This document outlines the teaching philosophy of Maryjo R. Liboon. It discusses her beliefs that all children have the ability to learn and deserve a quality education tailored to their individual needs and strengths. She believes teachers should have a personal relationship with each student to understand their unique learning styles and set individual goals. The document also states that teaching and learning are reciprocal processes, where teachers nurture students' talents and students can enlighten teachers in turn, cultivating a relationship of mutual respect.
is a technique for students and teachers as well. Teacher as a facilitator can create a learning situation in which they can engage themselves through active participation. Therefore teachers can adopt the technique for effective and meaningful learning.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
is a technique for students and teachers as well. Teacher as a facilitator can create a learning situation in which they can engage themselves through active participation. Therefore teachers can adopt the technique for effective and meaningful learning.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Cooperative learning in Indian classroom teaching and learning processDr. Geetika Saluja
Correlation of concept of UBUNTU with CL
What is CL
Elements of CL
Why should one use CL in Indian Classroom
How is CL different from regular group work
Types of Classrooms and students role in it
Orientation to students for CL
Using Role cards in CL classrooms
What management techniques can be used in CL classrooms
Integration of development of social skills along with content development in CL classrooms
Evaluation of task in CL classrooms
Combination of various CL techniques that can be used in Indian classrooms
Educator Dr Geetilka Saluja's reflection of her CL classrooms
Cooperative learning in Indian classroom teaching and learning processDr. Geetika Saluja
Correlation of concept of UBUNTU with CL
What is CL
Elements of CL
Why should one use CL in Indian Classroom
How is CL different from regular group work
Types of Classrooms and students role in it
Orientation to students for CL
Using Role cards in CL classrooms
What management techniques can be used in CL classrooms
Integration of development of social skills along with content development in CL classrooms
Evaluation of task in CL classrooms
Combination of various CL techniques that can be used in Indian classrooms
Educator Dr Geetilka Saluja's reflection of her CL classrooms
Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30th year.
Banbury Crossroads is located in Calgary, Alberta, Canada and we are online at www.banburycrossroads.com.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Evolve a curriculum that engages, challenges, inspires , and
equipping young people with the values, insights and skills
to lead their own learning.
Create a learning-oriented culture that delivers higher
achievement all round.
Establish a coherent approach to expanding intelligence,
empowering learners, and strengthening learning
character.
4. Develop leadership approaches that support
innovation, build independence, responsibility, and
monitor practice to improve the quality of learning.
Dispel myths about learning and use well founded
research to grow the teacher’s role in fostering more
intelligent learners.
5.
6.
7.
8. Employing constructivist methods of teaching in one's
classroom forces students to take an active role in their
education by making choices and assuming responsibility for
intelligent inquiry and discovery. For instance, discussions,
projects, and experiments ensure student achievement and
allow students and the teacher to discover individual student's
preferences and strengths. This approach facilitates
differentiated activities for each student's distinctive
ambitions, making the subject more relevant to every student's
life.
9. I believe that all children have the ability to learn and the right to a
quality education. All youths, regardless of gender, race, ethnicity, and
capabilities should have the opportunity to learn from professional, well-
informed teachers who are sophisticated and knowledgeable, both in
their area of expertise and life. Certainly, every child has different
learning styles and aptitudes; however, by having a personal
relationship with every student, a teacher can give each an equal
chance of success. By recognizing every student's potential and having
separate, individual goals for each, a teacher can accommodate
personal needs, abilities and encourage the pursuit of academic
aspirations.
10. I think that teaching and learning are a reciprocal processes. When teachers
nurture individual talents in each child, educators can build self-esteem and
may encourage a lifelong skill. By supporting these special abilities, teachers
can, for example, guide students' research, and students can, in turn, enlighten
teachers about subjects in which they may not be as knowledgeable. This
mutual respect for individual skills cultivates a professional academic
relationship, leading to a give-and-take educational alliance. This liaison allows
students to feel that they are on equal intellectual ground with their teachers,
thus creating a strong academic atmosphere.
11. MY TEACHING PHILOSOPHY
I believe a good teacher has a powerful faith in the future, like a forester planting an oak seedling
knowing he or she will never see the tree in all its glory, I know I may never see the fruits of my
labours. My calling is to plant and nurture seeds that will grow and shape tomorrow.
A good teacher knows and understand students, how they develop and learn. I know that
students actively construct and transform their own knowledge based on past experiences and
prior learning. I know that students do not all learn in the same way or at the same rate. I believe
it is my responsibility as a teacher to be an effective diagnostician of students’ interests, abilities,
and prior knowledge. I must then plan learning experiences that will both challenge and allow
every student to think and grow.
In choosing to become a teacher, I have made the commitment to myself and my future students
to be the best academic, personal, and ethical role model I can be. It is my goal to have a mutually
enriching teaching career by keeping an open mind and continually communicating with my
peers and students. I am prepared to rise to the challenges of teaching in the 21st century, and I
promise to try to provide an honest, well-rounded education to every student I encounter.
Editor's Notes
The hope of our community that inspire-engage- and transform to become a good leader, an innovator, and a highly globalized individual through the 4C”s of the 21th century skills this learner will soar high in achieving their full potential.
Learn the skills you need for improving your life, achieving your dreams, and creating positive changes in your life. Thinking about success this way makes it seem like it is so hard to achieve. It seems to take a lot of effort and energy. It seems that success is something that doesn’t come to us, but we must fight for it. We wonder why life is such a struggle. Why can’t we just relax and enjoy living it. Why can’t we simply experience everything we desire in an easy and effortless way. It just seems so wrong that this is the nature of success. The truth is that it really is wrong to think that success is so difficult to get.
What can we do to help them achieved their aspiration in life? Curriculum Engagement ... enhance learning, increase confidence and inspirechildren to reach their full potential. ... Experienced facilitators work in a range of art forms, and can engage even the most challenging students. ... This workshop will aim to stimulate in-depth discussion and debate around evolving attitudes to ... FOUR CHALLENGING PROGRAMMES PROVIDING A CONTINUUM OF EDUCATION ... caring young people who help to create a better and more peaceful world ... inspire, motivate and focus students, teachers and the entire .... preparation for students to engage in the IB ... programmes and curricula evolve and undergo ...
How are we able to do that? 1. Be Proactive 2. Take Responsibility 3. Be a Good Leader 4. Don’t Let Fear Stop You 5. Never Stop Learning