Fostering creative thinking skills through education and cultureEduSkills OECD
This presentation was given by Stephan Vincent-Lancrin at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Northwest ISD is using ePortfolios to prepare students for college and careers. The district developed a "Profile of a Graduate" outlining skills like literacy, digital skills, problem solving, and collaboration. Students create ePortfolios in Google Sites to collect artifacts demonstrating their skills and reflect on their learning. Teachers facilitate the process and students take ownership of their portfolios. The ePortfolios allow students to showcase their work and development to potential employers or colleges.
Creativity and Inclusiveness, Well-Being, Socio-Emotional SkillsEduSkills OECD
This presentation was given by Hannah Grainger-Clemson at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
The document discusses research into personalizing learning with information and communication technologies (ICT) over three years. It examines modifying learners' collaboration techniques, assessment for learning, and communication with parents. Year 1 research found ICT could support personalization, but support was needed to sustain it. Year 2 found ICT may be more than a supportive tool. Year 3 found ICT could help establish skills for future work and life. The document also lists benefits and challenges of personalizing learning.
This document discusses professional development for teachers. It emphasizes that professional development should drive high standards, excellence, and teacher quality. It should provide teachers with ongoing support and tools to implement new instructional strategies. Effective professional development includes face-to-face training, customized collaborative modules, and blended online and in-person options. Challenges include transitioning to a data-driven approach, changing teaching practices, and engaging teachers in ongoing professional learning communities. Professional development is a process, not an event, that develops collaborative communities for teachers to provide feedback and share resources.
Creativity Learning Through the Arts - An Action Plan for WalesEduSkills OECD
This presentation was given by Sian James and Diane Hebb at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This document discusses the concept of co-creation in the context of learning and education. It begins by defining co-creation as active collaboration between stakeholders where all parties contribute knowledge to create a shared solution. It then provides examples of co-creation from an NVL pilot project in Finland. The document considers how co-creation impacts aspects of learning like content, roles, and didactic design. It analyzes similarities between cases in the NVL project and discusses how co-creation can be a learning process in itself through experience and facilitating boundary encounters between perspectives.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Instructional Design Driven Innovations in Capacity Development: addressing t...ILRI
Presented by Iddo Dror, Head of Capacity Development at ILRI and Chair of the CGIAR Capacity Development Community of Practice at the GCARD 3 conference, Johannesburg, 5-8 April 2016
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper explores the experience of integrating sustainability and enterprise as apparently conflicting value systems in social sciences as tools to develop individual capacity for future thinking: creating pathways to transformation, tools for individual empowerment. It concludes that whist the domains and languages of articulation differ, the skills and attributes they seek to develop show very similar attributes, and that whilst different discourses will attract students / disciplines to engage with future thinking, the skills being developed and techniques used to explore those skills are show considerable similarities. This provides opportunities for cross fertilisation between these discourses, enabling students to move beyond seeking enterprise and sustainability as conflicting domains, but rather as different ways of articulating future thinking / change. The session will be of interest to those engaged with developing future thinking, and in particular those interested in the discourses of sustainability and enterprise as ways into future thinking.
Participants discussed competencies, teaching models, and initiatives for Nordic cooperation in education. They noted the need for competencies in motivating self-learning and developing a lifelong learning mindset. More organic and flexible teaching approaches that are individually adapted are needed to create a desire to learn. Initiatives for Nordic cooperation could coordinate school admissions across countries to leverage differences in their educational systems.
Competency Based Learning- Importance and BenefitsRajeev Ranjan
Competency-based education focuses on developing students' comprehensive knowledge, skills, and attitudes through demonstrating proficiency in subject-related skills. It is a self-directed, student-centered approach where learning outcomes are constant and time is flexible. Assessment in competency-based learning focuses on measuring students' mastery of specific competencies through rigorous evaluation methods like formative and summative assessments.
Janita Relander gave a presentation on changing the structure of upper secondary schools in Finland. She discussed the need to reform upper secondary schools to better prepare students for the future of work. Relander and a group called JOTTE worked with various stakeholders to pilot reforms, including reducing the focus on grades and standardized exams, integrating life skills into the curriculum, and making teachers more like coaches. Their goal is to co-create an upper secondary school model that develops students' skills and makes them active citizens.
