This document discusses six learning spaces that are important for 21st century learners: the personal space, e-space, group/collaborative space, classroom/school space, beyond the classroom space, and liminal space. For each space, the document outlines strengths and challenges, provides examples, and suggests approaches and strategies for teachers to consider when incorporating these spaces into learning. The goal is to understand how to best adapt education to changing students, technologies, and environments.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
The document discusses five key learning spaces that are important for students in the 21st century: the classroom and school, beyond the classroom, the electronic learning space, the individual learning space, and group learning spaces. Each space is examined in terms of strengths, weaknesses, and relevance to curriculum. The classroom and school provide structure, while experiences beyond the classroom add novelty. Technology enhances access to resources, and individual and group spaces develop self-direction and collaboration.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
1) Schools are making strides to integrate technology into classrooms to prepare students for the 21st century, but there is still progress to be made.
2) Teachers need proper training to effectively integrate technology through hands-on practice and real-world application, not just technical skills.
3) While technology can help close achievement gaps, it does not solve underlying social and cultural issues in schools that also need to be addressed.
Itslearning blended ebook. El libro de Aprendizaje Semi presencial de Itslear...Itslearning México
This document provides an overview of blended learning. It defines blended learning as a mix of online and in-person learning. Various blended learning models are described, including rotation models where students rotate between online and in-person modalities to learn the same material. Benefits of blended learning include increased student engagement, easier differentiation of instruction, and development of modern skills. The document also provides case studies of different schools implementing blended learning through flipped classroom and flexible learning models.
This document provides an overview of blended learning models. It defines blended learning and distinguishes it from general classroom technology use. It then describes the main models of blended learning: Rotation model, Flex model, A La Carte model, and Enriched Virtual model. The Rotation model involves students rotating between online and offline activities. The Flex model uses online learning as the backbone with flexible face-to-face support. The A La Carte model involves students taking entirely online courses alongside their regular classes. The Enriched Virtual model includes required face-to-face sessions with optional remote online work. Examples are provided to illustrate how different learning scenarios fit within these models.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
The document discusses five key learning spaces that are important for students in the 21st century: the classroom and school, beyond the classroom, the electronic learning space, the individual learning space, and group learning spaces. Each space is examined in terms of strengths, weaknesses, and relevance to curriculum. The classroom and school provide structure, while experiences beyond the classroom add novelty. Technology enhances access to resources, and individual and group spaces develop self-direction and collaboration.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
1) Schools are making strides to integrate technology into classrooms to prepare students for the 21st century, but there is still progress to be made.
2) Teachers need proper training to effectively integrate technology through hands-on practice and real-world application, not just technical skills.
3) While technology can help close achievement gaps, it does not solve underlying social and cultural issues in schools that also need to be addressed.
Itslearning blended ebook. El libro de Aprendizaje Semi presencial de Itslear...Itslearning México
This document provides an overview of blended learning. It defines blended learning as a mix of online and in-person learning. Various blended learning models are described, including rotation models where students rotate between online and in-person modalities to learn the same material. Benefits of blended learning include increased student engagement, easier differentiation of instruction, and development of modern skills. The document also provides case studies of different schools implementing blended learning through flipped classroom and flexible learning models.
This document provides an overview of blended learning models. It defines blended learning and distinguishes it from general classroom technology use. It then describes the main models of blended learning: Rotation model, Flex model, A La Carte model, and Enriched Virtual model. The Rotation model involves students rotating between online and offline activities. The Flex model uses online learning as the backbone with flexible face-to-face support. The A La Carte model involves students taking entirely online courses alongside their regular classes. The Enriched Virtual model includes required face-to-face sessions with optional remote online work. Examples are provided to illustrate how different learning scenarios fit within these models.
The document discusses different learning spaces including the classroom, beyond the classroom (excursions), electronic learning spaces, individual learning spaces, and group learning spaces. It notes the importance of each space for students and teachers. Students benefit from variety in learning spaces as it engages them and accommodates different learning needs and styles. Teachers must be aware of different spaces and how to utilize each one to benefit students. While each space has strengths, teachers also face challenges in implementing diverse spaces like limitations in resources, student preferences, and curriculum needs.
This document discusses different types of learning spaces, including the traditional classroom, spaces beyond the classroom like excursions, electronic learning spaces, individual learning spaces, and group learning spaces. It emphasizes that learning spaces need to consider student needs, be flexible, allow choice, and support different learning styles. Spaces beyond the classroom can provide authentic hands-on learning experiences when well-planned. Electronic learning spaces allow for collaboration, resource sharing, and extending learning online. Individual learning spaces develop student autonomy through goal-setting and various delivery methods. Group learning spaces are effective when teaching and learning goals are clear.
This document discusses various aspects of creating an effective classroom learning environment, including the physical classroom space, group learning spaces, individual learning spaces, and electronic learning spaces. It emphasizes that the learning environment should promote both group and individual learning, incorporate visual aids, and be arranged to suit student needs and characteristics. The classroom should implement diverse teaching strategies to engage all students. Beyond the classroom, excursions and community engagement can enhance learning. Electronic devices can be used to transform learning when implemented safely and accessibly. Both group and individual learning are important, with the former developing collaboration skills and the latter cultivating self-direction.
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 provides an overview of modular learning and tips for teaching and learning during the new normal. It discusses what modular learning is, the benefits to learners, teachers, and parents. It then gives an example of a reading lesson simulation that reviews story elements, conducts a lecture on a story, and includes engagement activities. Finally, it provides tips for teachers, parents, and students on the modular learning process and supporting learning at home remotely.
Flip the Classroom in ELT: Gimmick or RevolutionDon Hinkelman
Is the current movement to "flip the classroom" an important revolution or a trendy gimmick? Don Hinkelman and Goh Kawaii present their views from a Japan perspective in the field of English Language Teaching (ELT). In the overview of flipped teaching, many images borrowed from other presentations.
