This presentation provides research-based methods to teach emotional intelligence and life skills. This session emphasizes a strength-based approach to helping youth overcome challenges using “multiple intelligence” methods with an emphasis on meeting their individual needs. Why Try offers solutions and is an approach to foster success in youth to overcome, survive and thrive. E
The World Bank Group (WBG) and the International Hydropower Association (IHA) organized a workshop from January 19-20 in Myanmar to discuss sustainable hydropower and regional cooperation. Highlights of the workshop will be presented in global and regional forums including the 2015 IHA World Congress in Beijing, China.
As part of the GSP’s capacity development and improvement programme, FAO/GSP have organised a one week training in Izmir, Turkey. The main goal of the training was to increase the capacity of Turkey on digital soil mapping, new approaches on data collection, data processing and modelling of soil organic carbon. This 5 day training is titled ‘’Training on Digital Soil Organic Carbon Mapping’’ was held in IARTC - International Agricultural Research and Education Center in Menemen, Izmir on 20-25 August, 2017.
The document provides an outline for a presentation on the SWAT (Soil and Water Assessment Tool) hydrological model. It begins with an introduction to hydrological modeling and the development and utilities of the SWAT model. It describes the data requirements, model framework, and step-by-step procedure to run the model. A case study applying the SWAT model to the Simly Dam watershed in Pakistan is summarized. The limitations and future developments of the SWAT model are briefly discussed, followed by references.
The document discusses the UNFCCC process and current climate change negotiations. It provides an overview of key terms and organizations involved in the UNFCCC including the COP, Kyoto Protocol, AWG-KP, and AWG-LCA. The current negotiations are focused on establishing further commitments beyond the first commitment period of the Kyoto Protocol from 2012-2020, as well as addressing long-term cooperative action on mitigation, adaptation, technology transfer, and financing under the Bali Action Plan through both the AWG-KP and AWG-LCA tracks.
The document summarizes key events and concepts related to REDD+ (Reducing Emissions from Deforestation and Forest Degradation), including the establishment of the UNFCCC in 1992, adoption of the Kyoto Protocol in 1997, and introduction of REDD+ in 2005. It discusses REDD+'s scope, reference levels, financing mechanisms, and distribution of incentives. Ongoing REDD+ projects through the UN-REDD Programme are working to develop national REDD+ strategies in countries like Indonesia.
DEM-based Methods for Flood Risk Mapping at Large ScaleSalvatore Manfreda
This document summarizes a presentation on DEM-based methods for flood risk mapping at large scales. It discusses using simplified geomorphic procedures that rely on digital elevation models and flood hazard maps to delineate flood-prone areas when detailed hydraulic models are not feasible due to lack of data or resources. A geomorphic flood index is presented that uses drainage area, river depth, and elevation differences to classify flood risk. The method has been tested in various locations worldwide and can be implemented through a QGIS plugin to map flood hazard over large ungauged areas in a cost-effective manner. Limitations include not accounting for hydrologic processes or man-made structures but advantages are the low data needs to provide initial flood risk information.
Determinants of Adoption of Improved Agricultural Technology and Its Impact o...Premier Publishers
The importance of agricultural technology in enhancing production and productivity can be realized when yield increasing and technologies are widely been used and diffused. Standing from this logical ground, this paper aimed at identifying the factors affecting agricultural technology adoption decision and examining the impact of adoption on household’s income in chiro district west Hararghe zone, Oromia national regional state, Ethiopia. Both primary and secondary data was used; primary data was collected through structured questionnaire administered on 97 randomly selected smallholder farmers and secondary data was collected from published and unpublished document related to this topic. For data analysis purpose both Probit and Ordinary Least Square (OLS) regression models were employed. From the total 97 respondents 80 of them were adopted improved agricultural Technology while the left were not adopted improved agricultural technology in the study area. The regression result revealed that agricultural technology adoption has a positive and significant effect on household income by which adopters are better-offs than non-adopters. The probit regression result revealed that gender of the household head; access to irrigation, credit service; extension service and income of the household head significantly affect adoption of improved agricultural technology in the study area. From these finding researchers recommend that government should encourage small scale irrigation, credit service and extension service in the study area.
The World Bank Group (WBG) and the International Hydropower Association (IHA) organized a workshop from January 19-20 in Myanmar to discuss sustainable hydropower and regional cooperation. Highlights of the workshop will be presented in global and regional forums including the 2015 IHA World Congress in Beijing, China.
As part of the GSP’s capacity development and improvement programme, FAO/GSP have organised a one week training in Izmir, Turkey. The main goal of the training was to increase the capacity of Turkey on digital soil mapping, new approaches on data collection, data processing and modelling of soil organic carbon. This 5 day training is titled ‘’Training on Digital Soil Organic Carbon Mapping’’ was held in IARTC - International Agricultural Research and Education Center in Menemen, Izmir on 20-25 August, 2017.
The document provides an outline for a presentation on the SWAT (Soil and Water Assessment Tool) hydrological model. It begins with an introduction to hydrological modeling and the development and utilities of the SWAT model. It describes the data requirements, model framework, and step-by-step procedure to run the model. A case study applying the SWAT model to the Simly Dam watershed in Pakistan is summarized. The limitations and future developments of the SWAT model are briefly discussed, followed by references.