This document outlines plans to build a culture of innovation at a school. It discusses the need for teachers and students to take risks, try new things, and learn from failures. Key aspects of an innovative culture include collaboration, student-driven learning, authentic project-based work, flexibility, and purposeful technology integration. The document proposes initiatives like redesigned learning spaces, flipped classrooms, alternatives to textbooks, and student ownership of learning. It also introduces a framework called RAT - Replicate, Amplify, Transform - to guide appropriate technology integration that enhances learning. First steps include unpacking student goals, analyzing teacher goals and needs, setting shared goals, and tracking technology use.
This presentation was given by Tony Harrington at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This document discusses gifted and talented education. It defines gifted students as those with abilities in academic subjects like math or English, while talented students have abilities in areas like sports, music or arts. It emphasizes personalized learning to tailor education to individual students' needs, interests and abilities. The goal is to identify and support gifted/talented students so they can achieve their highest potential.
Ofsted does not want to see overly complex lesson plans or teachers sticking rigidly to plans without being flexible. They want to see teaching that effectively embeds learning for students. Judgements will be based on the quality of student learning and progress rather than following specific teaching styles or box-ticking activities. Good teaching is what works to engage students, have them focused on learning, and making progress.
From framework to lessons (i ctlt 2014) mr loo ming yawveelim85
This document outlines information about Mayflower Secondary School, including its mission and values. Mayflower aims to develop students with a "zest for life, curious mind, and generous spirit." It seeks to achieve this through an instructional framework focused on 21st century skills and competencies. The school recognizes that teachers will need to transition to new roles as learning designers rather than just curriculum implementers. It also discusses the importance of technology enabling deep learning. Finally, the document proposes a change leadership approach to support teachers in operationalizing the new frameworks through culture change, building capacity, and focused professional development.
Since the outbreak of the COVID19 pandemic our world has changed forever. This has a huge impact on education. How to build a resilient organisation that can accelerate transformation and shape the future of education
This slide deck illustrates the connections between the radical personalization called for in KnowledgeWorks' Forecast 3.0 and competency education. Specifically, the slides outline the levels of implementation of competency education contained in KnowledgeWorks' competency education continuum.
This document provides an overview of a presentation about how the skills developed through BTC 4 (Building the Curriculum 4) support the principles of Curriculum for Excellence. The presentation aims to give insights into the link between BTC 4 and CfE, provide examples of ideas and supports that have been developed, and allow for sharing and discussion. It outlines the seven principles of CfE and how BTC 4 relates to them, with a focus on challenge and enjoyment, breadth, progression, personalization and choice, and relevance. Examples of skills targeted by both CfE and BTC 4 like literacy, numeracy, health and wellbeing are also mentioned.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
1) The document discusses developing the key competence of learning to study, which involves acquiring knowledge and skills to organize one's own learning.
2) It describes the six steps of the learning framework - evocation, understanding meaning, reflection, and extension - to help students monitor and improve their learning.
3) Implementing tasks related to each step, like getting involved, processing information, communicating ideas, and applying knowledge, helps students develop specific skills and transform learning into authentic behaviors.
The document outlines indicators of success for Māori students enjoying education, including a case study on a Te Reo Māori class project that utilized ICT tools to motivate students and improve learning outcomes. It discusses establishing a culture of co-construction between teachers and students through sharing responsibility, creating common understandings, and reflecting together on classroom experiences. The document poses questions to consider implementing these ideas to develop thriving learning communities.
From students to learners english youg learner 2Bang Zaenal
This document outlines 21st century skills and learning outcomes for K-12 education. It defines three categories of 21st century skills: learning and innovation skills, digital literacy skills, and career and life skills. It then provides examples of learning outcomes from two school districts, Sacramento and Napa, related to these skills. The document discusses how project-based learning can help foster 21st century skills, with students working in teams to solve complex, real-world problems. It describes the process of students engaging with a project, conducting research, collaborating, and presenting their work. Finally, it notes that new school designs are moving away from traditional classrooms towards more flexible learning environments.
