Week 4A: Critical Lessons for New Teachers - 2014
•Download as PPTX, PDF•
1 like•300 views
This document outlines the schedule and tasks for Week 4 of a teacher education course. It includes a midterm exam, papers due, course participation evaluations, and technology assignments. Students are preparing for a job interview simulation and showcase for superintendents. The document provides guidance on word cloud assignments and sample interview questions. It also discusses shifting education paradigms and the importance of critical lessons in the curriculum to address problems and guide future success.
Report
Share
Report
Share
Recommended
Spark an interest in stem with nasa
This document provides information about the NASA Explorer Schools program from the perspective of Reba Gordon Matthews, a former NASA Explorer School Team Leader and Teacher. The summary is:
The NASA Explorer Schools program aims to spark student interest in STEM by providing educational resources and recognition opportunities for teachers and students. Teachers can register and access STEM lesson plans, videos, and student project ideas on the program's virtual campus. Students can participate in group design challenges and have their work presented at annual symposiums. The program also offers special recognition trips for top students and teachers, such as a zero-gravity flight experience. Reba Gordon Matthews shares her experience leading student teams through NASA Explorer School projects and attending recognition events to promote the
CEASA Presentation 2011
The document discusses professional learning for teachers undergoing changes from new national teaching standards being implemented in Australia. It provides tips and strategies for effectively supporting teachers through change, including:
1) Not taking on too many initiatives at once and giving teachers time and support to adjust to changes.
2) Involving teachers in designing changes and addressing their fears and opinions.
3) Learning from other organizations and people with best practices in professional development.
4) Using coaches, mentors, and online learning tools like discussions, mentoring, and inquiry laboratories to build teachers' capacities.
Week 1B: Begin with the End in Mind
This document provides an overview of topics to be covered in Week 1 of a course on curriculum integration and synthesis. It includes key concepts of synthesis and integrated curriculum. It discusses examining examples of integrated unit plans and assigning students to create an integrated unit plan. It also mentions exploring curriculum, instruction, and assessment in middle school and the importance of planning with the end in mind. Students will complete a logistics portion of their integrated unit plan and write a reflection on assigned readings connecting to course learnings.
The Learner is the Center - MYC
The document discusses moving towards a more learner-centered approach to education. It suggests replacing subject disciplines with problems or themes, assessing students based on projects rather than tests, and having more learning take place outside the classroom. The goal is for students to create their own evidence of learning that makes a real-world difference. Learner-centeredness should be a mindset for all ages and learners. It questions how to design curriculum focusing on 21st century skills like collaboration and giving students more voice and choice in their learning. The document advocates developing a learning-centered ethos with engaged and community-focused learning.
Topic 8: Design it and They Will Learn
This document discusses strategies for designing an environment that prevents bullying and promotes learning. It provides 10 warning signs of potentially violent behavior and 10 things teachers and students can do to address bullying. These include learning about bullying, having zero tolerance for name-calling, knowing warning signs, teaching conflict resolution, and students reporting suspicious behavior. The document also lists 20 instructional strategies to engage learners, such as graphic organizers, cooperative learning, role playing and technology. It emphasizes that relationships are key to learning and ending with quotes about making the classroom interactive and brain-compatible.
Kenya Calling - Summer, 2013
This document announces a teaching tour to Kenya from June 29th to July 13th, 2013 that is being organized by the organization A Better World. The tour will involve teaching in Kenya over the two week period. Participants will travel to Kenya to teach and help support education initiatives in the country.
Topic 2 - Foundations of Education
The document discusses the foundations of education in Canada. It outlines some of the key purposes of public education which include shaping ideas and events that have influenced the education system in Canada. It also mentions governance and law as well as challenges facing schools today. Students are provided resources and assignments to learn about the legislative, moral, and ethical frameworks that teachers work within including the School Act and professional conduct policies. The history of education in Canada is explored through timelines and images to understand how schooling has changed over time.
Control - Proactive Management in the Classroom
The document discusses control and classroom management from several perspectives. It addresses who has control in the classroom, including the teacher, students, administration, government, and parents. It also discusses observations of classroom climate and culture. The teacher's role in establishing control through effective planning and instructional design is emphasized. Constructivism and giving students more control over their learning through strategies like project-based learning are also addressed.
Recommended
Spark an interest in stem with nasa
This document provides information about the NASA Explorer Schools program from the perspective of Reba Gordon Matthews, a former NASA Explorer School Team Leader and Teacher. The summary is:
The NASA Explorer Schools program aims to spark student interest in STEM by providing educational resources and recognition opportunities for teachers and students. Teachers can register and access STEM lesson plans, videos, and student project ideas on the program's virtual campus. Students can participate in group design challenges and have their work presented at annual symposiums. The program also offers special recognition trips for top students and teachers, such as a zero-gravity flight experience. Reba Gordon Matthews shares her experience leading student teams through NASA Explorer School projects and attending recognition events to promote the
CEASA Presentation 2011
The document discusses professional learning for teachers undergoing changes from new national teaching standards being implemented in Australia. It provides tips and strategies for effectively supporting teachers through change, including:
1) Not taking on too many initiatives at once and giving teachers time and support to adjust to changes.
2) Involving teachers in designing changes and addressing their fears and opinions.
3) Learning from other organizations and people with best practices in professional development.
4) Using coaches, mentors, and online learning tools like discussions, mentoring, and inquiry laboratories to build teachers' capacities.
Week 1B: Begin with the End in Mind
This document provides an overview of topics to be covered in Week 1 of a course on curriculum integration and synthesis. It includes key concepts of synthesis and integrated curriculum. It discusses examining examples of integrated unit plans and assigning students to create an integrated unit plan. It also mentions exploring curriculum, instruction, and assessment in middle school and the importance of planning with the end in mind. Students will complete a logistics portion of their integrated unit plan and write a reflection on assigned readings connecting to course learnings.