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
This document presents research on innovative teachers in Turkey conducted by a group called New Age. The group surveyed and interviewed teachers to understand perceptions of innovative teachers and barriers to being innovative. They found that most teachers are unaware of the concept and consider Turkish teachers generally uninnovative due to factors like lack of motivation, competency and support from the education system. The group concludes teachers need more awareness and training opportunities to develop innovative practices, and the education system should better encourage and support innovation among teachers.
The document summarizes a student project on innovative teachers in Turkey. It includes definitions of innovative teachers, literature reviewing challenges to teacher innovation, and data collected from Turkish teachers on their perspectives. Key findings from the teacher survey include:
- 87% of teachers felt Turkish teachers are not innovative
- The most important factor cited was the education system (53%), followed by teacher-related factors (27%)
- Suggested reasons for lack of innovation included traditional teaching methods, lack of motivation or ambition to try new methods, and prioritizing earning money over being idealists.
The document discusses the flipped classroom pedagogy. It defines flipped classroom as reversing traditional teaching where students gain first exposure to new material outside of class through videos or readings, and class time is used for hands-on learning like problem solving and discussions. This shifts the focus from passive learning to active learning and higher-order thinking skills. Key aspects of flipped classrooms include providing first exposure materials for students beforehand, assessing understanding, and using class time for activities that develop cognitive skills. Benefits include improved outcomes, efficiency, interactive lectures, data-driven instruction, and mastery-based learning.
This document discusses teacher leadership and professional development. It defines teacher leadership as teachers who lead within and beyond the classroom to influence educational practice and promote student learning. Teacher leaders fulfill key roles like mentoring, instructional coaching, and leading professional development workshops. Professional development is considered a central tool for improving teacher skills and student outcomes. Effective teacher leaders monitor improvement efforts, define standards, mentor other teachers, lead workshops, and do action research to fulfill leadership roles and responsibilities.
Blind kahoot for enhancing HOTS( higher order thinking skills) and learning n...Walaa Salem
1) The document discusses using the game-based student response system Kahoot to enhance higher-order thinking skills and teach new concepts in a more engaging way.
2) It proposes using "blind Kahoots" where students are asked questions to pique their curiosity before concepts are explained to promote deeper learning.
3) Research cited found that gamification of learning through tools like Kahoot can increase student motivation and engagement by appealing to different learning styles.
The document provides an introduction to the flipped classroom model of learning. It defines the flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. It describes the traditional classroom model and concerns with it. The flipped model has students learn lessons as homework via videos or other media, then do homework and problem-solving in class with teacher guidance. The document discusses benefits like extending access to resources and allowing various learning styles. It provides an example of flipping math courses and positive results. In conclusion, it encourages starting small and provides tips for implementing flipped learning.
Contoh Merdeka Belajar dalam Pembelajaran DaringUwes Chaeruman
Dua contoh model pembelajaran Lee & Hannafin (2016), dan Sugata Mitra (2010). Model ini mendorong pengembangan generasi Indonesia kedepan yang mandiri.
This document provides an agenda and overview for a School Directors Information Session on competency-based curriculum. The session will explore the needs and delivery of CBC, and help directors appreciate their role. It includes a program outline, learning outcomes, expectations, and questions. Presentation topics cover CBC, wellness, youth trends, 21st century skills, the ideal learning environment, and paradigm shifts in education. The rationale for curriculum reforms in Kenya is also discussed, relating to the constitution, Vision 2030, and task force recommendations.
This document discusses various aspects of e-learning including definitions, types, design principles, and instructional strategies. It defines e-learning as technology that allows learning anywhere and anytime, and identifies major types as standalone courses, games/simulations, mobile learning, social learning, and virtual classrooms. The document outlines important considerations for instructional design such as analyzing learners, setting goals and objectives, determining prerequisites, and selecting appropriate teaching sequences and activities.
Julie wants to integrate blogging into her classroom but her new principal Mrs. Dean disapproves. Mrs. Dean believes the curriculum should not deviate from scripted methods and that blogging is not beneficial and a waste of class time. However, Mrs. Dean agrees to meet with Julie again if she provides research showing how blogging enhances learning. Julie must prepare evidence from publications to convince Mrs. Dean that blogging can be successfully incorporated while meeting standards and promoting higher-order thinking skills.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
This document provides information about an Android Academy event on views, styles, themes, and qualifiers. It includes an agenda for the event that covers views, styles and themes, custom views, and qualifiers. It also includes explanations and examples of key concepts like views, view groups, measure, layout, draw, weights, gravity, padding vs margin, and state list resources.
The document discusses different learning spaces including the classroom, beyond the classroom (excursions), electronic learning spaces, individual learning spaces, and group learning spaces. It notes the importance of each space for students and teachers. Students benefit from variety in learning spaces as it engages them and accommodates different learning needs and styles. Teachers must be aware of different spaces and how to utilize each one to benefit students. While each space has strengths, teachers also face challenges in implementing diverse spaces like limitations in resources, student preferences, and curriculum needs.
This document discusses different types of learning spaces, including the traditional classroom, spaces beyond the classroom like excursions, electronic learning spaces, individual learning spaces, and group learning spaces. It emphasizes that learning spaces need to consider student needs, be flexible, allow choice, and support different learning styles. Spaces beyond the classroom can provide authentic hands-on learning experiences when well-planned. Electronic learning spaces allow for collaboration, resource sharing, and extending learning online. Individual learning spaces develop student autonomy through goal-setting and various delivery methods. Group learning spaces are effective when teaching and learning goals are clear.
This document discusses various aspects of creating an effective classroom learning environment, including the physical classroom space, group learning spaces, individual learning spaces, and electronic learning spaces. It emphasizes that the learning environment should promote both group and individual learning, incorporate visual aids, and be arranged to suit student needs and characteristics. The classroom should implement diverse teaching strategies to engage all students. Beyond the classroom, excursions and community engagement can enhance learning. Electronic devices can be used to transform learning when implemented safely and accessibly. Both group and individual learning are important, with the former developing collaboration skills and the latter cultivating self-direction.