Eportfolios can provide concise summaries in 3 sentences or less that provide the high level and essential information from the document. The document discusses how eportfolios can be a disruptive innovation in higher education by embracing disruption through inquiry and low-threshold practices. It provides examples of eportfolios being implemented at different universities and discusses key elements of effective eportfolios. The document argues that eportfolios require substantially reexamining student learning and that institutions and faculty should view teaching as an inquiry process and start with small practices to build an eportfolio culture.
Slides from Rikke Toft Nørgård & Søren Bengtsen's presentation "Becoming Jelly: A call for gelatinous pedagogy within higher education" at the Ninth International Conference on Networked Learning 2014
This presentation by Diane Fisher-Naylor was made during special issue at the High-level Conference on Global and European Trends in Financial Education held on 22-23 May 2014 in Istanbul, which explored the role(s) of the private and not-for-profit sectors in financial education, financial literacy and innovation for young people and financial education for migrant workers and their families. Find out more at http://www.oecd.org/daf/fin/financial-education/2014-conference-global-european-trends-financial-education.htm
Dr. TJ Farler presented on the future of education. He discussed challenges like global competition, outsourcing of jobs, and lack of an educated workforce in the US. He also discussed opportunities like using new technologies to customize learning for each student. Farler emphasized that educators need more time for planning collaborative lessons incorporating students' use of technology. Overall, he argued that the most important factor is engaging teachers and students through collaborative, challenging, and inquiry-based learning that cultivates curiosity.
This document provides information on skills needed for the 21st century. It discusses key learning outcomes like checking if educators are ready for the future and steps to prepare students. It outlines categories of 21st century skills like learning, literacy and life skills. Critical thinking, creativity, collaboration and communication are emphasized. The document also discusses tools and methodologies for teaching these skills, such as flipped classrooms, blended learning, and competency-based learning. Traits of 21st century educators are highlighted as being able to teach all learners, differentiate instruction, integrate technology, foster relationships and embrace change.
[청심교육포럼2011] Initiating Change - Global Construct for Delivering Internationa...CSeduForum
[청심교육포럼 2011-글로벌 인재 교육을 위한 변화의 시작]
본세션: Initiating Change - Global Construct for Delivering International Education / 연사:
Roderick Fraser(Chair, Round Square) / 강연영상(http://youtu.be/BQpg81XcJ10)
The document discusses the challenges of establishing a professional identity for educators in early childhood settings. It proposes using ePortfolios to help pre-service teachers develop and demonstrate their professional identity. The author advocates an approach that is evolving, efficient, and effective - encouraging identity formation through collaboration, integrating digital technologies, and using reviews to identify successes. Examples of how ePortfolios could be implemented are provided.
The document discusses the challenges of establishing a professional identity for educators in early childhood settings. It proposes using ePortfolios to help pre-service teachers develop and demonstrate their professional identity. The author advocates an approach that is evolving, efficient, and effective - encouraging identity formation through collaboration, integrating digital technologies, and using reviews to identify successes. Examples of how ePortfolios could be implemented are provided.
The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
The Big6: Information Literacy and Executive Skills - Future-proofing StudentsBig6 Associates, LLC
Presentation by Bob Berkowitz at AASL 2011, "Turn the Page" Conference, Minneapolis, MN. Berkowitz poses the questions "What higher-level thinking skills will students need most in the future,"and "how can teacher librarians and classroom teachers integrate strategies that put students in a position to succeed for a lifetime?"
The document discusses key considerations for the design of future schools, including what students would learn, how they would learn, when and where learning would take place, and how learning would be assessed. It outlines Alvin Toffler's vision for schools of the future that are open 24/7, have customized learning experiences, and integrate business and education. The document also discusses barriers to transforming schools and the need for a coherent vision that supports long-term investment in students' futures.
Presentation (draft version) on autonomy - reAct final conference - Valencia ...Thieme Hennis
This presentation will be given as an introduction to the round-table discussion on autonomy (in learning) during the reAct final conference on Oct 10, 2012. More info: http://reactproject.eu
The document discusses Malaysia's Smart School initiative which was launched in 1997 to modernize education through technology and capitalize on new ICT infrastructure. The key goals were to produce tech-savvy students, democratize learning, and provide well-rounded student development. The Smart School concept introduced technology-enabled reforms to curriculum, pedagogy, assessment, and teaching materials to support student-centered active learning. It also established management systems and relied on technology enablers like distance learning and e-assessment. However, challenges remained regarding teacher ICT skills, passive students, limited infrastructure, and lack of technical support staff.
