Seminar presentation '12
Download as PPTX, PDF
0 likes125 views
The document discusses using collaborative learning strategies in dance teaching to accommodate students with varying technical abilities. It notes traditional methods can promote isolation and competition. Collaborative learning creates a comfortable environment where students feel less threatened. The document suggests using learning profiles to create slightly advanced tasks for struggling students. It discusses collaborative activities that begin with problems and lead to creation of new ideas. Cooperative learning is defined as instructional use of small groups for mutual learning. Cooperative work involves dividing and recombining individual work. Guidance is offered on careful instruction delivery to avoid confusion. Benefits of collaborative work in life beyond dance are identified as teamwork, leadership, having a voice, and sensitivity.
1 of 6
Download to read offline
Recommended
Final presentation_test
Final presentation_testFarizahEskak
油
The document proposes a social media campaign to increase market share for Orangina soft drink in Singapore and Malaysia among 18-24 year olds. The campaign is called "Seize the Zest" and involves two tiers - a game app to engage existing Facebook fans over one year, and a mocktail/cocktail recipe contest run over three months with key opinion leaders as judges. The game app aims to increase fan engagement and social metrics by 20% while the contest seeks earned media coverage and sales. The campaign aims to position Orangina as having a Mediterranean heritage using its unique pulp and benefits over competitor Minute Maid Pulpy.Jiit;project 2013-2014;cse;project presentation
Jiit;project 2013-2014;cse;project presentationChakshu Sharma
油
Digital signatures provide authenticity, integrity, and non-repudiation for electronic documents. They use public key cryptography, where each user generates a public/private key pair. The private key is used to digitally sign a message by encrypting a hash of the message. Anyone can then verify the signature using the signer's public key. Digital signatures help secure electronic commerce and governance by authenticating digital documents in a similar way to a handwritten signature on paper.English
EnglishHerlangga Baso
油
English has become the world's leading international language due to British colonial expansion in the 19th century and American cultural influence in the 20th century. It is currently spoken by over 460 million people as either a first or second language. English evolved from Germanic and Romance language influences following the Norman conquest of England in 1066. By the 14th century it had become the dominant language in England and established as the national language, replacing Latin. Its global spread was aided by England's role in international trade by 1700.
Digital Signage 亟仍 从亳仆仂亠舒仂于 仂 OptiVision
Digital Signage 亟仍 从亳仆仂亠舒仂于 仂 OptiVisionArtyom Kovalyov
油
亠亠仆亳 Digital Signage 亟仍 从仂仄仗仍亠从仆仂亶 于亳亰舒仍仆仂亶 从仂仄仄仆亳从舒亳亳 于 从亳仆仂亠舒亠. 丶亳仂于仂亠 仄亠仆, 仍仂弍弍亳, 从舒仂于舒 亰仂仆舒, 亰仂仆舒 仂亟舒 亳 仂亢亳亟舒仆亳, 从亳仆仂亰舒仍. 于仂仄舒亳亰舒亳 弍亳亰仆亠 仗仂亠仂于, 从亳亶 从仂仆亠仆, 仂 于仂于仍亠亠仆仆仂亳 亳 仆仂于 仗仂亟舒亢, 仗舒仆亠从亳亠 仗仂亞舒仄仄, 亟亳仆舒仄亳仆亠 亠亶仍亠, 仂 从仂仆于亠亳亳 亟仂仗仂仍仆亳亠仍仆 仍亞, 舒 舒亢从亠 仗仂亟舒亢 亠亟 亳 仆舒仗亳从仂于, 仆亳亢亠仆亳亠 仗仂仂亞舒 仆亠亟仂于仂仍于舒 仂 仂亢亳亟舒仆亳 - 于亠 仂 亳 仄仆仂亞仂 亟亞亳 亳仆仆仂于舒亳亶 仄仂亢亠 亟舒 仂于亠仄亠仆仆亶 Digital Signage 弍亳亰仆亠 从亳仆仂仗仂从舒舒. Constructivism - LDT EDCI 513
Constructivism - LDT EDCI 513khaydensafdie
油
Constructivism is an active learning theory that maintains learning occurs when learners actively construct knowledge by working to solve realistic problems. Key aspects include: learning is social and active; learners construct their own understanding; new knowledge builds on prior knowledge. Constructivism sees the learner as responsible for knowledge construction through experience and reflection. It emphasizes problem-solving and critical thinking to synthesize information for real-world application. Technology supports constructivist principles by providing authentic problems and opportunities for knowledge building. Major scholars developed models emphasizing experiential learning, problem-based learning, cognitive apprenticeships, and scaffolding support. Research shows constructivist teaching correlates with increased technology use and improved student outcomes like problem-solving abilities.Building the Narrative Cloud: Reflection and Distributed Cognition in a Desig...
Building the Narrative Cloud: Reflection and Distributed Cognition in a Desig...Omar Sosa-Tzec
油
This document describes a narrative-based pedagogical approach for teaching human-computer interaction design (HCI/d) in a studio-based course. It proposes using oral and multimedia stories to convey "content-independent concepts" that can promote reflection among students. These stories would become part of a "narrative cloud" that represents the distributed cognition occurring in the classroom as concepts are shared. The goal is to help students develop a "computer imagination" and understand technology's potential to benefit humans.Building the Narrative Cloud: Reflection and Distributed Cognition in a Desig...