The Learner is the Center - MYC
The document discusses moving towards a more learner-centered approach to education. It suggests replacing subject disciplines with problems or themes, assessing students based on projects rather than tests, and having more learning take place outside the classroom. The goal is for students to create their own evidence of learning that makes a real-world difference. Learner-centeredness should be a mindset for all ages and learners. It questions how to design curriculum focusing on 21st century skills like collaboration and giving students more voice and choice in their learning. The document advocates developing a learning-centered ethos with engaged and community-focused learning.
Topic 8: Design it and They Will Learn
This document discusses strategies for designing an environment that prevents bullying and promotes learning. It provides 10 warning signs of potentially violent behavior and 10 things teachers and students can do to address bullying. These include learning about bullying, having zero tolerance for name-calling, knowing warning signs, teaching conflict resolution, and students reporting suspicious behavior. The document also lists 20 instructional strategies to engage learners, such as graphic organizers, cooperative learning, role playing and technology. It emphasizes that relationships are key to learning and ending with quotes about making the classroom interactive and brain-compatible.
Kenya Calling - Summer, 2013
This document announces a teaching tour to Kenya from June 29th to July 13th, 2013 that is being organized by the organization A Better World. The tour will involve teaching in Kenya over the two week period. Participants will travel to Kenya to teach and help support education initiatives in the country.
Topic 2 - Foundations of Education
The document discusses the foundations of education in Canada. It outlines some of the key purposes of public education which include shaping ideas and events that have influenced the education system in Canada. It also mentions governance and law as well as challenges facing schools today. Students are provided resources and assignments to learn about the legislative, moral, and ethical frameworks that teachers work within including the School Act and professional conduct policies. The history of education in Canada is explored through timelines and images to understand how schooling has changed over time.
Control - Proactive Management in the Classroom
The document discusses control and classroom management from several perspectives. It addresses who has control in the classroom, including the teacher, students, administration, government, and parents. It also discusses observations of classroom climate and culture. The teacher's role in establishing control through effective planning and instructional design is emphasized. Constructivism and giving students more control over their learning through strategies like project-based learning are also addressed.
Week 1 - Getting Ready to Manage
This document provides an overview of the EDPS 310 course "Managing the Learning Environment". It introduces some key concepts and questions that will be addressed in the course. Some of the main points covered are:
1) The first week's topic is preparing to manage the learning environment. Tips are provided for having a successful first day of school.
2) Students are asked to choose between different beliefs about classroom management and discipline.
3) Other big questions are posed about teaching beliefs, influences, and perspectives on classroom management.
4) An assignment is introduced where students will write their philosophy of classroom management.
5) An outline provides an overview of the course components including assignments, participation,
Topic 1B: Planning for a New Curriculum Journey
This document provides guidance for planning a redesigned learning experience that integrates the ten cross-curricular competencies. It introduces different planning models and templates that can be used to take a competency-focused approach. Readers are prompted to define their goals and assess how their idea connects the competencies. Key elements of the planning process include identifying the relevant curriculum outcomes, crafting an engaging driving question, considering assessment strategies, and selecting appropriate resources.
Week 2B: Planning for Today
This document provides an overview and instructions for an upcoming week of learning focused on curriculum integration. It includes the purpose, critical evidence, and required reading for the week. It also outlines key questions to consider when designing an integrated curriculum unit, such as ensuring it inspires students and allows for collaboration. The document provides templates for an integrated unit plan, including learning targets, formative assessments, learning activities, and accommodations. It also references concepts like "Big Rocks", "Sand", and "Water" in curriculum design, and determining acceptable evidence and assessing cross-curricular competencies. The final section emphasizes the importance of quality instructional design and planning.
EDES 440 Student Survey Results
This document summarizes student feedback from EDES 440: Integrated Curriculum. Students responded to a survey about their familiarity with educational concepts before and after taking the course, rating what areas were most and least familiar regarding the synthesis of old and new learning, course assessment, instructional design, and technology integration.
Week 2A: Curriculum - Now and Then
This document provides an overview of curriculum past and present. It discusses synthesizing learning from coursework on quality teaching and applying it to the 21st century classroom. Symbols and frameworks of learning are compared, such as schools being like factories. Curriculum experts from Dewey to Freire are mentioned. A timeline activity examines curriculum progress. Paradigms including traditionalism and progressivism are discussed. The focus is on synthesizing understandings of curriculum, both historically and for the future.
Let's Get Engaged: Instructional Design to Engage Learners
This document discusses strategies for engaging middle years students in their learning. It begins by asking the reader to consider problems in today's classrooms and how teaching could be improved. It then discusses the importance of understanding how students learn best, including learning styles and brain research. Various active learning strategies are presented, such as cooperative learning, role playing and using technology. The goal is to help teachers grow in their instructional practice and create engaged learners. Readers are encouraged to reflect on how to meet student needs and accomplish new instructional goals.
Hormone Alert - The Young Adolescent
This document provides an overview of the topics and activities covered in the EDPS 310: Managing the Learning Environment course. The course discusses managing student behavior, developing classroom management strategies, and reflecting on teaching philosophies. It includes assignments such as creating a philosophy of classroom management statement and participating in discussions about what makes an effective teacher and beliefs about managing a learning environment. The document also references readings, presentations, and principles of classroom management covered throughout the course.
Topic 4c: The Science of teaching - Assessment, Evaluation & Grading
This document discusses assessment, grading, and evaluation in teaching. It defines key terms like assessment, evaluation, and grading. Assessment is the process of providing and collecting student information to understand progress, while evaluation judges quality of performance against criteria. Grading applies a score to represent achievement. The document also distinguishes between assessment of learning, for learning, and as learning. It provides examples of assessment methods and emphasizes that not everything can be quantified in learning.