The document discusses the UNFCCC process and current climate change negotiations. It provides an overview of key terms and organizations involved in the UNFCCC including the COP, Kyoto Protocol, AWG-KP, and AWG-LCA. The current negotiations are focused on establishing further commitments beyond the first commitment period of the Kyoto Protocol from 2012-2020, as well as addressing long-term cooperative action on mitigation, adaptation, technology transfer, and financing under the Bali Action Plan through both the AWG-KP and AWG-LCA tracks.
The document summarizes key events and concepts related to REDD+ (Reducing Emissions from Deforestation and Forest Degradation), including the establishment of the UNFCCC in 1992, adoption of the Kyoto Protocol in 1997, and introduction of REDD+ in 2005. It discusses REDD+'s scope, reference levels, financing mechanisms, and distribution of incentives. Ongoing REDD+ projects through the UN-REDD Programme are working to develop national REDD+ strategies in countries like Indonesia.
DEM-based Methods for Flood Risk Mapping at Large ScaleSalvatore Manfreda
This document summarizes a presentation on DEM-based methods for flood risk mapping at large scales. It discusses using simplified geomorphic procedures that rely on digital elevation models and flood hazard maps to delineate flood-prone areas when detailed hydraulic models are not feasible due to lack of data or resources. A geomorphic flood index is presented that uses drainage area, river depth, and elevation differences to classify flood risk. The method has been tested in various locations worldwide and can be implemented through a QGIS plugin to map flood hazard over large ungauged areas in a cost-effective manner. Limitations include not accounting for hydrologic processes or man-made structures but advantages are the low data needs to provide initial flood risk information.
Determinants of Adoption of Improved Agricultural Technology and Its Impact o...Premier Publishers
The importance of agricultural technology in enhancing production and productivity can be realized when yield increasing and technologies are widely been used and diffused. Standing from this logical ground, this paper aimed at identifying the factors affecting agricultural technology adoption decision and examining the impact of adoption on household’s income in chiro district west Hararghe zone, Oromia national regional state, Ethiopia. Both primary and secondary data was used; primary data was collected through structured questionnaire administered on 97 randomly selected smallholder farmers and secondary data was collected from published and unpublished document related to this topic. For data analysis purpose both Probit and Ordinary Least Square (OLS) regression models were employed. From the total 97 respondents 80 of them were adopted improved agricultural Technology while the left were not adopted improved agricultural technology in the study area. The regression result revealed that agricultural technology adoption has a positive and significant effect on household income by which adopters are better-offs than non-adopters. The probit regression result revealed that gender of the household head; access to irrigation, credit service; extension service and income of the household head significantly affect adoption of improved agricultural technology in the study area. From these finding researchers recommend that government should encourage small scale irrigation, credit service and extension service in the study area.
This presentation by Terry Sunderland from CIFOR focuses on the evolution of REDD+ over time, how REDD+ can present a new hope for conservation, what risks and challenges surface, where CIFOR's current REDD+ projects are located and what the key issues are.
The document discusses integrating an ecological approach into watershed management. It explains that the current approach focuses on engineering structures and soil conservation measures, but lacks consideration of natural processes and biodiversity. An ecological approach involves understanding land as a mosaic of habitats, and designing management practices and forest cover to maintain natural ecosystem functions like nutrient cycling and water flow. This helps sustain natural services like water purification and flood mitigation. The document proposes surveying watershed conditions and designing restoration measures for streams, forests, and riparian areas to re-establish stable, self-sustaining ecosystems.
How we can reduce the impact of mobile phones on the environment. Jonathan Morse
Mobile phones can be a huge burden on the environment. What can we do to reduce this?
From the land and materials that's needed to be mined for their production, their use and greenhouse gas production, to the significant environmental impact that can occur from the recycling/ disposal of unwanted devices, we need to do something to make mobile phones more environmentally friendly.
The reason why I joined the organisation that I work for was to marry up two of my main career aims; how we can work towards saving the environment whilst being realistic that this has to be economically viable. It’s very easy for people to come up with fanciful ideas of how to save the world but unless costs make business sense then that idea is not going to be adopted by businesses or the majority of people.
With smartnumbers mobile I saw the potential in the product to achieve just what I was looking for. Instead of having to carry around two phones, now we can handle our personal and work numbers on one device. The obvious benefit of this is of course eliminating the inconvenience of having two phones in your pocket.
However I believe that the biggest benefit is how this can drastically reduce the number of devices needed to be produced and subsequently disposed of globally. For me this is ground breaking, now every person that currently carries two phones can almost halve the environmental impact of their mobile phone use.
I would like to speak with anyone who is in charge of their companies mobile phones. If that is you then please do get in touch. Similarly if that is not you then please do pass the message onto the relative person in your organisation.
Thank you,
Jonathan Morse
(BSc), Environmental Geoscience.
Beach slopes from satellite-derived shorelines [Coast2Coast presentation]Kilian Vos
How to estimate beach slopes in the absence of in situ measurements? Here are my slides from a recent presentation at the Coast2Coast webinar (organised by @Giovanni Coco, @Kristen Splinter, @Mitchell Harley) on a new technique to estimate beach slopes using satellite-derived shorelines and a global tide model.
Beach slope data available at http://coastsat.wrl.unsw.edu.au/ and preprint at https://www.essoar.org/doi/10.1002/essoar.10502903.1.
What is Climate-Smart Agriculture? Background, opportunities and challengesCIFOR-ICRAF
This presentation by Alexandre Meybeck of the FAO was given at a session titled "Using climate-smart technologies to scale up climate-smart agriculture practices" at the Global Landscapes Forum in Lima, Peru, on December 7, 2014.
