The document appears to be a presentation on activating school quality systems in South Africa. It includes the following key points:
1. The presentation covers topics such as setting expectations and targets for learners, teachers, and schools. It also discusses constructing an environment focused on target setting.
2. Data is presented comparing South Africa's performance to other countries on standardized tests, showing SA students scoring lower on average. Domestic test results also show poor pass rates.
3. Developing clear expectations for learners and creating agreements between the school and students on achievement is discussed as an important part of turning schools around.
Objective Capital Precious Metals, Diamonds and Gemstones Investment Summit
Focus on Gold: Challenges of gold mining in the US – reopening the Drumlummon Mine in Montana
20 May 2010
by David Wilson - Societe Generale
Objective Capital Precious Metals, Diamonds and Gemstones Investment Summit
Panel Discussion: Outlook for the Precious Metals Markets
20 May 2010
by David Wilson - Societe Generale
Bill Fisher - RX Exploration
David Hargreaves - Fair Trade Gemstones
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
How to design your school's teaching and learning processes to ensure the success of every learning in the school, especially those learners coming from poor, marginalized and challenging backgrounds.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
8. 26/03/2013
Success rate = 8,1%
• Success-rate of the system = 8,1%
• Of every 12 learners starting Grade
One, only 1 learner attains what the
system is promising them - data 2005!
15
Access vs Success
Short-Listing
Employment
Quantity
Quality
Whether you Pass! How you Pass!
16
8
9. 26/03/2013
Session
3
What
do
we
know
about
our
Learners,
especially
if
we
Claim
to
do
this
all
for
them.
Awareness
<-‐-‐-‐-‐-‐-‐>
Knowledge
3. Caution 4. Certainty
“I know what I “I know what I
Awareness
don’t know” know”
Explore Exploit
1. Ignorance 2. Amnesia
“I don’t know what “I don’t know
I don’t know” what I know”
Experiment Expose
Knowledge
9
10. 26/03/2013
Know your Numbers
• School days (School Calendar);
• Weeks of Teaching and Learning;
• Teaching and Learning days;
• Hours of Teaching and Learning;
• Hours of Examination time;
• Teacher Accountability hours of
work per Annum (PAM).
19
Know your Numbers
• 199 School days;
• 34 Weeks of Teaching and Learning;
• 170 Teaching and Learning days
• 935 Hours of Teaching and Learning;
• 20 – 24 Hours of Examination time;
• Account for 1800 hours of work p.a.
20
10
11. 26/03/2013
Session
4
Construc5ng
a
“Target
Se`ng”
environment
at
the
school.
School
Turnaround
Strategy
11
17. 26/03/2013
Session
5
Construc4ng
a
“Learners
Expecta4on
and
Achievement”
Agreement
Nature
of
Expecta4ons
• Poor
families
are
living
based
on
survival,
and
therefore
don’t
have
a
concept
of
‘dreams’
–
long-‐4me
expecta4ons;
• Only
focusing
on
‘geOng
through
the
day’;
• Don’t
have,
like
middle
and
upper
class
families,
conversa4ons
around
the
dinner
table
about
“what
the
children
want
to
be
one
day”;
• Schools
can
play
a
role
in
developing
a
dream,
and
raising
expecta4ons
of
poor
kids.
1
24. 26/03/2013
Integra4ng
Challenges
• Learners
–
crea4ng
a
dream,
not
a
‘pass’
(below
or
above
50%);
• Learners
–
focusing
on
the
achievement
of
their
dream
(assis4ng
them,
not
our
image);
• Teachers
–
rela4onship
agreement
between
teachers
and
learners
(engagement
based
on
an
agreement);
• Teachers
–
assis4ng
learners
to
achieve
their
dream,
not
theirs;
• Principals
–
know
what
they
are
‘producing’
at
the
school;
• Principal
–
encourage
and
ensure
con4nuum
from
school
to
‘next
step
towards
dream’;
• District
–
would
know
what
they
are
‘producing’
within
the
circuit,
district,
etc.;
• District
–
plan
accordingly
to
deliver
on
the
aspira4ons.
Session
6
*
Eight
School
Readiness
Components;
*
From
Data
to
Intelligent
Systems.
8
25. 26/03/2013
Four
Types
of
Systems
• Data
Systems;
• Informa4on
Systems;
• Knowledge
Systems;
• Intelligent
Systems.
9
26. 26/03/2013
Turning
Data
into
Intelligence
• What
is
the
relevance,
importance
and
value
of
up-‐to-‐date
and
reliable
data
to
schools?;
• Schools
are
s4ll
trying
to
get
‘their
heads’
around
how
to
ensure
the
collec4on
of
data
–
on
4me
–
let
alone
the
usage
of
the
data;
• Most
schools
operate
on
a
‘paper
based’
informa4on
systems,
as
well
as
data
depositories
which
are
‘laying’
all
over
the
school.
EXAMPLE
10
27. 26/03/2013
DATA
SYSTEM
It
is
a
single
bit
of
informa4on,
isolated
from
context
and
basically
without
meaning,
unless
one
is
familiar
with
that
par4cular
data
type.
Learner
A
got
25%
in
a
Math
test.
Norman
Muvo4
11
28. 26/03/2013
INFORMATION
SYSTEM
Data
becomes
Informa4on
when
meaning
is
given
to
it
so
that
a
human
can
more
easily
understand
it.
Learner
A
got
25%
in
a
Math
test,
despite
having
scored
80%+
in
all
previous
tests
for
the
past
3
years.
12
29. 26/03/2013
KNOWLEDGE
SYSTEM
Informa4on
becomes
Knowledge
when
contest
is
considered.
Learner
A
got
25%
in
a
Math
test,
despite
having
scored
80%+
in
all
previous
tests
for
the
past
3
years.
She
is
taught
by
a
History
specialist
with
no
DidacEcs
in
MathemaEcs,
but
who
had
to
take
this
class
to
make
up
his
expected
workload.
13
33. 26/03/2013
Pro-‐ac>ve
Management
of
Teaching
and
Learning
6.
Learners
Leadership
5.
Levels
of
Mastery
4.
Levels
of
Improvement
3.
Levels
of
Learning
2.
Levels
of
Performance
1.
Target
SeOng
Session
7
Wrapping
Up
17
34. 26/03/2013
Key
Ques4ons
1. Iden4fy
the
learning
that
took
place.
2. Iden4fy
what
will
be
done
since
we
know
more
about
the
issue.
3. What
are
we
going
to
do
MORE,
BETTER,
and
DIFFERENTLY?
4. How
do
we
keep
each
other
accountable?
5. What
should
life
(the
school)
be
like
this
4me
next
year?
Thank
You!
18