Good to Great - Male School - 2009
This document summarizes the key topics and agenda covered in a professional development training for teachers. The training focused on improving instructional strategies to enhance student learning and engagement. Specific topics included examining feedback and assessment practices, building a professional learning community, setting personal goals to improve student outcomes, and exploring teaching methods like inquiry-based and experiential learning. The agenda outlined sessions on backward design, formative assessment, classroom management, questioning techniques, and character education. Overall, the training aimed to help teachers develop as professionals and create optimal learning environments for students.
Topic 1C: Planning with UBD and PBL
The document lists various real-life activities that require understanding by design, including planning a wedding, building a house, raising a family, planting a garden, shoveling a driveway, planning a trip, raising livestock, and getting a master's degree. These activities all require understanding goals, designing steps and strategies to achieve those goals, and implementing plans effectively. Planning and executing these common life activities demonstrate how understanding by design is an essential skill for navigating real-world challenges.
Topic 3b: Creating a Community of Learners
This document discusses various topics related to teaching including creating a positive classroom environment, classroom management strategies, and ensuring teachers have strong subject matter knowledge. It also reflects on how school and discipline have changed over time with various scenarios from the 1970s compared to modern day. Classroom rules, seating arrangements, and prescription drug use are some of the classroom management ideas addressed.
Our Iceberg is Melting
The document discusses how to cope with change when the world is shifting or melting. It uses the metaphor of an iceberg melting to represent facing difficult problems and the need for change. It outlines eight steps to guide the change process: 1) create a sense of urgency; 2) select a diverse group to guide the change; 3) collaborate to create a new vision; 4) communicate the vision; 5) remove obstacles; 6) create early successes; 7) establish the change firmly; and 8) honor traditions while embracing the future. The document emphasizes that change is difficult but necessary, and a growth mindset is important to embrace change.
Week 3B: Critical Lessons for our Times
This document provides an overview of lessons and activities for a curriculum unit on critical lessons. It includes discussions of shifting paradigms in curriculum models from traditionalism to progressivism. Participants are prompted to consider where various approaches like constructivism and behaviorism fit within those paradigms. Two polls and a simulation activity are outlined where participants must design a curriculum for colonists starting a new civilization on a new planet based on key principles. The document emphasizes identifying critical lessons that should be taught to students and how to integrate them into the curriculum in an Alberta context.
Week 2 curriculum in the 21st century-2013
This document outlines the focus and tasks for Week 2 of a course on curriculum in the 21st century. The purpose is to synthesize what has been learned about quality teaching and apply it to the modern classroom. Students will analyze chapter presentations, movie trailers, brochures and article critiques from the previous week. Required reading includes chapters on integrating curricula from two books. The document provides links to exemplars and resources on quality teaching and curriculum development. It poses questions about curriculum and influences on how it changes over time. Symbols and frameworks of learning are explored, and shifting paradigms in curriculum are examined through activities and videos.
Session5curriculumknowledge01
The document discusses the components of effective teaching and curriculum knowledge. It identifies six components of great teaching based on research evidence: (1) pedagogical content knowledge, (2) quality of instruction, (3) classroom climate, (4) classroom management, (5) teacher beliefs, and (6) professional behaviors. It also discusses three ways of thinking about curriculum - the official, hidden, and experienced curriculum. Additionally, it outlines the principles of curriculum as related to the nature of knowledge and needs of learners.
Curriculum knowledge 01
The document discusses the key components of effective teaching according to research evidence. The six main components are: (1) pedagogical content knowledge, (2) quality of instruction, (3) classroom climate, (4) classroom management, (5) teacher beliefs, and (6) professional behaviors. It also discusses how curriculum can be viewed in three ways - official, hidden, and experienced - and examines the principles of curriculum design regarding the nature of knowledge and needs of learners. Finally, it includes reflective activities to help teachers identify the key concepts, skills, and attitudes within their subject area schemes of work and consider how to transform content knowledge for students.
Performance Assessment Shells and Globally Significant Issues
This document summarizes a presentation about using performance assessment shells and global issues overviews to maximize student learning. The presentation introduces tools to help teachers incorporate globally significant issues into their curriculum through two sets of materials: global issues overviews provide overviews of issues with task ideas and resources, while performance assessment shells provide modular frameworks and guidance for specific assessments. The presentation demonstrates how teachers can select materials to design assessments that develop students' global competence through authentic, globally significant work.
IB PYP overview
The document outlines the stages of planning a PYP unit using the "Bubble Planner". It includes 9 stages: 1) identifying the central idea and transdisciplinary theme; 2) key concepts, lines of inquiry, and driving questions; 3) assessing prior knowledge and student learning; 4) learning activities; 5) resources; 6) evaluating student understanding; 7) inclusion of PYP elements; 8) improvements; and 9) successful experiences. The planner is used to ensure PYP units incorporate essential elements like conceptual understanding, skills development, and learner profile attributes.
Session5 curriculum knowledge
This document discusses the key components of effective teaching and curriculum design. It identifies six components of great teaching that have been shown to impact student outcomes: content knowledge, quality of instruction, classroom climate, classroom management, teacher beliefs, and professional behaviors. The document also discusses different ways of conceptualizing curriculum, including the official, hidden, and experienced curriculum. It emphasizes that curriculum should be designed based on the principles of furthering knowledge, meeting learner needs, and facilitating interactions between knowledge and learners. The document provides examples of reflective activities for teachers to examine how knowledge, concepts, skills, and attitudes are addressed within their curriculum and lessons.
[BIS] Intro to PYP For Parents Sept 2012
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
Ede222 topic 1
Here are the key points I gathered from our discussion:
- There have been significant changes in early childhood education at the government level including increased recognition of the importance of the early years, national curriculum and standards, and greater accountability requirements.
- Contemporary perspectives that influence practice include sociocultural theory, postmodernism, poststructuralism, the sociology of childhood, and the reconceptualist movement. Effective educators apply these theories through reflective practice, meaningful curriculum, partnerships, and documenting learning.