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 provides an overview of modular learning and tips for teaching and learning during the new normal. It discusses what modular learning is, the benefits to learners, teachers, and parents. It then gives an example of a reading lesson simulation that reviews story elements, conducts a lecture on a story, and includes engagement activities. Finally, it provides tips for teachers, parents, and students on the modular learning process and supporting learning at home remotely.
Flip the Classroom in ELT: Gimmick or RevolutionDon Hinkelman
Is the current movement to "flip the classroom" an important revolution or a trendy gimmick? Don Hinkelman and Goh Kawaii present their views from a Japan perspective in the field of English Language Teaching (ELT). In the overview of flipped teaching, many images borrowed from other presentations.
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
This document presents research on innovative teachers in Turkey conducted by a group called New Age. The group surveyed and interviewed teachers to understand perceptions of innovative teachers and barriers to being innovative. They found that most teachers are unaware of the concept and consider Turkish teachers generally uninnovative due to factors like lack of motivation, competency and support from the education system. The group concludes teachers need more awareness and training opportunities to develop innovative practices, and the education system should better encourage and support innovation among teachers.
The document summarizes a student project on innovative teachers in Turkey. It includes definitions of innovative teachers, literature reviewing challenges to teacher innovation, and data collected from Turkish teachers on their perspectives. Key findings from the teacher survey include:
- 87% of teachers felt Turkish teachers are not innovative
- The most important factor cited was the education system (53%), followed by teacher-related factors (27%)
- Suggested reasons for lack of innovation included traditional teaching methods, lack of motivation or ambition to try new methods, and prioritizing earning money over being idealists.
The document discusses the flipped classroom pedagogy. It defines flipped classroom as reversing traditional teaching where students gain first exposure to new material outside of class through videos or readings, and class time is used for hands-on learning like problem solving and discussions. This shifts the focus from passive learning to active learning and higher-order thinking skills. Key aspects of flipped classrooms include providing first exposure materials for students beforehand, assessing understanding, and using class time for activities that develop cognitive skills. Benefits include improved outcomes, efficiency, interactive lectures, data-driven instruction, and mastery-based learning.
This document discusses teacher leadership and professional development. It defines teacher leadership as teachers who lead within and beyond the classroom to influence educational practice and promote student learning. Teacher leaders fulfill key roles like mentoring, instructional coaching, and leading professional development workshops. Professional development is considered a central tool for improving teacher skills and student outcomes. Effective teacher leaders monitor improvement efforts, define standards, mentor other teachers, lead workshops, and do action research to fulfill leadership roles and responsibilities.
Blind kahoot for enhancing HOTS( higher order thinking skills) and learning n...Walaa Salem
1) The document discusses using the game-based student response system Kahoot to enhance higher-order thinking skills and teach new concepts in a more engaging way.
2) It proposes using "blind Kahoots" where students are asked questions to pique their curiosity before concepts are explained to promote deeper learning.
3) Research cited found that gamification of learning through tools like Kahoot can increase student motivation and engagement by appealing to different learning styles.
The document provides an introduction to the flipped classroom model of learning. It defines the flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. It describes the traditional classroom model and concerns with it. The flipped model has students learn lessons as homework via videos or other media, then do homework and problem-solving in class with teacher guidance. The document discusses benefits like extending access to resources and allowing various learning styles. It provides an example of flipping math courses and positive results. In conclusion, it encourages starting small and provides tips for implementing flipped learning.
Contoh Merdeka Belajar dalam Pembelajaran DaringUwes Chaeruman
Dua contoh model pembelajaran Lee & Hannafin (2016), dan Sugata Mitra (2010). Model ini mendorong pengembangan generasi Indonesia kedepan yang mandiri.
This document provides an agenda and overview for a School Directors Information Session on competency-based curriculum. The session will explore the needs and delivery of CBC, and help directors appreciate their role. It includes a program outline, learning outcomes, expectations, and questions. Presentation topics cover CBC, wellness, youth trends, 21st century skills, the ideal learning environment, and paradigm shifts in education. The rationale for curriculum reforms in Kenya is also discussed, relating to the constitution, Vision 2030, and task force recommendations.
This document discusses various aspects of e-learning including definitions, types, design principles, and instructional strategies. It defines e-learning as technology that allows learning anywhere and anytime, and identifies major types as standalone courses, games/simulations, mobile learning, social learning, and virtual classrooms. The document outlines important considerations for instructional design such as analyzing learners, setting goals and objectives, determining prerequisites, and selecting appropriate teaching sequences and activities.
Julie wants to integrate blogging into her classroom but her new principal Mrs. Dean disapproves. Mrs. Dean believes the curriculum should not deviate from scripted methods and that blogging is not beneficial and a waste of class time. However, Mrs. Dean agrees to meet with Julie again if she provides research showing how blogging enhances learning. Julie must prepare evidence from publications to convince Mrs. Dean that blogging can be successfully incorporated while meeting standards and promoting higher-order thinking skills.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
This document provides information about an Android Academy event on views, styles, themes, and qualifiers. It includes an agenda for the event that covers views, styles and themes, custom views, and qualifiers. It also includes explanations and examples of key concepts like views, view groups, measure, layout, draw, weights, gravity, padding vs margin, and state list resources.
From care to independent living: Bridging the gaps in NepalHelen Shelmerdine
Bridging the gaps in the transition from care to independent living: Effective interventions from institutions and care leavers in the Kathmandu Valley. Over 300 children's homes in Kathmandu Valley represent 72% of institutions in Nepal that house young adults aged 16 and over transitioning to independent living. This study uses participatory action research and narratives from care leavers to understand challenges in transitional care and inform policies supporting their transition, with the goal of raising awareness of changes needed to address this issue in Nepal.
International Leadership Association 2015 Barcelona Conference Sami Bugay
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
GDG Incheon Devfest 2016 - Google API로 만드는 더욱 더 풍부한 백오피스 MooYeol Lee
Google Developers Group Incheon Devfest 2016 에서 'Google API로 더욱 더 풍부한 백오피스 만들기' 라는 주제로 발표한 슬라이드입니다.
