesContrast: Look for differences and similarities; stress differencesDefine: Explain exactly what something meansDescribe: Show what something looks like, including physical featuresEvaluate: Make a value judgment according to some criteria (which it would be wise to make clear)Justify: Argue in support of something; to find positive reasonsProve: Demonstrate correctness by use of logic, fact, or exampleSummarize: Pull together the main pointsSynthesize: combine or pull together pieces or conceptsSource: Fulwiler, 1987, pp. 117-118 and printed with permission in Meyers, C. & Jones, T.B.