The panel presentation and discussion focused on how these climate-smart technologies can be scaled-up to benefit smallholder farmers. This was followed by a public debate.
Climate Smart Agriculture Project: using policy and economic analysis as a ba...FAO
The Climate Smart Agriculture Project aims to build evidence-based agricultural strategies and investment frameworks to sustainably increase productivity and incomes, build resilience to climate change, and seek opportunities to reduce greenhouse gas emissions in a way that supports national food security and development goals. The project conducts research in three countries to identify climate-smart agricultural practices and policies that achieve synergies across productivity, resilience, and carbon outcomes. Project outputs include an evidence base on best practices, a strategic framework and policy recommendations, and investment proposals to support the adoption of climate-smart agriculture.
Nepal has taken several adaptation actions in response to climate change, guided by national policies and plans. Key actors implementing adaptation include government ministries and local governments working with NGOs and communities. Priority needs addressed are agriculture, water resources, disasters, forests, health, and urban infrastructure. The National Adaptation Program of Action guides implementation of community-level Local Adaptation Plans of Action to build resilience. Programs promote climate literacy, alternative energy, and community-based adaptation in areas like agriculture, though documentation of results needs improvement. Opportunities include strong policies and mainstreaming with other initiatives, while capacity and funding challenges remain.
An oral presentation involves verbally communicating information to an audience, potentially accompanied by visual aids like slides. The objectives are to select key points of emphasis, an appropriate level of detail, and visual aids while using a tone sensitive to the audience. Preparation, structure, visuals, engaging the audience, and verbal and non-verbal communication skills are necessities. Non-verbal cues like posture, eye contact and gestures enhance verbal messages. Improving listening, body language, intonation, and recording presentations allows enhancing communication skills.
This document provides tips for effectively preparing and delivering an oral presentation, including determining the purpose and audience, organizing the content, practicing with visual aids, and dressing and speaking appropriately. It suggests using visual aids to clarify rather than replace the presentation, keeping them simple and legible. The conclusion advises anticipating questions, listening carefully, repeating questions, keeping responses brief, and admitting what isn't known.
This document defines oral presentations and discusses their key elements and factors. It covers the different types of presentations; elements to consider like purpose, audience and content; and the process from planning to delivery. It provides seven factors for effective delivery, including starting confidently, understanding audience mood, using proper voice, body language, visual aids, timing, and concluding strongly.
This document provides guidance on effective presentation skills. It discusses preparing a presentation by structuring it with an opening, middle, and closing section. Presenters should analyze their audience, define the desired call to action, and arrange logical arguments. The document also covers managing presentation nerves, making eye contact, using positive body language, and speaking with a clear voice. It provides tips for anticipating and handling questions during the presentation as well as dealing with problems that may arise. The overall message is that step-by-step preparation and careful delivery are important for an effective presentation.
This document provides an overview of public speaking and oral presentations. It discusses key components such as understanding the audience, structuring the presentation, using effective language and style, managing timing, beginning and ending strongly, answering questions, and leveraging audio/visual aids. The main points are preparing by understanding the purpose and audience, organizing the content into a clear introduction, body, and conclusion, and practicing delivery techniques like voice, body language, and visual aids.
Communication & presentation skills training course duration 12hrs in 2days , advanced course Video & assignment embedded for mid-level career or management level.
The document provides guidance on developing effective presentation skills. It covers preparing a presentation by understanding the audience, structuring the content logically, and using visual aids. It also discusses preparing oneself through confidence, appearance, voice control, and reducing tension. When delivering the presentation, the document advises controlling nerves, speaking confidently, and closing effectively. It concludes by offering tips on judging the audience's mood and handling questions.
This presentation plan outlines the key elements and structure of an effective presentation. It recommends beginning with an introduction that provides basic information, explaining the topics to be discussed, talking through main points while engaging the audience to keep their interest, developing ideas, and concluding by not simply reading from notes but speaking clearly, making eye contact, using confident body language, and carefully planning the presentation.
WhyTry is an evidence-based program that uses visual analogies, music, hands-on activities and multimedia to teach important life skills to youth. It aims to motivate unmotivated youth and help reduce dropout rates, bullying, drug use and improve academics. The WhyTry curriculum contains 10 visual metaphors reinforced through group activities to engage different learning styles. It has been used in over 12,000 schools and organizations worldwide.
WhyTry is an evidence-based program that uses visual analogies, music, hands-on activities and multimedia to teach important life skills to youth. It aims to motivate unmotivated youth and help reduce dropout rates, bullying, drug use and improve academics. The WhyTry curriculum contains 10 visual metaphors reinforced through group activities to engage different learning styles. It has been used in over 12,000 schools and organizations worldwide.
This document provides an overview of facilitating adult learning. It discusses key principles such as understanding that adult learners bring life experiences and learn best when actively involved. The eight highlighted learning principles emphasize multi-sensory input, active participation, feedback, meaningful content, and practice. Additionally, it stresses the importance of considering the social, physical and emotional environments to help learners feel comfortable and maximize their ability to concentrate. The document provides guidance on creating a supportive context for effective adult education.
This presentation by Terry Sunderland from CIFOR focuses on the evolution of REDD+ over time, how REDD+ can present a new hope for conservation, what risks and challenges surface, where CIFOR's current REDD+ projects are located and what the key issues are.