* 발표자 메모가 포함된 슬라이드는 다음 URL에서 확인하실 수 있습니다:
https://www.slideshare.net/secret/zNECx56axau5JK
https://github.com/mooyoul
https://www.linkedin.com/in/mooyoul
O documento discute técnicas e estratégias para gerar ideias criativas, como combinar ideias existentes de novas maneiras, procurar soluções para novos problemas, alterar ideias existentes, e expandir ideias através de novas dimensões. A criatividade requer conhecimento, trabalho e várias técnicas conscientes podem ser usadas para desenvolver novas ideias de forma sistemática.
The document discusses using Python and Django to build social networks and web applications. It covers using Python libraries like Django for the model, template, and controller components. It also covers designing templates with HTML, CSS, and Django template code, and including things like user profiles, photos, and friends lists in the applications.
2015년 3사분기의 IT Trend 기사 정리입니다.
1. IT Market
2. IT Company
3. Drone
4. Virtual Reality (VR)
5. Wearable Device
6. Internet of Thins (IoT)
카테고리도 조금씩 변화하는 흐름..
The document summarizes Google I/O 2016. It discusses several new products and technologies announced at the conference including Google Assistant, Google Home, Google Allo, Google Duo, Daydream VR, Project Tango, Android Instant Apps and updates to the Android platform. It also includes demos of some of these new technologies.
This document provides a literature review on blended learning. It defines blended learning as combining online and in-class learning activities to meet student needs. The review discusses benefits like differentiation and filling gaps, as well as barriers like resources and training. It also examines different blended learning models and case studies from places that implemented blended learning successfully and unsuccessfully. Key lessons highlighted include the importance of proper teacher training and having a clear vision.
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
This document provides an overview of five different learning spaces: the classroom and school, beyond the classroom, the electronic space, the group learning space, and the individual learning space.
For the classroom and school space, it discusses the physical attributes of a typical classroom including natural lighting, technology, writing tools, furniture, and displays. It also covers pedagogical considerations like seating arrangements and the impact of the outdoor view.
The section on beyond the classroom explores learning that takes place outside of the four walls, such as in the wider community, outdoors, and through ICT. It addresses both the positives like access to experts and engagement, as well as challenges like distractions and risks.
When discussing the
Measuring student engagement with learning technologyDavid Havens
The nature of education, interaction, and engagement is rapidly changing as new modes of communication and
technologies enter the hands of learners. While teachers are the greatest lynchpin for keeping students and
classrooms engaged, there are many features tech tools can employ to help. For maximum engagement, technology
tools in learning must appeal to social motivation, have opportunities for creativity, personalize the content and
experience, engage a mentor or teacher, and provide interactivity and immediate feedback. Measuring this
engagement must combine insights from both qualitative and quantitative data.
Running head BLENDED LEARNING 1 Blended Learning.docxsusanschei
Running head: BLENDED LEARNING 1
Blended Learning
EDU372: Educational Psychology
Running head: BLENDED LEARNING 2
Blended Learning
Blended learning is a newer concept in schools throughout the nation, where the
traditional classroom, pen and paper learning, meets the latest and greatest technological
advances in online learning. To say students in classrooms today are getting the best of both
worlds would definitely be an understatement, as the old ways of lecture-learning are becoming
more and more extinct, while small group, engaged instruction, and online learning are
becoming more relevant and more successful than ever thought possible.
As explained in The Fundamentals of Blended Learning video (2012), “Blended learning
is about leveraging digital content to provide students with skills and practice. Meanwhile, the
teacher focuses on depth and application of concepts to teach higher order of thinking skills”
(Education Elements, 1:29). In order to accomplish all the goals that blended learning seeks out,
there are four different parts within the instruction that make it possible. The first is a lab
rotation, in which students go to the familiar computer lab and learn content from internet
programs in the particular area of study that they are working on, to gain a more interesting and
fun way of learning. The second is in a class rotation where the students are split into several
different small groups and rotate to different centers/stations, such as small group with the
teacher as the instructor, small group with computers as the instructor, and guided practice
(Education Elements, 2012). The third part of blended learning is the flex model in which the
students work in what may look like cubicles in an office, doing individual instruction, while the
teacher may pull one student out at a time to work on direct, one on one instruction at any given
time. The fourth and final type of blended learning is the Pod concept, where there are numerous
grade levels within any given classroom and the teacher is often looked at in a new light, wearing
Running head: BLENDED LEARNING 3
different hats such as advisor or behavior specialist to sustain each pod (Education Elements,
2012). These four important areas make up what is known as blended learning.
The theories that inform blended learning the most include Piaget’s Theory of Cognitive
Development and Bruner’s Theory of Discovery Learning. Piaget’s Theory informs blended
learning in that it points out how vital and important active experiences are, rather than just
listening to lecture and writing with pen and paper. Piaget points out that in order to gain a full
perspective and understanding of the world around them, children should gain experience
through doing and experiencing, and social interaction should take place as well, in order to gain
that total understanding (LeFrancois, 2011). Within t ...
Blended learning whitepaper - El libro Blanco del Aprendizaje Semi presencialItslearning México
Blended learning combines online and in-person learning. This document discusses several models of blended learning and provides examples of how teachers have implemented blended learning in their classrooms. It describes the flipped classroom model where students learn content at home via online videos and then complete assignments in class with teacher guidance. It also outlines the station rotation model where students rotate between learning stations, some involving online content and activities. Finally, it discusses the Learning by Design approach where students take more control over their learning by researching topics that interest them and then creating projects to demonstrate their understanding.
This document discusses differentiated instruction in math and science. It defines differentiated instruction as tailoring educational experiences to meet individual student needs. Trends in differentiating instruction for math and science include cooperative learning groups, educational technology, tiered instruction, and considering learning styles. The document also discusses instructional issues and strategies for these differentiation methods, such as some students struggling in groups or becoming dependent on technology. It provides an example lesson plan showing small, ability-based groups collaborating on the same learning objectives with differentiated expansions. The document concludes that data-driven grouping and student collaboration can foster relationships and support diverse learners.
