Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
This presentation was given by Kraiyos Patrawart at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity: Working with teachers – Rolf HitschfeldEduSkills OECD
This presentation was given by Rolf Hitschfeld at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Students’ De-motivation in Handling Group Tasks: A Qualitative Study on the ...Mostafijur Rahman
This is the Bachelor Thesis presentation on materials utilizations in the secondary level classroom.
The thesis was for achieving BA Hons in English (Applied Linguistics).
Thailand – Equitable Education Fund – Kraiyos PatrawartEduSkills OECD
This presentation was given by Kraiyos Patrawart at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity: Working with teachers – Rolf HitschfeldEduSkills OECD
This presentation was given by Rolf Hitschfeld at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Students’ De-motivation in Handling Group Tasks: A Qualitative Study on the ...Mostafijur Rahman
This is the Bachelor Thesis presentation on materials utilizations in the secondary level classroom.
The thesis was for achieving BA Hons in English (Applied Linguistics).
Using Assessment Data to Engage Students in RemediationExamSoft
Presented by Dr. Sarah Zahl, Director of Educational Assessment, Marian University
Remediation is the process of partnering with students to make corrections when they have moved off course or are unable to perform to standards or competencies. This process involves self-remediation as well as facilitation by an advisor, faculty member, and/or course director. In this webinar, we will discuss strategies to use assessment data to engage students in the remediation process at various points in the curriculum:
• when a student is struggling with specific concepts
• after a student fails an assessment
• after a course failure
The presenter will share best practices and specific strategies to develop student-centered remediation initiatives.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
Using Assessment Data to Engage Students in RemediationExamSoft
Presented by Dr. Sarah Zahl, Director of Educational Assessment, Marian University
Remediation is the process of partnering with students to make corrections when they have moved off course or are unable to perform to standards or competencies. This process involves self-remediation as well as facilitation by an advisor, faculty member, and/or course director. In this webinar, we will discuss strategies to use assessment data to engage students in the remediation process at various points in the curriculum:
• when a student is struggling with specific concepts
• after a student fails an assessment
• after a course failure
The presenter will share best practices and specific strategies to develop student-centered remediation initiatives.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
Developing graduates for an innovative and modern agricultural sectorNieky van Veggel
Presentation delivered at the International scientific-practical conference on development issues of innovative economy in the agricultural sector, Samarkand Institute of Veterinary Medicine, Samarkand, Uzbekistan, 25-26 March
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
GaETC 2004 - LTTS: Online Professional Development for Technology IntegrationMichael Barbour
Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.
Track 4. New publishing and scientific communication ways: Electronic edition, Information metrics and digital educational resources
Authors: Antonio Jose Rodrigues Neto, Maria Manuel Borges and Licinio Roque
Track 15. Communication, Education and Social Media
Authors: Rafael Galán-Arribas, Francisco-Javier Herrero-Gutiérrez, Cruz-Alberto Martínez-Arcos and Sonia Casillas-Martín
Track 15. Communication, Education and Social Media
Authors: Diego Cachón, Juan José Igartua, Magdalena Wojcieszak, Iñigo Guerrero and Isabel Rodríguez-de-Dios
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Andrea Vázquez-Ingelmo, Francisco José
García-Peñalvo and Roberto Theron
https://youtu.be/4T87QwwQSgQ
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Alicia García-Holgado and Francisco José García Peñalvo
https://youtu.be/e1etRHqIjCo
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Joaquín Gayoso-Cabada, Mercedes Gómez-Albarrán and José-Luis Sierra
https://youtu.be/Um3MxZP79_s
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Mary Sánchez-Gordón and Ricardo Colomo-Palacios
https://youtu.be/W6oAObExar8
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Joaquín Gayoso-Cabada, Antonio Sarasa-Cabezuelo and José-Luis Sierra
https://youtu.be/_-kkPLGPPPI
Track 13. Uncertainty in Digital Humanities
Author: Amelie Dorn, Eveline Wandl-Vogt, Thomas Palfinger, Jose Luis Preza Diaz, Barbara Piringer, Alexander Schatek and Rainer Zoubek
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The application of new teaching methodologies: experience in actual situations.