The document discusses integrating an ecological approach into watershed management. It explains that the current approach focuses on engineering structures and soil conservation measures, but lacks consideration of natural processes and biodiversity. An ecological approach involves understanding land as a mosaic of habitats, and designing management practices and forest cover to maintain natural ecosystem functions like nutrient cycling and water flow. This helps sustain natural services like water purification and flood mitigation. The document proposes surveying watershed conditions and designing restoration measures for streams, forests, and riparian areas to re-establish stable, self-sustaining ecosystems.
How we can reduce the impact of mobile phones on the environment. Jonathan Morse
Mobile phones can be a huge burden on the environment. What can we do to reduce this?
From the land and materials that's needed to be mined for their production, their use and greenhouse gas production, to the significant environmental impact that can occur from the recycling/ disposal of unwanted devices, we need to do something to make mobile phones more environmentally friendly.
The reason why I joined the organisation that I work for was to marry up two of my main career aims; how we can work towards saving the environment whilst being realistic that this has to be economically viable. It’s very easy for people to come up with fanciful ideas of how to save the world but unless costs make business sense then that idea is not going to be adopted by businesses or the majority of people.
With smartnumbers mobile I saw the potential in the product to achieve just what I was looking for. Instead of having to carry around two phones, now we can handle our personal and work numbers on one device. The obvious benefit of this is of course eliminating the inconvenience of having two phones in your pocket.
However I believe that the biggest benefit is how this can drastically reduce the number of devices needed to be produced and subsequently disposed of globally. For me this is ground breaking, now every person that currently carries two phones can almost halve the environmental impact of their mobile phone use.
I would like to speak with anyone who is in charge of their companies mobile phones. If that is you then please do get in touch. Similarly if that is not you then please do pass the message onto the relative person in your organisation.
Thank you,
Jonathan Morse
(BSc), Environmental Geoscience.
Beach slopes from satellite-derived shorelines [Coast2Coast presentation]Kilian Vos
How to estimate beach slopes in the absence of in situ measurements? Here are my slides from a recent presentation at the Coast2Coast webinar (organised by @Giovanni Coco, @Kristen Splinter, @Mitchell Harley) on a new technique to estimate beach slopes using satellite-derived shorelines and a global tide model.
Beach slope data available at http://coastsat.wrl.unsw.edu.au/ and preprint at https://www.essoar.org/doi/10.1002/essoar.10502903.1.
What is Climate-Smart Agriculture? Background, opportunities and challengesCIFOR-ICRAF
This presentation by Alexandre Meybeck of the FAO was given at a session titled "Using climate-smart technologies to scale up climate-smart agriculture practices" at the Global Landscapes Forum in Lima, Peru, on December 7, 2014.
The panel presentation and discussion focused on how these climate-smart technologies can be scaled-up to benefit smallholder farmers. This was followed by a public debate.
Climate Smart Agriculture Project: using policy and economic analysis as a ba...FAO
The Climate Smart Agriculture Project aims to build evidence-based agricultural strategies and investment frameworks to sustainably increase productivity and incomes, build resilience to climate change, and seek opportunities to reduce greenhouse gas emissions in a way that supports national food security and development goals. The project conducts research in three countries to identify climate-smart agricultural practices and policies that achieve synergies across productivity, resilience, and carbon outcomes. Project outputs include an evidence base on best practices, a strategic framework and policy recommendations, and investment proposals to support the adoption of climate-smart agriculture.
Nepal has taken several adaptation actions in response to climate change, guided by national policies and plans. Key actors implementing adaptation include government ministries and local governments working with NGOs and communities. Priority needs addressed are agriculture, water resources, disasters, forests, health, and urban infrastructure. The National Adaptation Program of Action guides implementation of community-level Local Adaptation Plans of Action to build resilience. Programs promote climate literacy, alternative energy, and community-based adaptation in areas like agriculture, though documentation of results needs improvement. Opportunities include strong policies and mainstreaming with other initiatives, while capacity and funding challenges remain.
An oral presentation involves verbally communicating information to an audience, potentially accompanied by visual aids like slides. The objectives are to select key points of emphasis, an appropriate level of detail, and visual aids while using a tone sensitive to the audience. Preparation, structure, visuals, engaging the audience, and verbal and non-verbal communication skills are necessities. Non-verbal cues like posture, eye contact and gestures enhance verbal messages. Improving listening, body language, intonation, and recording presentations allows enhancing communication skills.
This document provides tips for effectively preparing and delivering an oral presentation, including determining the purpose and audience, organizing the content, practicing with visual aids, and dressing and speaking appropriately. It suggests using visual aids to clarify rather than replace the presentation, keeping them simple and legible. The conclusion advises anticipating questions, listening carefully, repeating questions, keeping responses brief, and admitting what isn't known.
This document defines oral presentations and discusses their key elements and factors. It covers the different types of presentations; elements to consider like purpose, audience and content; and the process from planning to delivery. It provides seven factors for effective delivery, including starting confidently, understanding audience mood, using proper voice, body language, visual aids, timing, and concluding strongly.
This document provides guidance on effective presentation skills. It discusses preparing a presentation by structuring it with an opening, middle, and closing section. Presenters should analyze their audience, define the desired call to action, and arrange logical arguments. The document also covers managing presentation nerves, making eye contact, using positive body language, and speaking with a clear voice. It provides tips for anticipating and handling questions during the presentation as well as dealing with problems that may arise. The overall message is that step-by-step preparation and careful delivery are important for an effective presentation.
This document provides an overview of public speaking and oral presentations. It discusses key components such as understanding the audience, structuring the presentation, using effective language and style, managing timing, beginning and ending strongly, answering questions, and leveraging audio/visual aids. The main points are preparing by understanding the purpose and audience, organizing the content into a clear introduction, body, and conclusion, and practicing delivery techniques like voice, body language, and visual aids.