The document discusses Malaysia's Smart School initiative which was launched in 1997 to modernize education through technology and capitalize on new ICT infrastructure. The key goals were to produce tech-savvy students, democratize learning, and provide well-rounded development. The Smart School concept introduced technology-enabled reforms to curriculum, pedagogy, assessment, and teaching materials to support student-centered active learning. It also implemented management systems and enabled distance, inclusive, and self-paced education. However, challenges remained regarding teachers' ICT skills, passive students, limitations of infrastructure, and lack of technical support staff.
The Science of Learning: implications for modern teachingDerek Wenmoth
Keynote presentation to the Educational Leaders hui Kōkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
Let's push some boundaries for education in the futureDerek Wenmoth
Workshop slides from my presentations at the Masterton Schools TOD on Tuesday 4 June, 2024. Focusing on providing tools and strategies for teachers to use when looking to become more future focused in their work, and anticipate the changes ahead etc.
Dynamic Education Leadership in a Changing WorldDerek Wenmoth
Keynote presentation to the Manawatu Principals Association, May 2024. Explores three key questions about principalship as a system leadership responsibility.
Agency By Design Masterclass - USBE, March24Derek Wenmoth
Slides used for the USBE Masterclass held in Salt Lake City, March 2024. This masterclass used a variety of activities to engage participants in unpacking the contents of the book: Agency By Design: An Educator's Handbook.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
This document discusses pushing boundaries in education. It introduces Ultralab, an educational research institute dedicated to working at the "bleeding edge" of technology in education. Several projects aimed at pushing boundaries on issues like equity, inclusion, and learner agency are mentioned. The document argues that traditional models of schooling focused on compliance and conformity must change. It suggests envisioning education that truly prepares students for the future in inclusive, equitable ways focused on discovery and learning rather than fear of failure. Educators are empowered to transform education by nurturing their own growth and believing in students' potential.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
This document outlines a framework for facilitating friction-free transformation in organizations. It is presented over three stages: 1) Build buy-in by engaging others, eliminating resistance, and mapping the landscape. 2) Remove roadblocks by overcoming inertia, generating confidence, and removing "sludge". 3) Embrace experimentation by scaling, sharing, and sustaining changes through a culture of experimentation, subtraction of unnecessary processes, and sharing of successes. Each stage contains modules to break challenges into tasks and tools to dissolve resistance. The goal is to establish an environment where transformation can occur through distributed, community-driven efforts rather than traditional bureaucratic change programs.
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
Learners as Leaders in a Changing WorldDerek Wenmoth
This document discusses the need for change in education systems to better prepare learners for an uncertain future. It promotes seeing possibilities instead of problems, sharing ownership of learning between teachers and students, and developing students as leaders rather than followers. The document argues that education must leverage digital tools to create a coherent learning experience both in physical and online spaces. It provides examples of making the learning process transparent, giving students control over their learning, and assessing their ability to thrive in an interconnected world. The overall message is that simply continuing traditional education is depriving young people of their future and true innovation is needed to develop learners who can face disruption and create positive change.
DLL -Shifting the Ownership of LearningDerek Wenmoth
Slides used in the Insight workshop at the NPDL Deep Learning Lab in Anaheim, April 2023. The focus of the workshop was on the shifts we need to make in order to enable truly agentic learning in our schools and classrooms.
Deep learning innovation in challenging timesDerek Wenmoth
Mobilizer presentation to the NPDL Deep Learning Lab (DLL) in Anaheim, April 2023. Explores the innovative approaches taken by three New Zealand teachers when classes were disrupted by COVID and extreme weather events.
The document outlines the goals and key discussions from a professional development day for teachers at Cashmere Ave School. It began with reflections on the previous day's learning. The goals for the current day were then presented: to understand the New Zealand Curriculum, Te Whare Tapa Whā model, and the Understand-Know-Do framework; to apply these understandings to Cashmere Ave's existing curriculum; and to identify collaboration plans for 2023. Various curriculum topics were then unpacked and applied using the Understand-Know-Do structure, including the school's values connected to Te Whare Tapa Whā. Teachers provided a review of their learning and an evaluation was conducted at the end.