The document discusses several teaching strategies and methods including:
1. Cooperative learning strategies like jigsaw that allow students to work together and learn from different perspectives.
2. Inquiry-based instruction that engages students by asking questions to develop a deeper understanding of content.
3. Differentiated instruction using learning stations to accommodate different learning styles.
4. Use of graphic organizers to help students organize and comprehend information visually.
5. Integrating technology into lessons to keep students engaged.
It also discusses newer teaching methods like spaced learning that combines lessons with physical breaks, flexible Fridays focusing on individual subjects, and engagement through real-world experiences outside the classroom. Simulation, team teaching, and their advantages
The document discusses explicit teaching as an instructional strategy. It begins by defining explicit teaching as an unambiguous, direct approach that includes instructional design and delivery procedures. It describes the key elements of explicit teaching as breaking concepts into parts, clearly explaining and modeling skills, providing guided and independent practice, and promoting high student-teacher interaction. The document provides examples of how to implement explicit teaching, such as ensuring students have prerequisites, modeling skills multiple times, and linking steps to previous learning. It concludes by emphasizing the importance of being clear about learning goals and giving students time to practice skills they have learned.
Hybrid learning is a way of combining traditional classroom experiences, experiential learning objectives, and digital course delivery that emphasizes using the best option for each learning objective
Collaboration between teachers and students can take many forms and has many benefits. It helps problem solve, brings people together, and allows people to learn from each other. For students, collaborative learning in small groups allows them to answer questions, work on projects, and learn from peers. It also helps students make individual progress and be accountable to each other. Effective teacher collaboration requires common goals, shared ownership in student learning, and a focus on instructional improvement. Benefits include better instruction, an expanded teaching toolkit, lesson consistency, more inclusive teaching methods, increased student effort, and higher teacher responsibility. Strategies for effective teacher collaboration are developing a shared vision and goals, fostering community, establishing group norms, and leveraging discussion to
This document discusses blended learning and how learning platforms can help teachers implement blended learning models in their classrooms. It provides examples of how four different teachers have implemented blended learning, including flipping their classroom where students learn theory at home through videos and do assignments in class, using station rotation where students rotate between different learning stations, an approach called Learning by Design where students help decide what to learn and how to show their learning, and using online resources to teach physical education skills. The document outlines several benefits of blended learning and models of blended learning that teachers can use.
This document discusses using technology in the classroom and presents a rationale for a presentation on the topic. The presentation aims to persuade the audience, which would ideally consist of teachers and parents, of the benefits of technology for student and teacher learning. As technology becomes more prevalent in everyday life, more school districts are incorporating technology into classrooms. When implemented properly with the right tools, research suggests technology can increase student motivation and engagement in learning.
The blended classroom- El aula Semi presencial
Como pueden los maestros usar el aprendizaje semipresencial para hacer evaluaciones formativas y el aprendizaje visible posible?
How can you use opportunities afforded by technology to improve the learning experience?
The whitepaper describes the blended classroom concept which is the thoughtful integration of the at-school, at-home and online learning arenas. The combination is a powerful theory that helps all teachers using itslearning (and teachers using web 2.0 tools) to frame their work in the context of 21st-century teaching.
The whitepaper looks at some of the possibilities offered by technology and shows how two teachers are applying them in a pedagogical setting, in something refered to as the blended classroom.
The ideal blended classroom is about using available technology to put learning first by combining blended learning, visible learning and formative assessment; three of today’s most popular teaching strategies.
How Technology Can Be Used To Improve Education.pdfKyle Jarvis
While we frequently hear about the drawbacks of too much screen time and the risks associated with social media, we might not always hear about just the positive contributions that technology makes to our lifestyles, especially when it comes to learning.
This study investigated the effectiveness of the flipped classroom model on English performance and engagement among grade 7 students in the Philippines. Students were assigned to either the experimental group, which used flipped learning, or the control group, which used traditional instruction. Both groups took a pre-test on English skills and a student engagement survey. The experimental group watched instructional videos for homework and did activities in class, while the control group had lectures in class and homework. After two weeks, both groups took a post-test and engagement survey. Results showed the flipped learning group performed better on the post-test, but there was no significant difference in engagement between the groups. The study suggests flipped learning can improve academic performance.
Examining the effectiveness of some creative teaching techniques used at the ...Alexander Decker
This document summarizes a study that examined the effectiveness of creative teaching techniques used in an English language classroom at a university in Macedonia. The study found that using creative lessons, such as role playing interviews and debates, had positive effects on student motivation, participation, and learning. Previous research also supports the benefits of creative teaching, noting it can encourage original thinking, risk-taking, and establish a positive learning environment. The author concludes that creativity and motivation are important for improving language instruction and should be regularly applied.
Similar to The Six Learning Spaces - Chelsea McGrath (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
The Six Learning Spaces - Chelsea McGrath
1. +
The Six Learning Spaces
EDFD459 | Professional Development Artefact
Chelsea McGrath | S00170550
Figure 1. (Friedman, 2016)
2. +
INTRODUCTION
As teachers we need to understand that the classroom,
students, education and the world is constantly changing.
With these changes teachers need to be constantly adapting
and moving with the times, to ensure that their students are
gaining the best education and learning experience possible.
There are six learning spaces that are vital in shaping a 21st
century learner:
The Personal
The E-Space
Group, Collaborative, Cooperative
The Classroom and The School
Beyond the Classroom
The Liminal
As we are introduced and discover more about each learning
space, we will learn about the strengths and challenges of each
and we will discuss the approaches and strategies that should
be considered in the redevelopment.
Figure 2. Personal image
2
3. +
THE PERSONAL
SPACE
The personal learning space is very
individual and is dependent on the
unique needs of the learner. Everyone
learns in a different way and has their
own specific wants and need when it
comes to their learning and studying
space.
The personal space can be seen as a
self-learning, self directed and self-
efficient space, where we take control
of our own learning (Smith, 2013).