Communication & presentation skills training course duration 12hrs in 2days , advanced course Video & assignment embedded for mid-level career or management level.
The document provides guidance on developing effective presentation skills. It covers preparing a presentation by understanding the audience, structuring the content logically, and using visual aids. It also discusses preparing oneself through confidence, appearance, voice control, and reducing tension. When delivering the presentation, the document advises controlling nerves, speaking confidently, and closing effectively. It concludes by offering tips on judging the audience's mood and handling questions.
This presentation plan outlines the key elements and structure of an effective presentation. It recommends beginning with an introduction that provides basic information, explaining the topics to be discussed, talking through main points while engaging the audience to keep their interest, developing ideas, and concluding by not simply reading from notes but speaking clearly, making eye contact, using confident body language, and carefully planning the presentation.
WhyTry is an evidence-based program that uses visual analogies, music, hands-on activities and multimedia to teach important life skills to youth. It aims to motivate unmotivated youth and help reduce dropout rates, bullying, drug use and improve academics. The WhyTry curriculum contains 10 visual metaphors reinforced through group activities to engage different learning styles. It has been used in over 12,000 schools and organizations worldwide.
WhyTry is an evidence-based program that uses visual analogies, music, hands-on activities and multimedia to teach important life skills to youth. It aims to motivate unmotivated youth and help reduce dropout rates, bullying, drug use and improve academics. The WhyTry curriculum contains 10 visual metaphors reinforced through group activities to engage different learning styles. It has been used in over 12,000 schools and organizations worldwide.
This document provides an overview of facilitating adult learning. It discusses key principles such as understanding that adult learners bring life experiences and learn best when actively involved. The eight highlighted learning principles emphasize multi-sensory input, active participation, feedback, meaningful content, and practice. Additionally, it stresses the importance of considering the social, physical and emotional environments to help learners feel comfortable and maximize their ability to concentrate. The document provides guidance on creating a supportive context for effective adult education.
This document discusses coaching in context and provides answers to frequently asked questions about coaching. It defines coaching as a form of professional development where teachers talk and act purposefully to continuously improve teaching practice. The coach asks questions, makes observations, and offers suggestions to help teachers reflect and grow. Research shows that coaching, when combined with other forms of professional development like presentations, demonstrations, practice, and feedback, can lead to very high rates of classroom application of new strategies, upwards of 90%. Coaching adheres to principles of effective professional development - it is inquiry-based, collaborative, sustained, connected to teachers' work and improving practice.
This document provides an overview of learning and its relationship to maturation, attention, and interest. It begins with definitions of learning and discusses its key characteristics. It describes two broad categories of factors that influence learning: internal/personal factors and external/environmental factors. It then examines three specific factors - maturation, attention, and interest - and their relationship to learning. Maturation refers to natural developmental processes, while learning involves changes due to experience/training. The document discusses the interrelationship between learning and maturation and their implications for education. It defines attention and describes its characteristics and selective nature. Finally, it explores how attention relates to effective learning.
This document outlines 9 common sense learning principles that are often overlooked in modern education and training programs. The principles are derived from memorable learning experiences as children and adults as well as sage advice. They include using stories, games, exploration and experimentation, visuals, coaches, peer learning, and focusing on the most important concepts rather than trying to cover everything. Implementing these time-tested principles can make learning more engaging, meaningful and relevant.
The document provides an overview of factors that can influence children's eating habits and attitudes towards food and nutrition. It is divided into three sections: 1) an overview of theoretical perspectives including personal constructs, planned behaviour theory, sense of coherence, social cognition, and the health belief model; 2) a learning activity asking readers to consider how these perspectives might be applied; and 3) background readings to further develop knowledge of covered topics.
Teaching Adults: What trainers need to knowDanielleHazen1
Teaching adults isn’t
like teaching children. What we learn in childhood forms the foundation of what we learn as
adults. Our life experiences can add to that, thus creating a substantial
reservoir of information.
Developing insight into how adults learn helps trainers become more
successful.
The document provides information about the ED.IN MASTER program, which aims to help educators develop skills and apply research-based teaching methods. It discusses the program's goals of empowering educators through collaboration and differentiated learning approaches. The program incorporates techniques like flipped classrooms and project-based learning. It also addresses topics like dealing with multiple intelligences and keeping students engaged. The document promotes the program's customized modules and guiding principles, which focus on understanding individual strengths and improving student-teacher context matches.
This document provides 6 tips for incorporating brain-based learning into the classroom along with additional resources. Tip #4 emphasizes that exercise boosts brainpower by increasing blood flow and oxygen to the brain, which helps students concentrate. It recommends incorporating more physical activity into the school day and provides an example of a high school that combines fitness and academics. The document also includes a bonus project, recommended reading list, and various other tools and strategies to support educators in applying brain science research to classroom instruction.
This document provides an overview of learning and learning theories. It defines learning, discusses the domains, features, principles, and process of learning. It also summarizes four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior due to environmental influences and conditioning. Cognitivism sees learning as the processing of information in memory. Constructivism emphasizes learning through experience and knowledge construction. Humanism views learning as a personal act to fulfill one's potential.