This document summarizes a professional development session for teachers focused on student-centered learning. The session covered several key topics:
1. The history of standardization in education and a move towards understanding each student's "jaggedness".
2. Understanding what motivates students and giving them more choice, control, challenge and collaboration in their learning.
3. Getting to know students on a personal level to better support their learning and development.
4. Framing student wellbeing and learning as interconnected, and the importance of teacher empathy, compassion and high expectations.
The document discusses shifting the ownership of learning to students to develop learner agency. It identifies ten conditions for learner agency, including having learners at the center of their learning, building relationships and partnerships, developing cultural responsiveness, empowering leadership, viewing teaching as inquiry, ensuring curriculum and pedagogy support agency, using assessment for and of learning, integrating technology, and creating innovative learning environments. The document encourages reflecting on which conditions to act on and provides resources to develop strategies that give students more control and ownership over their learning.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Ko Wai Au - Culturally Responsive EducationDerek Wenmoth
The document discusses the history of education for indigenous peoples in New Zealand (Māori) and North America (Native Americans/First Nations). It describes how traditional indigenous systems of learning were replaced by colonial education systems aimed at cultural assimilation through suppressing indigenous languages and cultures. Specific practices discussed include banning te reo (the Māori language) in NZ schools, cutting indigenous children's hair, and renaming them with English names in boarding schools. The cumulative impact of these policies was devaluing of indigenous knowledge and inequitable educational and life outcomes for indigenous youth.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
How to Handle the Separate Discount Account on Invoice in Odoo 17Celine George
In Odoo, separate discount account can be set up to accurately track and manage discounts applied on various transaction and ensure precise financial reporting and analysis
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
3. Influence on curriculum
• Determination to develop more participation and
achievement in the following:
– Science
– Maths
– Technology
• Emerging focus on Social Studies (as distinct from
traditional History and geography)
• Emphasis on a transmissive model of teaching -
focus on content and coverage.
5. Thomas Friedman
“…with this "flattening" of the
globe, which requires us to
run faster in order to stay in
place, has the world gotten
too small and too fast for
human beings and their
political systems to adjust in a
stable manner?”
6. Recent Curriculum Evolution
1970s and 1980s 1990s 2004-
Focus: Inputs Focus: Outcomes
Achievement of Achievement of
Content of curriculum
students students
Main emphasis on Greater emphasis on
Main emphasis on
student knowledge and values and
teaching
skills outcomes competencies
9. Principles
High expectations Treaty of Waitangi Cultural diversity Inclusion
Learning to learn Community engagementCoherence Future Focus
Future focus
sustainability citizenship enterprise globalisation
12. Enterprising people are……
• Creative and critical thinkers • Seeing the problem/opportunity –
• Risk takers far-sighted
• Innovative • Being positive
• Following through to completion • Thinking outside the square/lateral
thinkers
• Energy to see it through
• Re-evaluating along the way,
• Hard workers
reflective
• Focused
• Learners – ongoing/life-long
• Creative
• Pragmatic
• Imaginative
• Brave
13. Key Competencies Using language,
Managing self
symbols and texts
ing to
Relat
s
other
Participating and
contributing
Thinking
14. ‘Enterprise’ in your school
• Vision - School culture - Classroom practice
• Enterprising teaching and learning
– Authentic experience
– Sharing ownership/responsibility
• Enterprise projects/programmes (YES, Prep etc)
– Business studies
– Financial literacy
16. Why Education for Enterprise?
The goal of E4E is to produce innovative, creative
thinking people, who will build a more resourceful
and confident New Zealand
Ministry of Education
http://education-for-enterprise.tki.org.nz
17. Wellington East Girls
http://e4e.tki.org.nz/E4E-in-action/Digital-stories/Wellington-East-Girls%E2%80%99-College
18. What did you notice about….
• Links to curriculum
• Role of the teacher
• Contribution of partner/expert
• Student role/participation
• Being enterprising???
19. How can CORE help?
• Facilitate school visioning and curriculum
development
• Facilitate staff professional development
• Assist with programme planning
• Act as a critical friend
• Establish partner links