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Jane Miller is an information technology security specialist with over 20 years of experience in IT security, network design, and systems analysis. She is currently the Information Security Manager at City Power & Light, where she established their enterprise-wide information security program, developed security policies and procedures, and led security compliance audits. Prior to this role, she worked as a QA Manager and Computer Systems Engineer, demonstrating leadership in project management, software development, and customer support. She holds a Bachelor's degree in Computer Science and professional certifications in information security and systems engineering.Swim Lesson 3 Give Me Quality Content.Key
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This document provides an overview of the revised draft Australian curriculum for The Arts from Foundation to Year 10. It includes rationales and aims for the overall Arts learning area as well as individual subjects of Dance, Drama, Media Arts, Music, and Visual Arts. Key points include:
- The Arts aim to develop student creativity, expression, communication, cultural understanding, and engagement with arts practices.
- The curriculum comprises five subjects organized into strands of Making (creating artworks) and Responding (analyzing and interpreting artworks).
- Design thinking is emphasized as a process for experimenting, refining, and realizing artistic ideas across subjects.
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This document provides a list of potential non-subject games and activities that can be used during break times, lunchtimes, or inserted into lessons. It includes suggestions such as using magic tricks, having student show-and-tell sessions, keeping an "assorted activities box" with interesting items, and using various drilling techniques like catchball drilling. Additionally, it outlines many review games that can be played on the whiteboard like blackboard races and relays to reinforce vocabulary and concepts from lessons.1 -behavourist_classcial_
1 -behavourist_classcial_Kerry Allen
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The document discusses the behaviorist perspective in psychology. It focuses on classical conditioning, explaining how Ivan Pavlov discovered that dogs could associate food with other stimuli like bells through conditioning. An example is provided of a girl, Laura, who becomes fearful of her doctor's surgery after a negative experience of getting a vaccination there, showing how classical conditioning can explain the development of phobias. The behaviorist perspective is evaluated, noting that it reduces behavior to stimulus-response explanations without considering other factors, and that results from animal studies may not generalize well to human behavior.1.2 -behavourist
1.2 -behavouristKerry Allen
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The document describes six potential projects for a class assignment on The Crucible. Students must choose one of the following options: 1) Create a board game based on The Crucible including game cards, pieces and a board. 2) Write and illustrate a children's book version of the play. 3) Make a scrapbook from the perspective of Elizabeth or Abigail including photos and journal entries. 4) Perform and film a scene from the play in costume. 5) Create a PowerPoint on McCarthyism and Communism. 6) Design an informative brochure about Communism. The document provides requirements and notes for each project.
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The document provides guidance for teaching drama lessons. It discusses how drama can develop important skills in students like teamwork, creativity, and risk-taking. It then outlines specific drama activities and exercises teachers can use, such as freeze frames, role plays, and thought tracking. The document emphasizes giving students opportunities for self-reflection and evaluation to improve their skills and appreciation of drama.Draft arts curriculum_22_february_2013
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This document provides an overview of the revised draft Australian curriculum for The Arts from Foundation to Year 10. It includes rationales and aims for the overall Arts learning area as well as individual subjects of Dance, Drama, Media Arts, Music, and Visual Arts. Key points include:
- The Arts aim to develop student creativity, expression, communication, cultural understanding, and engagement with art forms.
- Content is organized into strands of Making (creating artworks) and Responding (analyzing and interpreting artworks).
- The five subjects each focus on unique practices and ways of seeing the world through their art form.
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The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.Assessment for learning_activities
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Social Learning Theory proposes that human behavior is learned through observation and imitation of others. Albert Bandura's experiments demonstrated that children who observed an adult acting aggressively towards a doll subsequently displayed aggressive behavior themselves, showing the influence of role models. Social Learning Theory emphasizes the importance of role models and observational learning in shaping behavior.creativity
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1 -behavourist_classcial_scKerry Allen
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The document discusses the behaviorist perspective in psychology. It focuses on classical conditioning, describing Ivan Pavlov's experiment with dogs and explaining how organisms learn associations between stimuli and responses. An example is given of a girl, Laura, who becomes fearful of her doctor's surgery after receiving an unpleasant vaccination there, demonstrating how classical conditioning can explain the development of phobias through learned associations. The behaviorist perspective is evaluated, noting both its strengths in explaining conditioning and phobias, but also its limitations in oversimplifying behavior and reducing it to stimulus-response explanations alone.1.2 -behavourist_operant_sc
1.2 -behavourist_operant_scKerry Allen
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The document discusses operant conditioning, which is a theory of learning developed by B.F. Skinner. It states that operant conditioning occurs when behaviors are reinforced or punished, which then increases or decreases the likelihood of those behaviors reoccurring. Specifically, it discusses how Skinner used positive reinforcement by giving rats food for pressing a lever, and negative reinforcement by stopping an electric shock for rats when they pressed a lever. The document then provides examples of how positive reinforcement, negative reinforcement, and punishment can be applied to behaviors.CROSS CURRICULUM WITH DRAMA
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This document provides a list of links to various slideshow presentations related to drama education and practical projects for drama teachers. The slideshows cover topics such as using drama in cross-curricular lessons, energizers and games for drama workshops, approaches to acting, action research methods, and assessing student learning. A variety of resources are referenced that could provide guidance for planning drama lessons and projects.Assessing learners
