Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
Integrating social-emotional learning in prek and homesAmi Shah
Researchers increasingly point to social-emotional learning (SEL) skills as critical contributors to a child’s academic and life success. But teachers often struggle to integrate these concepts. Ami Shah, founder of Peekapak, shares learnings from research to help maximize student benefits from SEL activities and will share tangible ways to overcome barriers to teaching SEL for educators and parents.
Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Participants will learn a variety if strategies to provide social skills instruction to children with autism spectrum disorders that can be incorporated immediately in their classrooms.
Although published in 2006 and referring to official guidance that was in circulation at the time, this guide contains lots of guidance on classroom strategies and practical activities that are every bit as relevant today
Are social and emotional learning programs effective tools to improve student...Fundació Jaume Bofill
In the education sector, there is now the conviction that, alongside the “classic” cognitive skills related to curriculum areas such as mathematics and language, there are other vital skills which are of great importance for the personal development and social opportunities of children and youth in the 21st century: namely, on the one hand, the so-called social and emotional skills, and on the other, metacognitive and regulation skills.
Several definitions have been given for both these skills. For example, aspects of awareness and self-management, social awareness and interpersonal skills, or the ability to make responsible decisions would come under the category of social and emotional skills. Regarding metacognitive skills and self-regulation, it is customary to refer to learning to learn strategies and motivational elements, autonomy, planning and critical thinking.
Integrating social-emotional learning in prek and homesAmi Shah
Researchers increasingly point to social-emotional learning (SEL) skills as critical contributors to a child’s academic and life success. But teachers often struggle to integrate these concepts. Ami Shah, founder of Peekapak, shares learnings from research to help maximize student benefits from SEL activities and will share tangible ways to overcome barriers to teaching SEL for educators and parents.
Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Participants will learn a variety if strategies to provide social skills instruction to children with autism spectrum disorders that can be incorporated immediately in their classrooms.
Although published in 2006 and referring to official guidance that was in circulation at the time, this guide contains lots of guidance on classroom strategies and practical activities that are every bit as relevant today
Are social and emotional learning programs effective tools to improve student...Fundació Jaume Bofill
In the education sector, there is now the conviction that, alongside the “classic” cognitive skills related to curriculum areas such as mathematics and language, there are other vital skills which are of great importance for the personal development and social opportunities of children and youth in the 21st century: namely, on the one hand, the so-called social and emotional skills, and on the other, metacognitive and regulation skills.
Several definitions have been given for both these skills. For example, aspects of awareness and self-management, social awareness and interpersonal skills, or the ability to make responsible decisions would come under the category of social and emotional skills. Regarding metacognitive skills and self-regulation, it is customary to refer to learning to learn strategies and motivational elements, autonomy, planning and critical thinking.
Slides for the presentation by Chris Hull (St Mary's University College, Twickenham), for the UKCLE event, Enhancing legal education in Wales, 29 April 2010.
Seminar on 21st Century Education Philosophy.pptxPatrickUchendu1
This presentation is targeted at educators (teachers and school owners) and education policy makers in disadvantaged parts of the world who are still struggling to catch up with the rest of the world in terms of the changes and innovations taking place in the field of teaching and learning. While recognizing the great technical odds that many schools face in the developing world, the presentation makes an attempt to provide stakeholders in the education industry with a simple set of teaching skills and techniques that can easily be adopted and integrated into the local environment with greater chances of success and improving the quality of teaching and learning. Among the techniques explored in this presentation include: competency-based learning, design thinking, problem-based learning, project-based learning, thinking-based learning, cooperative learning, gamification and the flipped classroom.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Angel Winslow
January 28, 2020
Walden University
EP002: Plans Developmentally Appropriate Curriculum
Assessment: Work Product
Part One
Early Childhood Work Product
Effective learning especially for early childhood is one of the most vital component when comes to children development. From the assessment done, there are fundamental component which comes to be of much concern when comes to teaching young children. I understand that it is hard for managing 3-4year-old kids. But I can say the experience was good starting from the interaction of the kids and also the mode of teaching. It is one of delicate stage of development and therefore more attention are required. I can also say it is one of the craziest stage and more active. Stage of ready to learn since they are more of emulating what is being done. From the assessment, I can say that the following are indicators of effective curriculum. First is the children were active and also engaged. This was evident from the areas; literacy, maths, science, and arts. And this were evident domain such as cognitive, social, physical and empirical involvement. Secondly is that the goals which were set have been achieved. Thirdly the curriculum is evidence-based and lastly valued content especially in the learning investigation are focused and also intentional learning.
Learning standards are defined as the written and concise description of what the student are expected to know and also able to do at a specific stage of their education. In respect to learning experience in this case study. They are correlated for instance, it concludes with the goals which were earlier identified by the childhood teacher. Learning experience therefore elaborates on the following themes; subject areas which in this scenario are basic maths, art, literacy, science, arts and technology which are also appropriate learning standards to children. Secondly is the learning progress upon which each subject area is organized in accordance with grade level. Third it also take care of the education goals in which many set learning standards such as overarching and long-term education goals are able to describe the knowledge, skills and character. Lastly content whereby the set learning standards are unique and commonality from the system to system as described in the childhood teacher goals.
The language used by adults affects cognitive growth and learning in children in many subtle ways. Labeling is a powerful way to foster conceptual development. Development and early learning can be supported continuously as a child develops, and early knowledge and skills inform and influence future learning. This is important for the development of a child as it help them master things and therefore able to distinguish them effectively.
Taking competencies and oral language improvement have a sturdy effect on analyzing fulfillment. Almost all youngsters examine to talk through practice and use through the years, with li ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. User Generated Education
Education as it should be – passion-based.