1. The application of new teaching methodologies.
Experience en actual situations
Isabel Revilla Ana Mª Vivar-Quintana
irevilla@usal.es avivar@usal.es
2. Objectives of the experience
Developping a project in the context of Skills
Training Model IN AN ACTUAL SITUATION
3. Skills to develop
• Applying the knowledg acquired to professional work
• Making decisions involving the use of the available resources
• Transmitting information, ideas, problems and solutions to a
both a specialized and a non specialized public
• Collecting and interpreting relevant data so as to make
assessments
4. Work plan and teaching methodology
• Presentation of the project to the students
• Master class
• Laboratory practical sessions
• Drawing up of proposals
• Discussion forum
5. Work plan and teaching methodology
• Carrying out the activiy with the children
• Presentation of the results report
6. Analysis of the results
• Pre and post-test
• Proposals marking template
– Suitability of the activities presented
– Level of preparation
• Forum observation scale
– Participation and involvement
– The capacity for oral presentation
– The capacity to defend one's proposals
– The capacity to contribute new ideas
– The willingness to make changes and/or complete one's proposals
7. Analysis of the results
• Final technical report
– The appropriate description of the elements
– The presentation of the data obtained
– The statistical treatment used
– The conclusions obtained after interpreting the data obtained
• Student satisfaction
– Personal work methodology
– Perception of the methodology used
– Perception of activity
– General satisfaction
8. Analysis of the results
• Post-test for children
• Pre-school teachers
satisfaction
– Planning
– Development
– General satisfaction
10. Development of the experience
Activity 2016-2017 2017-2018
Master classes and
practical sessions
High involvement
Frequent questions
Lower motivation
Lower participation
2017-2018
11. Development of the experience
Activity 2016-2017 2017-2018
Proposals
Well designed
Imaginative and elaborated
Use of varied resources
Simpler proposals
Less elaborated
Forum
High participation
Willingness to make changes
Good defense of their proposals
Low involvement: only some students
participate actively
Better actitude in the 2nd forum
• Marking template
• Observation scale
– None-low-medium-high-very high
– 2016-2017 media 8,6 (7-9,5)
– 2017-1018 media 6 (5-7,5)
Introduction
of the
proposal
Defense of
the
proposal
Contributio
n with new
ideas
Willingness to make
changes or to help to
complete the proposals
Other
observations
Student 1 High
Student 2 High High
Student 3 Low
Student 4 Very high Very high
Student 5
……
12. Proposals
• Power point presentation
• Video
• Games-riddles
• Erecting structures
• Tasting
13. Final technical report
2016-2017 2017-2018
Range of marks 6-10 2,5-5
Media 7,1 4,1
• Assessment of
– The appropriate description of the elements
– The presentation of the data obtained
– The statistical treatment
– The conclusions obtained after interpreting the data obtained
14. Student satisfaction
0.0
1.0
2.0
3.0
4.0
5.0
6.0
I have understood the
objectives of this activity
Facing this task has been
an interesting challenge
This activity has helped me
to understand professional
work in this subject
Personal work methodology
0.0
1.0
2.0
3.0
4.0
5.0
I was happy to be able
to use my knowledge
in a real-world
situation
I felt satisfied
carrying out this
project
I think that I have
learnt more than by
using a traditional
practice session
I would recommend
this type of
methodology for other
subjects
General satisfaction
0.0
1.0
2.0
3.0
4.0
5.0
I felt responsible for
my learning on this
project
I liked this system as
an aid to learning.
The seminars were not
useful
The lecturers helped
me to understand the
content
Perception of methodology . Perception of activity
15. Pre-school teachers and their pupils
• Pre-school pupils (27 children)
– Questions 1-2 previously developed by the children at their school
– Questions 3-4 introduced in this activity
• Satisfaction of the teachers
– Satisfied or very satisfied
17. Working on real-world cases
• Facilitates the development of students’ skills.
• Improves the acquisition of knowledge related to the subject
• Improves the satisfaction of the students
• Allows to know some of the tasks they may carry our in their future career
• Increases the visibility of the work carried out in the University to the society
However,
• The success strongly depends on the level of engagement of the students
• It is very difficult to asses to what extent the skill has been acquired
18. The application of new teaching methodologies.
Experience en actual situations
Isabel Revilla Ana Mª Vivar-Quintana
irevilla@usal.es avivar@usal.es
Editor's Notes
Who? The experience has been performed during two consecutive academic years by the students of Physicochemical, Sensory, and Microbiological Analysis subject from the degree course of Agrofood Engineering.
Why? Agrifood Engineers in their professional practice will have to carry out studies of the viability and development of new foods. A sensory analysis is an essential part of these studies. Companies in the food sector require profesional pepople to do these studies that involves:
Recruiting a panel of tasters this task needs to manage groups of different type of people.
training the panellists that includes explanations about senses and sensory organs, study of the ability of the people for asking questionaries
Choosing the better test depending on the problema and the available resources: number of panellist, availability of samples making decissions involving…
It is necessary to do an statistical analysis of the data obtained after a sensory analysis and based on the results the profesional should make an assessment to the Company regarding the analysed product.