- While change can be difficult, frameworks like ADKAR can provide structure. Organizational culture and engaging staff are important for successful change implementation. Ongoing reflection is also key to evaluating and modifying change.
-
More Related Content
Viewers also liked
Week 1 - Getting Ready to Manage
This document provides an overview of the EDPS 310 course "Managing the Learning Environment". It introduces some key concepts and questions that will be addressed in the course. Some of the main points covered are:
1) The first week's topic is preparing to manage the learning environment. Tips are provided for having a successful first day of school.
2) Students are asked to choose between different beliefs about classroom management and discipline.
3) Other big questions are posed about teaching beliefs, influences, and perspectives on classroom management.
4) An assignment is introduced where students will write their philosophy of classroom management.
5) An outline provides an overview of the course components including assignments, participation,
Topic 1B: Planning for a New Curriculum Journey
This document provides guidance for planning a redesigned learning experience that integrates the ten cross-curricular competencies. It introduces different planning models and templates that can be used to take a competency-focused approach. Readers are prompted to define their goals and assess how their idea connects the competencies. Key elements of the planning process include identifying the relevant curriculum outcomes, crafting an engaging driving question, considering assessment strategies, and selecting appropriate resources.
Week 2B: Planning for Today
This document provides an overview and instructions for an upcoming week of learning focused on curriculum integration. It includes the purpose, critical evidence, and required reading for the week. It also outlines key questions to consider when designing an integrated curriculum unit, such as ensuring it inspires students and allows for collaboration. The document provides templates for an integrated unit plan, including learning targets, formative assessments, learning activities, and accommodations. It also references concepts like "Big Rocks", "Sand", and "Water" in curriculum design, and determining acceptable evidence and assessing cross-curricular competencies. The final section emphasizes the importance of quality instructional design and planning.
EDES 440 Student Survey Results
This document summarizes student feedback from EDES 440: Integrated Curriculum. Students responded to a survey about their familiarity with educational concepts before and after taking the course, rating what areas were most and least familiar regarding the synthesis of old and new learning, course assessment, instructional design, and technology integration.
Week 2A: Curriculum - Now and Then
This document provides an overview of curriculum past and present. It discusses synthesizing learning from coursework on quality teaching and applying it to the 21st century classroom. Symbols and frameworks of learning are compared, such as schools being like factories. Curriculum experts from Dewey to Freire are mentioned. A timeline activity examines curriculum progress. Paradigms including traditionalism and progressivism are discussed. The focus is on synthesizing understandings of curriculum, both historically and for the future.
Let's Get Engaged: Instructional Design to Engage Learners
This document discusses strategies for engaging middle years students in their learning. It begins by asking the reader to consider problems in today's classrooms and how teaching could be improved. It then discusses the importance of understanding how students learn best, including learning styles and brain research. Various active learning strategies are presented, such as cooperative learning, role playing and using technology. The goal is to help teachers grow in their instructional practice and create engaged learners. Readers are encouraged to reflect on how to meet student needs and accomplish new instructional goals.
Hormone Alert - The Young Adolescent
This document provides an overview of the topics and activities covered in the EDPS 310: Managing the Learning Environment course. The course discusses managing student behavior, developing classroom management strategies, and reflecting on teaching philosophies. It includes assignments such as creating a philosophy of classroom management statement and participating in discussions about what makes an effective teacher and beliefs about managing a learning environment. The document also references readings, presentations, and principles of classroom management covered throughout the course.
Topic 4c: The Science of teaching - Assessment, Evaluation & Grading
This document discusses assessment, grading, and evaluation in teaching. It defines key terms like assessment, evaluation, and grading. Assessment is the process of providing and collecting student information to understand progress, while evaluation judges quality of performance against criteria. Grading applies a score to represent achievement. The document also distinguishes between assessment of learning, for learning, and as learning. It provides examples of assessment methods and emphasizes that not everything can be quantified in learning.
Good to Great - Male School - 2009
This document summarizes the key topics and agenda covered in a professional development training for teachers. The training focused on improving instructional strategies to enhance student learning and engagement. Specific topics included examining feedback and assessment practices, building a professional learning community, setting personal goals to improve student outcomes, and exploring teaching methods like inquiry-based and experiential learning. The agenda outlined sessions on backward design, formative assessment, classroom management, questioning techniques, and character education. Overall, the training aimed to help teachers develop as professionals and create optimal learning environments for students.
Topic 1C: Planning with UBD and PBL
The document lists various real-life activities that require understanding by design, including planning a wedding, building a house, raising a family, planting a garden, shoveling a driveway, planning a trip, raising livestock, and getting a master's degree. These activities all require understanding goals, designing steps and strategies to achieve those goals, and implementing plans effectively. Planning and executing these common life activities demonstrate how understanding by design is an essential skill for navigating real-world challenges.
Topic 3b: Creating a Community of Learners
This document discusses various topics related to teaching including creating a positive classroom environment, classroom management strategies, and ensuring teachers have strong subject matter knowledge. It also reflects on how school and discipline have changed over time with various scenarios from the 1970s compared to modern day. Classroom rules, seating arrangements, and prescription drug use are some of the classroom management ideas addressed.
Our Iceberg is Melting
The document discusses how to cope with change when the world is shifting or melting. It uses the metaphor of an iceberg melting to represent facing difficult problems and the need for change. It outlines eight steps to guide the change process: 1) create a sense of urgency; 2) select a diverse group to guide the change; 3) collaborate to create a new vision; 4) communicate the vision; 5) remove obstacles; 6) create early successes; 7) establish the change firmly; and 8) honor traditions while embracing the future. The document emphasizes that change is difficult but necessary, and a growth mindset is important to embrace change.