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This document provides links to various slideshow presentations about games, energizers, and icebreakers that can be used for workshops and training sessions. The slideshows cover topics like 100 different energizers, good games for workshops, ultimate icebreakers, an ice breaker book, and a manual with 120 different games. The links provide resources for fun activities that can engage participants and break the ice at events.Addresses
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This document provides links to various slideshow presentations about games, energizers, and icebreakers that can be used for workshops and training sessions. The slideshows cover topics like 100 different energizers, good games for workshops, ultimate icebreakers, an ice breaker book, and a manual with 120 different games. The links provide resources for fun activities that can engage participants and break the ice at events.Addresses
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This document provides links to various slideshow presentations about games, energizers, and icebreakers that can be used for workshops and training sessions. The slideshows cover topics like 100 different energizers, good games for workshops, ultimate icebreakers, an ice breaker book, and a manual with 120 different games. The links provide resources for fun activities that can engage participants and break the ice at events.Back to school ice breakers
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The document provides guidance for teaching drama lessons. It discusses how drama can develop important skills in students like teamwork, creativity, and risk-taking. It then outlines specific drama activities and exercises teachers can use, such as freeze frames, role plays, and thought tracking. The document emphasizes giving students opportunities for self-reflection and evaluation to improve their skills and appreciation of drama.Draft arts curriculum_22_february_2013
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This document provides an overview of the revised draft Australian curriculum for The Arts from Foundation to Year 10. It includes rationales and aims for the overall Arts learning area as well as individual subjects of Dance, Drama, Media Arts, Music, and Visual Arts. Key points include:
- The Arts aim to develop student creativity, expression, communication, cultural understanding, and engagement with art forms.
- Content is organized into strands of Making (creating artworks) and Responding (analyzing and interpreting artworks).
- The five subjects each focus on unique practices and ways of seeing the world through their art form.
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The document discusses creativity and innovation. It argues that creativity is not just about the mind, but also behaviors and habits. Creativity is the process of discovery rather than invention, using skills like associating, questioning, observing, and experimenting. The document provides encouragement to think outside the box and look for new ways of doing things, as creativity is available to anyone willing to develop it through curiosity and exposure to inspiration from various sources.Class room activities general reg class
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The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.Assessment for learning_activities
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This document provides a summary of various assessment for learning (AfL) tools that teachers can use to embed assessment in their teaching and help students achieve learning goals. It describes tools like having students write questions, ask questions of peers and teachers, using comment-only marking, mid-unit assessments, framing questions with "might" to encourage exploration, employing wait time, asking open-ended questions, showing exemplar work, and having students participate in self- and peer-assessment. The tools are presented to help teachers implement AfL in their classrooms.Activities group ensemble
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The document discusses strategies for using games in an educational setting to facilitate learning. It proposes that games can help develop problem-solving skills, communication skills, attention spans, self-awareness, social skills and reinforce classroom concepts. Several specific games are then described that focus on areas like concentration, group cooperation, public speaking skills and narrative development. The games are intended to create an engaging environment where students can learn through play within a structured framework.social learning
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Social Learning Theory proposes that human behavior is learned through observation and imitation of others. Albert Bandura's experiments demonstrated that children who observed an adult acting aggressively towards a doll subsequently displayed aggressive behavior themselves, showing the influence of role models. Social Learning Theory emphasizes the importance of role models and observational learning in shaping behavior.creativity
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This document provides an overview of 27 creativity and innovation techniques organized into categories of diverging and converging techniques. It encourages the reader to try different techniques and share experiences. Techniques include brainwriting, challenging assumptions, Osborn's checklist, and biomimicry. The document emphasizes that the best way to learn techniques is through use and that passion and comfort with a technique are the real measures of its value.1 -behavourist_classcial_sc
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The document discusses the behaviorist perspective in psychology. It focuses on classical conditioning, describing Ivan Pavlov's experiment with dogs and explaining how organisms learn associations between stimuli and responses. An example is given of a girl, Laura, who becomes fearful of her doctor's surgery after receiving an unpleasant vaccination there, demonstrating how classical conditioning can explain the development of phobias through learned associations. The behaviorist perspective is evaluated, noting both its strengths in explaining conditioning and phobias, but also its limitations in oversimplifying behavior and reducing it to stimulus-response explanations alone.1.2 -behavourist_operant_sc
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This document provides a list of links to various slideshow presentations related to drama education and practical projects for drama teachers. The slideshows cover topics such as using drama in cross-curricular lessons, energizers and games for drama workshops, approaches to acting, action research methods, and assessing student learning. A variety of resources are referenced that could provide guidance for planning drama lessons and projects.Assessing learners
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