This document provides an overview of learning and development. It defines learning as a relatively permanent change in behavior resulting from experience. There are five key principles of learning: participation, repetition, relevance, transference, and feedback. Learning involves four stages - stimulus, response, motivation, and rewards. Different types of learning capabilities are also outlined, including motor skills, attitudes, verbal information, cognitive strategies, and intellectual skills. Organizational learning improves employee satisfaction, retention, productivity and adaptability.
The document discusses key concepts and assumptions about adult learners, including that adults are motivated to learn based on needs and interests, experience provides the richest source of learning for adults, and adults need to be self-directing. It also covers principles of teaching adults, such as taking into account what adults need to know prior to learning, enhancing learning through real-life application and participation, and ensuring a comfortable and respectful learning environment. The document provides an overview of concepts related to adult learning theory.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
The document discusses reflective practice, which involves thoughtfully considering one's experiences to improve practice. Reflective practice was introduced in 1987 and is important for developing as an allied health professional. It allows individuals to identify strengths and weaknesses by reflecting on actions and experiences. The document also discusses the importance of reflective practice for problem solving, the use of reflection journals, and how field experiences can be used to encourage reflection in three phases: problematizing situations, observing other teachers, and engaging in experimentation.
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
Similar to Why Try? Effective Multi-Sensory Tools to Keep Kids in School (20)
We have moved our site to slideshare.net/NCMLE. Our previous conference materials can still be accessed at the original site. The welcome message informs visitors that the site has been moved to a new location while still providing access to past conference materials.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
This document discusses strategies implemented at Brogden and Carrington Middle Schools in Durham, North Carolina to improve the transition to 6th grade. Brogden utilized parent surveys to gather feedback and involve parents in leading school tours. Carrington implemented a summer bridge program to acclimate students to the larger middle school setting and collect diagnostic data. Both schools analyzed student performance data to identify at-risk students and inform intervention programs. The schools shared lessons learned and next steps, which included continuing and expanding on successful programs and strategies.
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
What is Your Student’s Writing Telling You?
Join DPI ELA consultants in an interactive session that explores what exemplary 6-8 student writing aligned to the CCSS looks like in ELA classrooms. Participants will look at student writing samples across the three types of writing: argument/opinion, informative/explanatory, and narrative writing and identify techniques aligned to the Standards.
Presenter: Anna Frost - NC Department of Public Instruction - Raleigh, NC
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Reading Challenge: Engage Your Readers Through Technology
Engaging students in meaningful independent reading is often a daunting task. This session will share a reading challenge that uses technology to motivate students to read and respond to their reading. Discussion boards, digital book talks, and multimedia projects are utilized to enhance, inspire, and empower students in this challenge.
Presenter: Erica Preswood - University School - Johnson City, TN
Seminars and Inquiry-based Learning in an Autonomous Learning Environment
Collaboration is essential for developing 21st century skills. This presentation will be an interactive discussion of the logistics of integrating Inquiry-based Learning across the curriculum, using seminars to engage all learners, and the value of collaboration with all subject area teachers. The presenters will reflect on classroom successes and challenges.
Presenters: Liz Everett & Seth Stephens - CW Stanford Middle School - Hillsborough, NC
The document outlines NC Write & Durham Public Schools' district-wide literacy initiative to improve student writing skills across curricular areas by incorporating the 5 pillars of literacy, 5 strands of the Common Core, and 21st century skills into classroom instruction. It details action steps for the initiative, including providing online writing tools for practice and feedback, writing prompts, graphic organizers, scoring rubrics, and professional development training for teachers in writing instruction. The goal is for students to effectively communicate through writing to be prepared for college and careers.
Teaching Middle... A Spiritual Practice
Teaching is profound, personal, and complex- almost a spiritual practice. Using that metaphor, perhaps we can draw on inner resources which will allow us to remain balanced and compassionate even on our most difficult days. This presentation will not espouse any specific religious tenets but gently look at philosophical underpinnings common to all.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Different Families Different Dances: Children of Alcoholics in the Classroom
When you live in a family where a parent has an addiction you learn ways of coping to help the family and get your needs met. Sometimes those strategies are counterproductive in the classroom. Participants will learn about Children of Alcoholics and strategies to help students be more successful in school.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Including Inclusion: Sharing the Classroom for Student Success
This session will offer comic relief to the many challenges of inclusion; while providing practical strategies for creating a successful inclusion classroom. Teachers will explore various inclusion models and ways to effectively communicate, plan and organize for students’ success. PREREQUISITE: Sense of humor and love for Middle-Scholars is required.
Presenters: Angela Monell & Shakera Wilson - Porter Ridge Middle School - Indian Trail, NC
Portrait of a 21st Century Student
What adjectives would you use to describe a 21st century student? If you are interested in helping students ask deeper questions, collaborate effectively and produce quality projects, this session is for you. We will explore resources and strategies that develop those much need skills for future academic and professional success.
Presenter: Cheryl Ellis - Zaner-Bloser Publishing - Franklin, TN
Is Google DRIVE-ing you Crazy?
From Google Docs to Google Presentations to Google Sites, Google provides more than a search engine and G-Mail accounts. Learn about the many functions and applications of Google Drive that will take you one step closer to the 21st century classroom. Bring a laptop and a G-Mail account and get ready to DRIVE through Google!!!
Presenters: Monica Martin, Heather Martin, & Lynn Potter-Caldwell County Schools-Lenoir, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom? This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters: Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
New Interactive Career and College Planning Activities for Middle School
This new set of 21 online activities (7 per grade) includes guided exercises, readings, inventories, videos, and games to help students learn about themselves and options for their future. Please join us to see activities, student work products, and to consider how these free activities from CFNC.org can fit into your school plan.