Viewers also liked (13)
Let's Get Engaged: Instructional Design to Engage Learners
Let's Get Engaged: Instructional Design to Engage Learners
Topic 4c: The Science of teaching - Assessment, Evaluation & Grading
Topic 4c: The Science of teaching - Assessment, Evaluation & Grading
Determination des messages cles et creation du contenu
Determination des messages cles et creation du contenu
Similar to Week 4A: Critical Lessons for New Teachers - 2014
Week 3B: Critical Lessons for our Times
This document provides an overview of lessons and activities for a curriculum unit on critical lessons. It includes discussions of shifting paradigms in curriculum models from traditionalism to progressivism. Participants are prompted to consider where various approaches like constructivism and behaviorism fit within those paradigms. Two polls and a simulation activity are outlined where participants must design a curriculum for colonists starting a new civilization on a new planet based on key principles. The document emphasizes identifying critical lessons that should be taught to students and how to integrate them into the curriculum in an Alberta context.
Week 2 curriculum in the 21st century-2013
This document outlines the focus and tasks for Week 2 of a course on curriculum in the 21st century. The purpose is to synthesize what has been learned about quality teaching and apply it to the modern classroom. Students will analyze chapter presentations, movie trailers, brochures and article critiques from the previous week. Required reading includes chapters on integrating curricula from two books. The document provides links to exemplars and resources on quality teaching and curriculum development. It poses questions about curriculum and influences on how it changes over time. Symbols and frameworks of learning are explored, and shifting paradigms in curriculum are examined through activities and videos.
Session5curriculumknowledge01
The document discusses the components of effective teaching and curriculum knowledge. It identifies six components of great teaching based on research evidence: (1) pedagogical content knowledge, (2) quality of instruction, (3) classroom climate, (4) classroom management, (5) teacher beliefs, and (6) professional behaviors. It also discusses three ways of thinking about curriculum - the official, hidden, and experienced curriculum. Additionally, it outlines the principles of curriculum as related to the nature of knowledge and needs of learners.
Curriculum knowledge 01
The document discusses the key components of effective teaching according to research evidence. The six main components are: (1) pedagogical content knowledge, (2) quality of instruction, (3) classroom climate, (4) classroom management, (5) teacher beliefs, and (6) professional behaviors. It also discusses how curriculum can be viewed in three ways - official, hidden, and experienced - and examines the principles of curriculum design regarding the nature of knowledge and needs of learners. Finally, it includes reflective activities to help teachers identify the key concepts, skills, and attitudes within their subject area schemes of work and consider how to transform content knowledge for students.
Performance Assessment Shells and Globally Significant Issues
This document summarizes a presentation about using performance assessment shells and global issues overviews to maximize student learning. The presentation introduces tools to help teachers incorporate globally significant issues into their curriculum through two sets of materials: global issues overviews provide overviews of issues with task ideas and resources, while performance assessment shells provide modular frameworks and guidance for specific assessments. The presentation demonstrates how teachers can select materials to design assessments that develop students' global competence through authentic, globally significant work.
IB PYP overview
The document outlines the stages of planning a PYP unit using the "Bubble Planner". It includes 9 stages: 1) identifying the central idea and transdisciplinary theme; 2) key concepts, lines of inquiry, and driving questions; 3) assessing prior knowledge and student learning; 4) learning activities; 5) resources; 6) evaluating student understanding; 7) inclusion of PYP elements; 8) improvements; and 9) successful experiences. The planner is used to ensure PYP units incorporate essential elements like conceptual understanding, skills development, and learner profile attributes.
Session5 curriculum knowledge
This document discusses the key components of effective teaching and curriculum design. It identifies six components of great teaching that have been shown to impact student outcomes: content knowledge, quality of instruction, classroom climate, classroom management, teacher beliefs, and professional behaviors. The document also discusses different ways of conceptualizing curriculum, including the official, hidden, and experienced curriculum. It emphasizes that curriculum should be designed based on the principles of furthering knowledge, meeting learner needs, and facilitating interactions between knowledge and learners. The document provides examples of reflective activities for teachers to examine how knowledge, concepts, skills, and attitudes are addressed within their curriculum and lessons.
[BIS] Intro to PYP For Parents Sept 2012
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
Ede222 topic 1
Here are the key points I gathered from our discussion:
- There have been significant changes in early childhood education at the government level including increased recognition of the importance of the early years, national curriculum and standards, and greater accountability requirements.
- Contemporary perspectives that influence practice include sociocultural theory, postmodernism, poststructuralism, the sociology of childhood, and the reconceptualist movement. Effective educators apply these theories through reflective practice, meaningful curriculum, partnerships, and documenting learning.
- While change can be difficult, frameworks like ADKAR can provide structure. Organizational culture and engaging staff are important for successful change implementation. Ongoing reflection is also key to evaluating and modifying change.
-
Teaching by Design - Session 1 Handout 2
This document outlines objectives, assessments, and teaching/learning activities for a course. It discusses 8 key questions to develop clear and meaningful learning outcomes for students. It also addresses designing teaching strategies and assessments to engage students and ensure the curriculum is accessible to all. Assessments should evaluate what students can do in multiple ways, and provide scaffolding to support achieving major assignments. Opportunities for self-assessment are also important. The goal is to guide students toward meeting intended course outcomes.
Curriculum development new
The document discusses curriculum design and planning. It describes how a group of forest animals started a school and included subjects like flying, tree climbing, swimming, and burrowing in the curriculum. However, they soon realized that not all animals were suited for each subject. For example, the bird struggled with burrowing and the fish couldn't participate in non-swimming subjects. The document also discusses defining curriculum, its components, principles of curriculum planning, and new trends in education like learner-centered and activity-based approaches.
Curriculum development new
The document discusses curriculum design and planning. It describes how a group of forest animals started a school and included subjects like flying, tree climbing, swimming, and burrowing in the curriculum. However, they realized that not all animals were suited for each subject. For example, the bird struggled with burrowing and the fish couldn't participate in non-water activities. The document also discusses defining curriculum, its components, principles of curriculum planning, and new trends in education like learner-centered and activity-based approaches.