There can be many aspects that
contribute to the individual’s
preferences in their space. Some of
these factors can be lighting (natural,
artificial), setting (home, work, public),
sounds (silent, background noise),
temperature (warm, cool) or the
equipment being used (notes,
computer, both). By the learner
tailoring these factors to suit their
needs, they are creating their personal
learning space.
Figure 3. (National LDS Homeschool Association 2016)
4. +
Strengths and Challenges
STRENGTHS
For Teachers:
By teachers knowing and understanding
their student’s personal space, they can
better tailor their learning to what best suits
them and their needs
For Students:
More self-directed and self-efficient in their
learning (Smith, 2013)
Learn how to take control and manage their
own learning
Students gain a self-efficacy, meaning they
“belief in his or her ability to succeed in a
particular situation” (Cherry, 2016)
Students can be more comfortable and
engaged in their learning when in their own
personal space
CHALLENGES
For Teachers:
Teachers can’t easily clarify problems or
misconceptions
For Students:
Lack of support and guidance from peers
and teachers
Everyone is different and learns in different
ways, meaning that everyone has a
different personal learning space
4
5. +
Figure 4. (Personal image)
This is my personal learning space, my desk in
my bedroom. I like to be in natural lighting,
sometimes with candles and lots of water. My
laptop is usually my main focus and I have all
the documents I need around me.
Figure 5. (O’Callaghan, 2016)
Everyone learns differently and has a
different learning style, so it makes sense
that everyone has their own personal space
that works best for them.
5
6. +
Approaches and Strategies to
Consider
Teachers should gain an understanding of their students personal
learning space, this could be done through a survey, private
discussions or open class discussions. By doing this they can better
accommodate each student’s needs
Students should also participate in activities that explore what their
needs are in their personal learning space. Two strategies could be
to get students to write the ‘do’s and don’t’ for their personal space or
for students to participate in a ‘trial and error’ activity of different
types of personal spaces to figure out what they really need
The personal space connects to the classroom and school space.
This being because once teachers know their students personal
learning space the classroom layout, design or rules can be
maneuvered or changed to better suit the individuals needs (Deed,
Lesko & Lovejoy, 2014). This change in environment will help
students to use and engage more with their personal learning space
as it is more inviting in this new classroom setting. (This connects to
the video shown on slide 17)
6
7. + To incorporate the personal space more in the classroom, when
doing individual tasks allow students to move freely and find a
space that best suits their individual learning needs. Students
need to be encouraged to engage with their personal space at any
time in the classroom, as it enhanced their understanding of their
own learning and what works best for them (Deed et al, 2014)
“Personalized learning spaces are the result of the duality of open
learning contexts and personalized learning approaches. “ (Deed
et al., 2014)
7
8. +
THE E-SPACE
Technology is becoming a necessity in
the classroom and is a vital part of
children’s lives, learning and
education.
The E-space refers to learning online
by using and interacting with different
technology and software such as
blogs and twitter.
Technology has become ever present
in the classroom and it is changing the
‘classic’ classroom setting, as well as
the way students are learning (Britt &
Paulus , 2016).
Teachers need to embrace the use of
technology in the classroom, as it is an
essential part of children's learning and
development.
Figure 6. (Gonchar, 2014)
9. +
Strengths and Challenges
STRENGTHS
For Teachers:
Gives teachers a broader range of
resources and access to different content
and software (Britt, & Paulus, 2016)
Allows teachers to give effective feedback
on student learning
Allows teachers to easily store and access
student assessments and portfolios (Britt, &
Paulus, 2016)
For Students:
Develops student’s skills and understanding
of technology which can enhance their
learning (Britt, & Paulus, 2016)
Allow students to easily work independently
or collaboratively with peers and teachers
Gives students the opportunity to easily
access resources and information
CHALLENGES
For Teachers:
Keeping students safe while on the internet
Keeping student information, work and
portfolios private (privacy issues)
Keeping student focused, on task and away
from distractions
May distract from the importance of
handwriting skills and using hardcopies
For Students:
Cyber safety
Students from low socio-economic background
may feel intimidated using and interacting with
the technology
Not all students have the same skill level using
the technology and software
9
10. +
Figure 7. ( Thackray, 2014)
Student’s engaging with technology safety
and using the iPads to participate in
learning.
Figure 8. (Xander, 2015)
Technology is a great way to to keep the
student’s engaged in their own learning and it
allows students to build their technology and
software using skills.
10
11. +
Approaches and Strategies to
Consider
Teachers need to have an understanding of their students E-space,
this could be done as a survey or an online questionnaire. Some
questions that should be considered are:
- What technology do they interact with? (laptop, iPad, phone,
etc)
- What software are they using? (Facebook, Twitter, blogs,
Google docs, any educational programs
- Are they activity on the internet? (all the time, sometimes,
only at school)
Teachers need to know this information so we have knowledge on
how ‘tech savvy’ our students are, as well as gaining an
understanding on what software could be brought into the classroom
to make the students more engaged
Students should be interacting with the E-Space everyday. With this
redevelopment, teachers need to be aware that they need
incorporate E-Learning into their content and educational
environment (Britt & Paulus , 2016)
- Using blogs to post work and assessments
- Using the iPads to research their inquiry topic
- Getting students to interact with different educational apps
11
12. +
Figure 10. (Raj Dhingra, 2012)
Ted Talk on the importance of technology in education, it shows real life
examples of how it improved learning and emphasises the need to
technology in all classrooms.
12
13. +
Further Resources
Twitter is a great platform for all educators to be on, as you are able
to share resources, interact with other educators and gain insight
from them, you can stay up to date on professional organisations
and you will be participating in online professional development
As teachers there are a lot of professional development resources
we can use and learn from to better understand technology and
software and how to interact with it safety and properly.