The Other 21st Century Skills: Why Teach Them
with one comment
Many have attempted to identify the skills important for a learner today in this era of
the 21st century (I know it is an overused phrase). I have an affinity towards the skills
identified by Tony Wagner:
Critical thinking and problem-solving
Collaboration across networks and leading by influence
Agility and adaptability
Initiative and entrepreneurship
Effective oral and written communication
Accessing and analyzing information
Curiosity and imagination
This presentation sparked my thinking about what other skills and attributes would
serve the learners (of all ages) in this era of learning. Some other ones that I believe
important based on what I hear at conferences, read via blogs and other social
networks include:
Grit
Resilience
Hope and Optimism
Vision
Self-Regulation
Empathy and Global Stewardship
Why Teach 21st Century Skills
According to a recent (2013) Gallup Poll, Americans Say U.S. Schools Should Teach
“Soft” Skills
2. Americans’ views on what schools should be teaching parallel the opinions of
employers, educators, and young people themselves, who are calling for students to be
better equipped to analyze information, communicate effectively, and to collaborate
with diverse people in a global work environment to solve complex problems.
While student success may depend on mastery of content in core subject areas such as
math and reading, it also depends on more than knowledge of core content. Critical
thinking, creativity, communication, and other soft skills, as well as student physical
and social wellbeing, are also necessary for future success in higher education and in
the workplace. Americans Say U.S. Schools Should Teach “Soft” Skills
Most of The Other 21st Century Skills could be classified as social-emotional skills
(SEL) and research shows that SEL can have a positive impact on school climate and
promote a host of academic, social, and emotional benefits for students. Durlak,
Weissberg et al.’s recent meta-analysis of 213 rigorous studies of SEL in schools
indicates that students receiving quality SEL instruction demonstrated:
better academic performance: achievement scores an average of 11 percentile
points higher than students who did not receive SEL instruction;
improved attitudes and behaviors: greater motivation to learn, deeper
commitment to school, increased time devoted to schoolwork, and better
classroom behavior;
fewer negative behaviors: decreased disruptive class behavior, noncompliance,
aggression, delinquent acts, and disciplinary referrals; and
reduced emotional distress: fewer reports of student depression, anxiety, stress,
and social withdrawal.
3. What Is Typically Taught
There has been, at times, push back for “teaching” what many classify as soft
skills (e.g., communication, creativity, social skills). Two points can be made regarding
this perspective:
1. Curriculum designers, administrators, and educators have determined,
subjectively, through directives like No Child Left Behind and Common Core
State Standards what students should know.
2. Educators do teach these soft skills but often in covert ways.
Curriculum designers, administrators, and educators have determined, subjectively
through directives like No Child Left Behind and Common Core State Standards what
students should know.
Curriculum developers, administrators, and educators have stated that they do not
want to make judgements about what is important to teach in terms of the soft skills,
that because they are soft skills, contain too much ambiguity, and as such are
subjective. They believe that deciding what to teach in terms of more hard disciplines
such as language arts, mathematics, science, and social studies are more objective.
The truth, though, is that developing, deciding upon, and choosing standards,
curriculum, instructional methods, and assessments is a subjective process. A more
dramatic example of this is Texas science deciding to focus on creationism over
evolution.
Everything taught at schools is subjective. It becomes deciding what knowledge and
skills will best serve students in their out-of-school lives now and in the future.
Educators do teach these soft skills most often in covert ways.
There is push back for teaching soft skills and character education in schools because
they are seen as extras, time away from teaching the important “stuff”, too vague,
and too personal, culturally based to be taught. But, and this is huge but, soft skills
are being taught in schools in covert ways. Raise your hand to talk, walk in line, don’t
push, say please and thank you are skills that are often being covertly taught as “good”
social-emotional skills. Students are often rewarded for “appropriate” behaviors and
punished for “inappropriate” behaviors. Through adding the skills such as those
presented in the 21st Century Skills, the teaching of more behavioral, attitudinal, and
social skills becomes overt and intentional.
Some Characteristics of The Other 21st Century Skills
The Other 21st Century Skills are an aggregate of skills. As such . . .
o They are presented in a reductionist manner, as separate skills, to increase
understanding of them as constructs. In real life, they are interconnected
with a synergistic results – the sum being stronger than the whole. For
example, curiosity and imagination increases one’s effectiveness in problem-
solving and critical thinking. Grit is increased when one becomes more
resilient.
o Thus the focusing on a single one such as grit, resilience, or creativity will not
insure any change or growth of the learner. It is a combination of a number
4. of the skills that will increase an individual’s success in life; in success in his
or her chosen interest-driven pursuits and workforce focus.
The Other 21st Century Skills have benefits for all learners, all ages, all
socioeconomic levels and ethnic groups:
o The underlying premise is that these skills can assist everyone in increasing
the quality of their lives.
o Everyone and anyone can develop and learn these skills.
o As they are viewed as skills, everyone and anyone can increase his or her
proficiency.
The Other 21st Century Skills can be taught, developed, encouraged, and
enhanced through:
o Direct Instruction – helping learners develop a cognitive knowledge base and
meaning of the skills
o Simulations and Role Modeling – Showing and demonstrating what these
skills looks like in actual situations
o Storytelling Through Biographies, News – using both fiction and non-fiction
stories that illustrate these different skills.
o Real Life Experiences – asking students to provide evidence of using these
skills in their everyday lives.
We are living in probably the most complex and chaotic era of human existence. As
such, schools could better serve their students by helping them become creative,
innovative, resilient, empathetic human beings as opposed to ones who can ramble out
a memorized rote list of states with their capitals or the names of the elements of the
periodic chart.