Cross curricular projects 2021
This document provides guidance for planning a curriculum embedded unit with real world connections using a project-based learning approach. It outlines key aspects of planning such an interdisciplinary unit, including developing an engaging driving question, launching the project, creating authentic products, incorporating showcases and field experiences, providing feedback and assessment, and considering next steps. Planning requires collaboration across departments to identify overlaps and ensure coherence, as well as outreach to experts and community partners to connect learning to the real world. The process emphasizes student agency, developing cultural and social capital, and creating value for an authentic audience.
Wiltshire History Conference 2009
This is the presentation made to the Wiltshire History Conference in Melsham on 25th June 2009 by Dave Drake, Humanities AST
2015 EDCP 352 Curriculum and Pedagogy Outline copy
This document outlines the objectives and topics covered in a science education course at UBC's Faculty of Education. The course aims to prepare pre-service teachers to plan and teach science to adolescents. It covers curriculum, pedagogy, assessment strategies, lab safety, and relating science to students' lives. Core beliefs underpinning the course emphasize the importance of reflection, experience-based learning, and active student participation. Assignments include creating infographics for learning outcomes, designing interactive lessons, planning lab activities, and field trips. Regular attendance is expected and standards for teaching competence are also addressed.
Session1
This document provides an overview of the EDCI 620 School Curriculum course, including introductions, journaling, and discussion activities on the first day. It reviews the syllabus, assignments, and policies. Key topics of the course are developing an understanding of curriculum theories, examining the impact of policies on curriculum and instruction, and understanding the history and societal influences on education. The instructional model is a seminar approach with small and large group discussions. Assignments include class participation, online responses, papers, a group presentation, and a final exam assessing comprehension of course content.
Contemporary learning JPC Staff Professional Learning Day July 2013
This document outlines an agenda for a contemporary learning day. The learning goals are to discuss contemporary learning and the CSO model of pedagogy. Success criteria include identifying features of contemporary learning and reflecting on how pedagogy will progress. Future learning involves discussing success as contemporary educators and planning areas for improvement in 2014. The document provides definitions of contemporary learning, explores engagement strategies, and discusses curriculum design through the lens of four critical questions. It emphasizes putting students at the center through relevant, engaging instruction that facilitates differentiated learning.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docx
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
Curriculum for Excellence and school libraries: the Edinburgh experience
Curriculum for Excellence and school libraries: the Edinburgh experienceScottish Library & Information Council (SLIC), CILIP in Scotland (CILIPS)
Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.5, 4, 3, 2, 1... Launching the PYP! Tips, Strategies, and Resources
The document provides an overview of the timeline and process for launching the Primary Years Programme (PYP) at Belvedere Elementary School. It details the steps taken from 2013-2015, which included staff training, developing units of inquiry, and working towards authorization as a PYP school. Tips are also provided on organizing standards using PYP themes, identifying different types of standards, and creating a program of inquiry. The document concludes with recommendations for additional professional development, establishing a PYP pedagogical team, implementing the IB learner profile, and communicating with parents and the community.
Similar to Week 4A: Critical Lessons for New Teachers - 2014 (20)
Performance Assessment Shells and Globally Significant Issues
Performance Assessment Shells and Globally Significant Issues
2015 EDCP 352 Curriculum and Pedagogy Outline copy
2015 EDCP 352 Curriculum and Pedagogy Outline copy
Contemporary learning JPC Staff Professional Learning Day July 2013
Contemporary learning JPC Staff Professional Learning Day July 2013
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docx
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docx
Curriculum for Excellence and school libraries: the Edinburgh experience
Curriculum for Excellence and school libraries: the Edinburgh experience
5, 4, 3, 2, 1... Launching the PYP! Tips, Strategies, and Resources
5, 4, 3, 2, 1... Launching the PYP! Tips, Strategies, and Resources
More from bgalloway
Reaching the Peak: Pathways to Passion
This document discusses student-centered approaches to learning including constructivism, project-based learning, inquiry learning, problem-based learning, service learning, self-directed learning, personalized learning, differentiated instruction, inclusion, and balanced assessment. It also mentions tools like Google Classroom and PowerSchool as well as curriculum redesign, understanding by design, universal design for learning, and competency-based teaching and learning. The focus is on interdisciplinary learning, student engagement, empowerment, developing cross-curricular competencies, and giving students more voice and choice.
EDUC 250 pilot project - BEDPAC Meeting
The document summarizes changes to education programs at Red Deer College and the University of Alberta from 2003-2015. It notes the cancellation of a popular teaching orientation course in 2003 and discussions beginning in 2012 to improve programs with a focus on more practical experience. A field experience pilot project was launched in 2014 with local school divisions, providing students additional observation hours. Evaluation of the pilot was positive, finding value in early real-world experience, and it was expanded in 2015 with additional schools and a flexible observation schedule. The document concludes by posing ideas for further enhancing field experience components in education programs.
Topic 11: Game-based Learning and Gamification in the Classroom
If stranded on a desert island with students, simulations like being castaways could teach through interactive experiences. Games are effective classroom tools that keep students engaged through movement, fun, and participation. Research shows students learn best not when bored, but through strategies like cooperative learning, simulations, and student-centered project-based learning with feedback. Teachers can facilitate learning through Web 2.0 tools and games like board games, memory games, and active movement games.
Topic 10: Stimulating Simulations
You have survived a plane crash on the northwest British Columbia coastline as the sole survivor. The plane is sinking into the heavy swells smashing it against the rocks. You manage to collect some items before it sinks below the surface. A storm is approaching with wind and rain. Your task is to individually list each salvaged item from the plane in order of importance to survival, with #1 being the most important and #15 being the least important. It will be dark soon, so you must work quickly.