Within this professional context the students on our degree course will be the qualified professionals in charge of this work. If they are to do so the professional skills which they have developed must include the capacity for understanding, knowing, and using the principles of:
Presentation of the project: The teacher proposed to the students of the subject of Sensory Food Analysis the complete implementation and development of an actual Sensory Analysis Project adapted to an actual human group, in this specific case children from pre-school education who will act as tasters. The students should design, run and implement all the stages of a Sensory plan similar to those that are carried out in an Industry. The students were given the choice of taking part in the project or the previous system of work and assessment. All the students expressed interest in taking part and in organizing the practical activities of the subject.
The course is divided in two blocks. For each one the scheme was as follows
Master class and laboratory practices
To provide the students the necessary knowledge regardig
First block: Senses and sensory organs, Types of tasters, sensory analysis organization, samples preparation, choice of scales, etc
Second block: test types used in the sensory analysis, the selection criteria of the most suitable test, tasting score cards, and the statistical analysis
To practice as tasters
Drawing up of proposals: At the end of the each formative period a discussion forum was suggested. Before the forum, the students had to propose what they would explain to the children, the resources that they would use, and the questions that they would ask and the games they would play to adapt the subject to 5-years old children. These proposals could be presented and defended either as a group or individually.
Discussium forum: The students should to present and defend their proposals in the forum until reaching and agreement about the structured and activities to be carried out. This forum was used to explain some techniques such as those of erecting structures or of gamification for working with the children. The role of the university teacher is that of the motivator of the group and advisor. At the end of the forum the tasks of the activity to be carried out with the children were shared out. This forum was used to explain some techniques such as those of erecting structures or of gamification for working with the children
Carrying out the activity: A few days before the children's visit the students were called upon to make the necessary preparations. The objective was for the students to be aware of the need for planning all the necessary elements and the work involved in preparing this type of sessions
The activity was carried out in each academic year with two groups of children. Each day different students were in charge of the session while the remainder played a supporting role by preparing materials, attending to the children, helping them to understand the instructions, etc. At the end of each session the students compiled the data generated in order to issue the appropriate report.
Results report: . Once the activity had been completed an individual report was requested on the data compiled, their statistical interpretation, and their opinion on the results obtained.
To asses the acquisition of knowledge Two objective tests were carried out, one prior to the experience (pre-test) and another after it (post-test), both of which had the same content. The various items of the test can be classified in 3 thematic blocks.
On the other hand an observation scale was used during the forum to assess 5 items
In both satisfaction questionnaires a 5-point Likert type scale was used as a reference.
All the students were given the choice of taking part in the project or the previous system of work and assessment. All the students expressed interest in taking part and in organizing the practical activities. Each academic year 6 students took part in the proposed activities.
Master classes and practical sessions attendance was voluntary and the degree of participation was 100%.
The students were set a pre-test and a post-test during the 2017-18 academic year; the results are shown in the graphic. Although the average mark was higher than 5, it can be observed that the deviation is very high.
All these contents had already been explained by the university teacher in a master session; the low marks obtained are correlated with the low involvement of the students of that academic year and reveal that in the traditional sessions they paid little attention. The post-test results show a considerable increase in the total average mark (almost 1.4 points) together with a decrease in the standard deviation; none of the students obtained a mark lower than five.
The day of the discossium forums the students individually or by groups presented their proposals. The proposals presented differed in each academic year.
Proposals marking template
Suitability of the activities presented
Level of preparation
The discussion forums were well received by the students. In them the function of the university teacher was that of clearing up any doubts and guiding the process of the preparation of materials. The proposals presented differed in each academic year; while in the first the proposals they designed were imaginative and elaborate with the use of very varied resources, in the second they were simpler regarding both the design and the elements used.
The evaluation of each of the ítems were done with a marking template.
75% of participation. The students agreed almost unanimously that this task helped them to
Regarding the preception of methodology used, in general they mentioned that they felt independent and responsible for their lerning process. However, they also pointed out that they found the presence of the teacher to be necessary if they were to understand the contents (average 4.25) and that they consider the forums to have been very useful.
As for their general satisfaction, the students declared that they were satisfied with the experience. They consider that they have learnt more than from a traditional practice exercise they are happy to put their knowledge into practice in a real-world environment.
Although the objective of this project concentrates on university students, it seemed to us to be of interest to include how the pre-school teachers assessed the experience. We also wanted to know if the experience facilitated the acquiring of theoretical knowledge to the pre-school pupils.
question 1c were explained in this project (both in a theoretical manner and in the form of games) gets the lower marks. It its noteworthy that this same question was included in the test of the students of the Sensory Analysis subject. in the pre-test no student answered it correctly while in the post-test the number of correct replies was 66%.