Lynda - a website you can sign up for and has a section dedicated to
‘Education and E-Learning Training and Tutorials’ – this is a great site for
teachers as it showcases a wide variety of software that is available and it
allows teachers to gain a deeper understanding of their software and how
to use it the best way
Apple Educators - a great resource where you are able to purchase
lessons, courses and resources developed by Apples Distinguished
Educators (follow the link ‘Go to iTunes U)
Google Educators - as a teacher you can develop and enhance your
Google tools skills training (fundamentals or advanced) or become a
Certified Educator (Level 1 or Level 2)
Microsoft Educators - you can participate in Microsoft training courses or
you can certifications in a wide range of Microsoft software
13
14. +
GROUP,
COLLABORATIVE,
COOPERATIVE
The group learning space is where
students work collaboratively and
cooperatively with peers (partners or
small groups) to build a deeper
understanding and knowledge on their
focus topic.
Children are about to bounce ideas of
each other, work together to complete
a task, as well as build their social and
communicative skills.
Collaborative Space: Students work
together to complete the set task as a
whole, this being that each student
works to complete all aspects of the
task.
Cooperative Space: Students will
work together to complete a set task,
but sometimes students may find
information on their own and are often
assessed individually (Slavin, 2010).
Figure 11. (University of Illinois at Urbana-Champaign,
2016)
15. +
Strengths and Challenges
STRENGTHS
For Teachers:
Gives teachers the opportunity to instill
teamwork and team building skills in their
students (Slavin, 2010)
It allows the teacher to build
communication skills within their
classroom
For Students:
Students learn to take responsibility and
work cooperatively with each other as
well as support and challenge their peers
and their thinking (Slavin, 2010)
Opportunity to develop and extend their
knowledge by building on their own &
their peers understanding (Your Voice,
2010)
Students learn from their peers, see how
others are thinking or how they are
approaching the task
CHALLENGES
For Teachers:
There can be a lack of support to guide
students critical thinking
It can be difficult to assess individual
participation (Your Voice, 2010)
For Students:
Some students work better individually, so
they can work at their own speed and
complete the work to their own standards
(Your Voice, 2010)
Some students may find it difficult and
distracting to work in noisy environments
Students may be easily distracted by being
put into groups, could be seem as a social
time instead of learning time
15
16. + 16
Figure 14. (Corrigan, 2014)
Explains more of the benefits of collaborative learning spaces
17. +
Figure 12. (Nielsen, 2016)
The cooperative space allows students to
develop their own concepts, as well as
working together to complete a set task.
Figure 13. (Wong, 2011)
Collaborative and group spaces allows students
to work and build ideas together to achieve the
deepest learning.
17
18. +
Approaches and Strategies to
Consider
To gain a better understanding of how to incorporate group,
collaborative and cooperative learning spaces teachers could
organise a visit to a school that has a strong reputation for group
work. This will give the staff the opportunity to talk to other
educators about how to best include this space
In the redevelopment every day should have an element of group
or collaborative work. This will allow students to activity engage
with their peers and will emphasise how working together is
extremely beneficial and building ideas and concepts deepens
their understanding (Slavin, 2010)
Some ways you could incorporate group, collaborative and
cooperative learning spaces is by using:
- Literature circle in English
- Have mini group discussions about the task
- Using this space in an inquiry unit is great as it really gets
the students thinking and engaging with the topic
- Brainstorming or role playing activities
18
19. +
THE CLASSROOM
AND THE SCHOOL
The classroom and school space
refers to the place and environments
where students do most of their
learning and developing.
Teachers need to understand the
importance of creating a welcoming
and comfortable space for their
students to flourish in (Read, 2010).
There are a number of key factors to
consider when designing a classroom
layout: colour, materials, furnishings,
temperature, lighting, sound, texture,
flexibility, choice and freedom to move
(Read, 2010).
Classroom and school designs need to
serve the students and their learning
styles, students should be in an
environment that is beneficial to their
education and overall learning
(Woolfolk & Margetts, 2013)
Figure 16. (Turner, 2015)
20. +
Strengths and Challenges
STRENGTHS
For Teachers:
Teachers are able to cater the classroom to
their students needs and learning styles
Allows teachers to easily interact and
engage with their students
Gives teachers the opportunity to easily
maneuver the setting to better suit the type
of learning. E.G. Independent, self-directed,
group, collaborative, cooperative or team
teaching (Biddick, 2014)
For Students:
There are multiple areas for students to
learn and engage, that may better suit their
learning style (Biddick, 2014)
Allows students to take charge of their own
learning and create learning experiences
(Read, 2010)
CHALLENGES
For Teachers:
Limited funding to assist/create effective
design of the classroom and the school
Trying to cater for all the learning styles
and learning capabilities in the classroom
(Read, 2010)
For Students:
The classroom or the school may be
overwhelming for some students
If there are a lot of students in the
classroom, it may hinder student potential
and participation
20
21. +
Figure 17. (Henebery, 2015)
Open plan learning environment.
Figure 18. (Read, 2010)
Classrooms should be visually stimulating
for students, as it gets them thinking and
engaging with the content and can add to
their understanding (Read, 2010).
21
22. +
Approaches and Strategies to
Consider
With this redevelopment, students need to understand that they
are able to move freely within the classroom. This meaning that
when students are working individually or participating in group or
collaborative work they need to be able to find the spot/position in
the classroom that will work best to enhance their learning (Read,
2010)
Teachers need to listen to what their students would like in their
classroom and their preferences with the classroom layout
(Alterator & Deed, 2013). By listening to the students requests it
should benefit the each student individually, as their personal
learning space and needs can be better met
To gain a better understand of different classroom and school
designs teachers could locate schools that use designs, layouts or
techniques that you would like to use or incorporate into the
classroom/school. This will allow your staff too physically see the
setting and layout and other educators can inform and explain the
overall benefits
22
23. +
Figure 19. (O’Callaghan, 2016)
Showing and explaining some of the benefits of open plan learning,
that has a focus on the individuals needs.
23
24. +
Further Resources
If as a school you would like to start using open-plan spaces, focus on
personal development or individual needs or open learning, it is obvious
that extensive research and planning must happen before anything can
be changed
These links show some great and innovative classroom and school
designs. Students and teacher can see the benefits of these new
student centre environments:
- Future-proofing New Zealand classrooms
- Children rate modern classrooms at revamped Auckland school
- Desk redundant in modern classroom
- Candlebark and Fitzroy Community School
24
25. +
BEYOND THE
CLASSROOM
Learning doesn’t always just occur
within the four walls of the classroom.