EDUC 250: Field Experience Pilot Project
The document summarizes changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It outlines the cancellation of a course with observations in 2003, student requests in 2014 for more practical experience, the creation of a field experience pilot project with local schools in 2014, and evaluations and adjustments made to the project in subsequent years. The goal has been to increase opportunities for students to observe and interact in classroom settings.
EDUC250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and observations. It discusses the cancellation of a course with observations in 2003. In 2014, a field experience pilot project was launched with local schools in response to student requests for more practical experience. Evaluation of the pilot was positive, with suggestions to offer observations earlier and provide more interaction time. The college explored ways to address challenges in offering the observation component, including empowering students to arrange their own placements and setting up observation days.
EDUC 250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It discusses the replacement of EDFX 203 with EDUC 250 in 2003 and changes made to the third year practicum. Student feedback in 2014 called for more practical and experiential learning. This led to the creation of a field experience pilot project in 2014-2015 with local school divisions, including redesigned courses with additional in-class and independent observation hours. Evaluation found students and teachers appreciated the real-world experience and suggested expanding the program.
Topic 9: Academic Controversy
This document outlines the agenda for a class focusing on collaborative learning strategies. On Monday, students will participate in a jigsaw activity to analyze articles on grading and provide arguments. They will also use de Bono's six thinking hats to analyze proposed fixes to broken grades from multiple perspectives. On Wednesday, students will engage in a four corners activity on group grades and a horseshoe debate on re-tests before reflecting individually. They will also exchange cheers with other teams. The following Monday will include a formal debate on whether middle schools should use grades to measure learning.
Topic 8: The Power of Movement, Fun and Collaboration
This document discusses cooperative learning and its benefits. It begins by asking some inquiry questions about why cooperative learning is an effective strategy and what brain research says about the value of movement, fun, and participation in learning. It then discusses implementing cooperative learning using different "structures". The document outlines some of the key elements of cooperative learning, including positive interdependence, face-to-face interaction, individual accountability, and interpersonal skills. It also provides some examples of cooperative learning structures and tools that can be used. Overall, the document promotes cooperative learning as an instructional strategy that has many benefits according to research, such as higher achievement, greater use of higher-level thinking, and more positive relationships among peers.
Topic 2B: Foundations of Education - Schools of Today
The document discusses realities confronting today's schools, including factors that put students "at risk" of leaving school without being able to continue learning. It notes several issues that can place students at risk, such as gender, racism, sexual orientation, family stress, substance abuse, violence, teen pregnancy, suicide, cyberbullying, and being a high school dropout. The document emphasizes that teaching is all about the student and that the purpose of the 3Rs (reading, writing, arithmetic) needs to expand to include 7Cs (critical thinking, communication, collaboration, creativity, cross-cultural understanding, computers and career skills) for 21st century learning. It concludes by suggesting referring to at-risk students as "at promise"
Topic 2A: Foundations of Education - Schools of Yesterday
The document discusses the purpose of education and foundations of education in Canada. It covers topics like the purposes of public education, ideas and events that have shaped education in Canada, Canadian school governance and law, and realities confronting today's Canadian schools. It provides an overview of the history of education in Canada and how the curriculum has evolved from the 20th century to the 21st century. It poses the question "What is the purpose of education?" and includes quotes about preparing children for their future, not our future, and how creativity in handling change will be a key skill in the new millennium.
Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
This document discusses differentiated instruction and strategies for meeting the needs of diverse learners. It provides information on learning styles and percentages of students who may be at risk depending on their dominant learning style. Some key strategies mentioned include using interactive techniques, paying attention to student successes and struggles, challenging students to think and explain their ideas, and allowing students to express themselves in unique ways. The document emphasizes that students do not all start in the same place, learn in the same way, or at the same pace, and teachers need to differentiate their instruction to help all students learn.
Planning for Redesign - 2015
This document discusses planning frameworks for 21st century learning. It outlines the shift from traditional curriculum focused on subjects like art, phys ed, science, etc. to a new curriculum centered around developing skills like digital fluency, communication, creativity, critical thinking, collaboration and lifelong learning. These skills will better prepare students for their future. The document recommends using understanding by design and project based learning frameworks that start with student interests and questions rather than predefined outcomes. Resources are provided to help plan curriculum around real-world, cross-curricular competencies to inspire education for the future.
Planning for Redesign
This document discusses planning frameworks for 21st century learning. It compares the traditional and progressive models of curriculum from the 20th century and outlines seven key competencies for 21st century learning: digital/technological fluency, communication, social/cultural/global responsibility, creativity/innovation, critical thinking, collaboration, and lifelong learning. It advocates for student-centered approaches like Understanding by Design and project-based learning to develop these real-world skills and prepare students for their future, not just our past.
Topic 6: Teaching Character Education to Middle Years Characters
This document provides information on teaching character education and social emotional learning to middle school students. It discusses 10 brain foods, virtues like trustworthiness and fairness, and activities to teach emotional literacy. It emphasizes that emotional development drives learning and quotes experts on the importance of creating a caring curriculum. The document contains mixed content without a clear overall theme.
Topic 2A: Great Educational Minds
The document discusses the historical roots of integrated and interactive curriculum. It examines several influential educational leaders from the past and present, including John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Jerome Bruner, Elliot Eisner, and Howard Gardner. It summarizes each thinker's key beliefs and contributions to curriculum development. Students will be assigned one of these thinkers to create a digital presentation about, focusing on their philosophy and how it still influences education today.
Topic 5B: Field Trips, Festivals, Fairs and Fun
This document discusses brain compatible teaching and powerful learning experiences. It recommends using field trips, festivals, fairs, and fun activities to engage students. Some principles of the brain friendly classroom include learning through experience and using various instructional strategies like graphic organizers, movement, cooperative learning, and storytelling. The document also lists the top 10 best brain foods and includes a quote about the importance of experience for developing intelligence.