Presenters: Mark Wiles & Lisa Sommerfeldt - University of North Carolina General Administration - Greensboro, NC
SAS Curriculum Pathways is an online collection of over 1,200 interactive resources aligned to the Common Core standards for middle and high school students. It engages students with tools like interactive lessons, audio tutorials, web lessons, and apps. Teachers can search resources by standard or subject to integrate them into their lessons. The resources allow for differentiation, collaboration, and feedback to support student learning.
Mentor Text: What It Is and How to Use It Effectively
Mentor texts are a valuable way to allow students to integrate literature and student writing. Participants will be exposed to a variety of reading material, helpful texts, and student samples to help with the understanding of what mentor text is and how best it can be used. Participants will also participate in writing exercises that can translate into a positive classroom experience.
Presenter: Melanie Dalton - Alexander Graham Middle School - Charlotte, NC
Give Your Students a Voice With Interactive Notebooks
Interactive Notebooks will change the way your students organize their thoughts, show creativity and express their knowledge of a subject. Using Interactive Notebooks, your students will have a significant decrease in lost papers and a more personalized education. Though this session is directed towards Science, Interactive Notebooks are easily adaptable for other subjects.
Presenter: Catie DiVito - Broad Creek Middle School - Newport, NC
More from North Carolina Association for Middle Level Education (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Answers about how you can do more with Walmart!"
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Film vocab for eal 3 students: Australia the movie
Why Try? Effective Multi-Sensory Tools to Keep Kids in School
1. Tel: 866-949-8791 www.whytry.org/intro
WhyTry is Evidence Based & Effective
It is Used For:
Bullying Prevention
Drop Out Prevention
Changing Behavior
Improving Academics
Drug and Alcohol Prevention “After the training, our school was buzzing!!
Improving Decision Making The culture has transformed from pessimism
to optimism, from stuck and decaying to
Truancy Reduction flowing peacefully, from resistance to accep-
tance, and from no hope to a renewed feeling
of power and new ideas.”
Lyndsay Morris
School Counselor - WA
How do you. . .
Motivate the un-motivated youth and
help them to answer the question . . .
Why Try?
Check us out online:
www.whytry.org/intro
1
2. Call: 866-949-8791 www.whytry.org/info
What is WhyTry?
The WhyTry program was created to provide simple, hands-on solutions for dropout prevention,
violence prevention, truancy reduction, and increased academic success.
The idea is straightforward: Teach social and emotional principles to youth in a way they can understand
and remember. WhyTry is based on sound empirical principles, including solution-focused brief therapy,
social and emotional intelligence, and multi-sensory learning.
The WhyTry curriculum utilizes a series of ten visual analogies that teach important life skills (e.g.,
decisions have consequences; dealing with with peer pressure; obeying laws and rules; plugging in to
support systems).
The visual analogies are reinforced through creative use
of music, hands-on activities, and multimedia. WhyTry
curriculum engages all major learning styles (visual,
auditory, and body-kinesthetic).
WhyTry programs are generally grant-funded through
local community grants and federal funds like Title1,Title
4 and Safe Schools/Healthy Students Initiative etc.
WhyTry is often used for RTI and PBiS.
Who uses WhyTry? Our Mission
WhyTry is currently at work in over 12,000 To help people achieve opportunity, freedom,
organizations in all 50 of the United States, as and self-respect using education and
well as Canada, the UK, and Australia. WhyTry is interventions that motivate and create positive
used one-on-one and in groups at K–12 schools, change. We offer hope and an answer to the
alternative education programs, mental health question “Why Try in life?”
organizations, and correctional facilities.
To achieve its mission, WhyTry counts on
WhyTry programs are led by thousands of
the support of professionals who share our
professionals around the world:
commitment to helping youth reach their
Teachers and special ed instructors potential. The key to the WhyTry program’s
School counselors and psychologists success in changing lives is the power in the
Social workers relationship between someone who cares and a
Mental health professionals youth who needs help.
Probation officers
Corrections staff
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3. Call: 866-949-8791 www.whytry.org/info
The Reality Ride
“The Reality Ride” teaches that decisions have
consequences. It can be related to the specific
circumstances of each individual’s life. It helps
youth understand and change their decisionmaking
process to “get on the right track.”
1
2
3
5. Call: 866-949-8791 www.whytry.org/info
8
You Can See Over The Wall
A summary of the entire WhyTry program.
Youth who can’t answer the question “Why
try?” are not likely to put forth the effort to
change their lives.Each step to the top of the
wall represents one of the principles taught by
the visual analogies of the WhyTry program.
Group Learning Activities
For each visual metaphor in the WhyTry
Program we include several group learning
activities. These activities are used as
attention grabbers and object lessons to follow-
up and reinforce the principles taught in the
visuals.
The Learning Pyramid
Average Learning
Teaching Methods Retention Rates
Lecture 5%
Studies have shown that understanding and retention Reading 10
%
%
of a new concept is increased dramatically with the Audio Visua
l
20
30
%
Demonstra
addition of experiential teaching elements including, Discussio
tion
50
%
demonstration, discussion (processing), practice by
n Group
%
Practice
By Doing 75
doing, and teaching. Teachin
g Other
90
%
s
(National Training Laboratories in Bethel, Maine.)