Learning outside of the classroom can
enrich student’s knowledge and
understanding of the subject matter
they are focusing on (Johnson, 2009).
Beyond the classroom refers to
learning outside the school/classroom
space. This space allows students to
have a hands on experiences in
different settings such as excursions,
field trips, camps and incursion.
Figure 20. ( FCC Environment 2015)
26. +
Strengths and Challenges
STRENGTHS
For Teachers:
Gives teachers the opportunity to extend
the students content knowledge and
gives them access to
extended resources (Bentley, 2012)
Allows teachers to bring outside
information and knowledge to the
students and back into the classroom
For Students:
Makes learning more engaging for
students and they can clearly see the
relevance to what they are learning in
class (Johnson, 2009)
Allows students to explore their creativity
and imagination
Students are able to interact with a new
environment (Johnson, 2009)
CHALLENGES
For Teachers:
Cost for the school and the
parents/guardians
Limited support/funding available to
allow for beyond the classroom learning
experiences (Bentley, 2012)
Legal, health and safety responsibilities
Finding time during the school schedule
For Students:
For low socio-economic families the cost
may be too high to let their children
participate, meaning students may get
excluded from the learning experience
26
27. +
Figure 21. St Kevin’s College, 2015)
Camps, excursion and field trips allow
students to interact with a new environment
and gets them to connect the information
they are learning in class to the outside
world.
Figure 22. (Greenvale Primary School, 2015)
Excursion to the Melbourne Museum.
27
28. +
Approaches and Strategies to
Consider
The best way to integrate beyond the classroom space is by
connecting it to the inquiry unit. So what the inquiry unit is for
each term or semester try to have one or more beyond the
classroom experience planned to go with it. Even if it is not a big
excursion, any beyond the classroom experience is better than
none
Beyond the classroom space can also be included in the standard
English and Mathematics curriculums. Teachers need to may this
space connected to as many aspects of education, so that
students can see the important of this space and benefits it is in
their learning and development (Johnson, 2009)
Make sure there is every opportunity for students to interact with
the beyond the classroom space (Bentley, 2012). Students could
even do their own beyond experiences when they are at home.
Give students ideas or things to research that will get them out of
the house and into a different environment
28
29. + 29
Figure 23. (Reach Out, 2014)
Explaining some of the benefits of ‘bringing learning outside the
classroom’. Showing how beyond the classroom space doesn’t just have
to excursion and field trips, it can be any curriculum and any activity.
30. +
Further Resources
The Victoria Government has some great information on school
policies and student safety when participating in excursions or
activities
There are some excursions and incursions at could be used
within an inquiry unit or general studies:
- Dinosaur unit: dinosaur diggers incursion, dinosaur walk
at the Melbourne Museum
- Insect unit: reptile encounters incursion or minibeast
incursion
- Nature unit: visit to the local park or nature reserve to
observe and interact with the environment
- Science unit: visit to science works
- Space unit: Expidition to the M.A.R.S base (VSSEC)
excursion or STARLAB incursion
- Mathematics: using the outside environment for
mathematical equations and tasks
30
31. +
THE LIMINAL
The liminal space can be described as
the ‘in-between space’ of not knowing
to knowing (Liminal space, 2016).
One way it can be explained is:
1. You are standing on one side of a
tunnel - this is the point of not knowing
or understanding
2. You then have to travel through the
tunnel - this is the processing and
constructing of learning (the liminal
space)
3. You then exit the tunnel - you now
clearly know, understand and
comprehend the content
The liminal space is an extremely
important learning space as it is where
students go through the process of
learning (Meyer, Land & Baillie, 2010).
Figure 24. (Gardening Class. 2013)
32. +
Strengths and Challenges
STRENGTHS
For Teachers:
If teachers can see that students are in
the liminal space, they can know the are
in the process of learning and making
connections
For Students:
They are actively participating in their
learning by thinking, processing,
engaging and making connections
It is an individual space, meaning their
take responsibility for their own learning
and understanding
CHALLENGES
For Teachers:
It is an intangible space so teachers ay find
it hard to know where their students are at
or whether their students are within this
space
For Students:
Everyone’s liminal space will be different
lengths, as every processes and comes to
understanding at different times, so
students may feel uncomfortable if they still
don’t understand a concept (still in the
liminal)
May not understand this space because it
isn’t physical and it is a more complex
space
32
33. + 33
Figure 26. (Agnesi, 2013)
The liminal is very personal learning space
as students will be at different stages of
their process of learning.
Figure 25. (Price-Mitchell, 2015)
It can feel uncomfortable and annoying
when you or students are stuck in the
liminal space.
34. +
Approaches and Strategies to
Consider
The liminal space is an extremely important space where the
‘process of learning’ occurs (Liminal space, 2016). Teachers
need to have a strong understanding of the liminal space and
need to be able to recognise when students are in this space
To get students to start understanding the liminal space there
should be a class discussion on what you feel and think when
you are unsure, don’t know or are trying to understand a task,
concept or idea
As teachers in this redevelopment you need to make sure your
students understand the importance of the liminal space. You
could get them to conduct research into the space or present
their understanding of it to their peers to further and deepen
their knowledge
34
35. + 35
Figure 27. (http://www.ee.ucl.ac.uk/~mflanaga/popupLiminality.html)
Diagram showing the steps of learning.
36. +
CONCLUSION
All six learning spaces need to be incorporated into the students
learning and environments. The learning spaces work together
to shape students into critical thinkers who have social skills and
initiative, as well has being able to take responsibility for their
learning.
As teachers we need to show, use and teach these learning
spaces to our students. With this redevelopment you should be
aiming to include and incorporate all six learning spaces into your
students learning environments.
All six learning spaces are connected to each other and work with
each other to benefit the learner. Students need to understand
these spaces as they are vital for their education, their
understanding, their knowledge and their learning.
36
37. +
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