Topic 5A: Powerful Learning Experiences
This document discusses different approaches to integrating curriculum and experiential learning. It provides examples of interdisciplinary, multidisciplinary, and integrated day designs that bring together subjects like language arts, math, social studies, and science. The most extreme example is a field-based program where students live at school and create curriculum based on their daily experiences. The document also discusses concepts like constructivism, service learning, and shifting paradigms in education from traditionalism to progressivism.
Topic 4B: Real World Learning
This document discusses key concepts related to real world learning such as integrated curriculum, constructivism, traditionalism, and progressivism. It specifically focuses on the concept of service learning, defining it as applying academic skills to solve real-life community problems. Service learning is characterized by student and teacher decision-making regarding issues to address, curriculum areas, roles, and publicity. It involves preparation, action, reflection, and demonstration and can lead to benefits such as decreased behavior problems and increased self-confidence. Examples of potential service learning projects are provided.
Topic 4B: Real World Learning
This document defines and discusses the educational philosophy of service learning. Service learning is defined as applying academic skills to solve real-world problems in the community. It has four key components: preparation, action, reflection, and demonstration. The document lists examples of programs that could qualify as service learning and provides research showing benefits such as decreased dropout rates, improved self-esteem, and greater awareness of community issues.
More from bgalloway (20)
Topic 11: Game-based Learning and Gamification in the Classroom
Topic 11: Game-based Learning and Gamification in the Classroom
Topic 8: The Power of Movement, Fun and Collaboration
Topic 8: The Power of Movement, Fun and Collaboration
Topic 2B: Foundations of Education - Schools of Today
Topic 2B: Foundations of Education - Schools of Today
Topic 2A: Foundations of Education - Schools of Yesterday
Topic 2A: Foundations of Education - Schools of Yesterday
Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
Topic 6: Teaching Character Education to Middle Years Characters
Topic 6: Teaching Character Education to Middle Years Characters
Recently uploaded
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Leveraging Generative AI to Drive Nonprofit Innovation
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.)
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Recently uploaded (20)
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Week 4A: Critical Lessons for New Teachers - 2014
- 1. Week #4: The End is Only the Beginning – Critical Lessons for New Teachers
- 2. Critical Evidence for the Week & Beyond Midterm Exam (Today) Synthesis Paper/Planning Organizers (Friday) Course Participation Task: Self Evaluation Rubric (Friday) Tech Task: Word Cloud Reader Response: Adding to our Shelfari Library Student Showcase/Superintendent’s Symposium (Friday) Culminating Project (Exit Job Interview/Teaching Metaphor/Portfolio (linked on Google Site) (Feb 4th or 5th) Integrated Unit Plan (due for exit interview – Feb. 4/5th) NOTE: All work must be submitted on our Google Site by Friday, Feb. 7th by 4:00 p.m. Practicum Final Evaluation TQS and Interim Teacher Certificate Teaching Degree 2
- 3. Questions….and more questions What is your end? How do we get “from here to there”? What are the essential understandings/Big ideas you have acquired from the Middle Years Program? What do you still need to learn to secure “your end”? What are your essential questions? What criteria will the principals use for hiring? What did you learn at Career Fair? What did you learn about yourself? What questions did you ask at the Career Fair? What questions can you ask the Superintendents? What evidence of your knowledge/skills will you show at our Showcase? How can you find out about the school divisions? 3
- 4. Tech Task #4: Word Clouds (Wordle or Tagxedo) Do one of the following this week: Make a word cloud from your top school division’s website to prepare you for the Symposium Make a word cloud from the key topic in the Program of Studies that you will be teaching and insert into your integrated unit plan (Big Rocks, Academic Vocabulary) Make a word cloud of your resume to determine your most important skills & abilities, and insert it into your portfolio Make a word cloud of your Synthesis Paper and copy it into your document 4
- 6. Interview Skills for Education Students 6
- 7. Interview Skills for Education Students 7
- 8. Interview Skills for Education Students 8
- 9. Are you ready…..for change? Are you ready…..to change? Again? Leadership Lessons Interview Skills for Education Students 9
- 10. Shifting “Curricular” Paradigms Traditionalism Progressivism 1. Where do you put “constructivism” and “behaviorism”? 2. Where would you put “junior high philosophy” and “middle school philosophy? 3. Where would you put “teacher directed curriculum” and “student directed curriculum”? 4. What have been the patterns in Canada’s history? 5. Where are we in Alberta? The rest of the World? Where are “YOU”? 6. Thinking Differently for the Future: Sir Ken Robinson http://www.youtube.com/watch?v=zDZFcDGpL4U
- 11. Nel Noddings Critical Lessons What should our schools teach? We cannot solve our problems with the same thinking we used when we created them. ***Albert Einstein
- 12. Who Loves Math? Why Math Instruction is Unnecessary
- 16. Simulation: What if? Bad News: Due to years of ignoring the warnings of impeding catastrophe due to global warming, the Earth is collapsing in a series of extreme weather in the form of blizzards, hurricanes, drought, floods, and destructive tornadoes. Good News: You have been selected to join a blended team of scientists, geologists, philosophers, medical personnel, and yes, even politicians to venture to a new “Earth-like planet” to set up our first interplanetary colony. We will have approximately 10,000 people including families and children. Because of your expertise in curriculum foundation and inquiry, you have been chosen as our education team to devise a new curriculum that will be used for teaching the new children of our first colonists, as well as all of the future children that will arrive. Design a curriculum that is based on five key principles (subjects, topics, structure, delivery, content, etc.) that will honor our past, and guide our future success. Good luck citizens – you have ten minutes to accomplish your mission.
- 17. Critical Lessons for our Times What are the critical lessons we need to teach our students today? Where is the place for teaching critical lessons within our curriculum? What is the best way to do this? How do we treat this in an “Alberta” context? Why should we (if we should) integrate critical lessons into our curriculum?
- 18. We need to ask more WHAT IF, WHY and HOW questions vs. When, Where & What questions Interview Skills for Education Students 18