5
6. Call: 866-949-8791 www.whytry.org/info
Tearing Off Your Label teaches a simple, Defense Mechanisms teaches youth to
memorable process for overcoming recognize and control their own defense
negative labels. Negative labels can come mechanisms, and to recognize those that
from many sources, including peers, other people use. People sometimes use
teachers, parents, and society. To change, defense mechanisms that are destructive,
youth must learn to tear off their negative and instead of protecting them, they just
labels and find their real worth. get them into more trouble.
The Motivation Formula is the Climbing Out teaches youth that
philosophical foundation of the WhyTry sometimes people around them will try
program. Youth must learn how to channel to keep them from changing. This simple
their challenges into positive activities message about peer pressure is both
and accomplishments. This analogy of a powerful and memorable. It provides
river going through dams describes the some tools for helping youth differentiate
common human experience of growth and between the people that pul them down,
overcoming challenges. and those that help them out.
6
7. Call: 866-949-8791 www.whytry.org/info
Jumping Your Hurdles provides a prob- Defense Mechanisms teaches youth to
lem-solving model for people who might be recognize and control their own defense
accustomed to giving up when confronted mechanisms, and to recognize those that
by challenges. There are two critical com- other people use. People sometimes use
ponents to this model: Getting Help, and defense mechanisms that are destructive,
Jumping Back Up. Jumping back up is and instead of protecting them, they just get
having resilience in the face of failure and them into more trouble.
setbacks.
Lift the Weight teaches youth why they Get Plugged In illustrates the power that
should obey laws and rules. Youth are often comes from connecting with other people.
highly resistant to this idea. This analogy The analogy not only suggests the kinds of
makes a cognitive link between how we connections to make, but also offers ideas for
weight-resistance exercises make someone how to make and maintain those connections.
stronger, and the way the resistance of
keeping laws and rules gives someone
more freedom and opportunity in society.
7
8. Call: 866-949-8791 www.whytry.org/info
WhyTry Training Opportunities:
The WhyTry program is designed to be easy to use,
but to increase your effectiveness, consider WhyTry
Training for your organization.
Learn how to get started with WhyTry in your school or
organization by attending one of our facilitator training
events. See a list of all of our scheduled training events
online:
www.whytry.org/training
If you don’t see an event scheduled in your area please
call us or contact training@whytry.org and we will see
about getting something scheduled near you!
Hosting a WhyTry Training
We are looking for people interested in hosting a
WhyTry Training event at their school or facility. Hosting
an event is a good way to get your staff trained when
you are on a tight budget—you may receive several
discounts and benefits for hosting a training session.
To learn more about hosting an event, please contact us
by email (training@whytry.org) or phone (toll free call)
at 1-866-949-8791.
Training Scolarship Available:
To say thanks for attending this WhyTry workshop,
we’re offering you a special discount when you
register for one of our upcoming WhyTry events.
To redeem your WhyTry Training scholarship,
please fill out this form online:
www.whytry.org/scholarship
I LOVED the Why Try training. I came back to my school with so many valuable lessons, tools,
and information. I have already implemented several activities in my class and shared an
activity with my colleagues in a staff inservice day. Thanks again for the wonderful training!
Karyn Messler - high school teacher
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9. Call: 866-949-8791 www.whytry.org/info
Try it Free
Thank you for the great work you do to serve youth in your
area. As a special thank you for attending this workshop,
WhyTry offers you a free sample lesson complete with
video demonstration, music, and experiential activities.
On the back of this page, you’ll see an image of The Reality
Ride visual metaphor to use with the lesson. Access the
entire lesson content online by downloading a free copy of
this chapter of our Teacher’s Manual at whytry.org/overview.
The web site also includes:
- Images of the visual metaphor
- Music videos
- Learning activites
- Instructional video clips
Try it today!
www.whytry.org/intro
I’ve attended tons of training seminars and often feel the ulterior motive is to “sell stuff.” This
was different; I felt this had a higher purpose. . . I got some answers to my own “Why Try?” is-
sues.
Carol Lark - k-6 counselor
Additional resources that you can find on our website:
- Using music in the classroom - (with playlists, downloads and ideas)
- Free online video resources - (with links and tutorials)
- Information on the WhyTry secondary and elementary curriculum sets
- First day of class learning activites and ice-breakers
- Funding and grant resources
- Research and assessment tools including:
- Pre/post measures
- Fidelity check list
- Action plans templates and examples
And much more . . .
Go To : www.whytry.org/resources
9
10.
11. Join the WhyTry mailing list to find out about upcoming trainings and to access additional
resources. (WhyTry will not share your information.)
Name:__________________________________ Position:______________________________
School or Organization:___________________________________________________________
Address:_____________________________________ Phone:___________________________
City:___________________ State:______ Email:_____________________________________
I am most interested in the following:
____ Free lesson plan
____ A video overview of what you saw in this workshop
____ WhyTry elementary curriculum information
____ WhyTry secondary curriculum information
____ Attending a training
____ Hosting a training
____ Evidence-based research on WhyTry
____ Funding and grant resources
How else can WhyTry meet your needs?
Join the WhyTry mailing list to find out about upcoming trainings and to access additional
resources. (WhyTry will not share your information.)
Name:__________________________________ Position:______________________________
School or Organization:___________________________________________________________
Address:_____________________________________ Phone:___________________________
City:___________________ State:______ Email:_____________________________________
I am most interested in the following:
____ Free lesson plan
____ A video overview of what you saw in this workshop
____ WhyTry elementary curriculum information
____ WhyTry secondary curriculum information
____ Attending a training
____ Hosting a training
____ Evidence-based research on WhyTry
____ Funding and grant resources
How else can WhyTry meet your needs?