Building the Narrative Cloud: Reflection and Distributed Cognition in a Desig...Research into Interaction Design Practice
油
This document describes a narrative-based pedagogical approach for teaching human-computer interaction design (HCI/d) in a studio-based course. It proposes using oral and multimedia stories to convey "content-independent concepts" that can support reflection among students. These stories would become part of a "narrative cloud" that represents the distributed cognition occurring in the classroom as concepts are shared. The goal is to help students develop a "computer imagination" and understand technology's potential to benefit humans.Androgagy Power
Androgagy PowerChristinia Jackson-Scott
油
This document explores the definition, history, major proponents, and applications of andragogy. Andragogy is defined as the art and science of helping adults learn. The term was first coined in 1833 but popularized in the 1920s. Major proponents include Malcolm Knowles, who identified six assumptions of adult learners and developed an andragogical process model. Knowles' work emphasized that adult learners are self-directed, draw on life experiences for learning, and are ready to learn skills required to deal with life situations. The document suggests that andragogy can benefit human resource development specialists, vocational instructors, spiritual educators, managers, and college professors working with adult learners.Adult learning 2
Adult learning 2steveb10
油
This document discusses adult learning and several theories of adult learning. It defines adult learning as activities intentionally designed to promote learning among those who see themselves as adults based on age, social roles, or self-perception. Another definition provided states that education is lifelong and not confined to formal schooling but continues throughout life. Theories discussed include experiential learning, where adults create knowledge from experiences; action learning, where adults work in teams on real-life projects with a learning coach; project-based learning, where adults work in groups on authentic problems; and self-directed learning, where adults take responsibility for their own learning process and goals with guidance from resources.Edtech 504 final synthesis paper booth
Edtech 504 final synthesis paper boothkabooth
油
The document discusses the impact of technology on constructivist learning theory. It provides background on constructivism, which emphasizes active learning where students construct knowledge based on their experiences. A key part of constructivist learning environments is ill-structured problems for students to solve. The document argues that technology can support constructivism by providing simulations, related case studies, information resources, cognitive tools, and tools to enable collaboration - all of which help students actively engage in authentic problem-solving.Markus o'sullivan final
Markus o'sullivan finalerinmarkus
油
The document discusses emerging learning theories and how they relate to the use of discussion boards in online adult education classes. It examines theories like social constructivism, connectivism, transactional distance, and andragogy. These theories emphasize community building, making connections, bridging gaps in online environments, and understanding how adults learn best. The document also provides best practices for using discussion boards, such as defining goals, building rapport, encouraging public sharing, and providing guidelines for interaction and etiquette.Universal Design for Learning: An Introduction
Universal Design for Learning: An Introductiondaniellebrandt
油
This document provides an introduction to Universal Design for Learning (UDL). UDL is an approach to teaching that focuses on providing multiple means of representation, expression, and engagement to give all students equal opportunities to learn. It advocates for flexibility in curriculum design based on principles of providing options for perception, physical action, and engaging the affective networks of the brain. Examples of how UDL has been applied in architecture, television, and technology are given. The three principles of UDL and how they relate to presentation, expression, and engagement are then expanded upon with guidelines for incorporating UDL into lesson planning and resources for teachers.App4 toddt
App4 toddtt_todd06
油
Universal Design for Learning (UDL) is an educational framework that aims to reduce barriers in learning by providing multiple means of representation, expression, and engagement. UDL is based on three principles: 1) provide multiple means of representation, 2) provide multiple means of action and expression, and 3) provide multiple means of engagement. UDL uses supports for the three learning networks in the brain - recognition, strategic, and affective - to meet the diverse needs of all students. Implementing UDL with technology allows for more flexible and personalized lessons to support all learners.Part A - Personal Pedagogical Framework - Oral presentation - B Anstey
Part A - Personal Pedagogical Framework - Oral presentation - B Ansteybelindaj4
油
EDP3333 - Pedagogy and Curriculum 3
Part A
Personal Pedagogical Framework
Oral presentation
Belinda Anstey
Student number: 0061018708Markus annotated bib
Markus annotated biberinmarkus
油
Constructivist learning theory suggests that people learn by attaching new knowledge to existing ideas through interactions and experiences rather than repetition. The annotated bibliography examines how constructivism applies to digital learning. Several sources discuss how constructivist principles promote active learning, inquiry, problem-solving and collaboration using technologies like computer-mediated communication. Constructivism sees the teacher as a guide helping students make their own connections, rather than a presenter of information.Three generations of distance education pedagogies
Three generations of distance education pedagogiesakor0003
油
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. The cognitive-behaviorist model focuses on individual learning through structured instruction. The social constructivist model acknowledges the social nature of knowledge construction and emphasizes learner-centered collaboration. The connectivist model is suited for the digital age, assuming knowledge is abundant and learning involves connecting to information networks. Each generation is examined according to the cognitive, social, and teaching presences they facilitate.Instructional technologyhistoryfuture
Instructional technologyhistoryfutureIngrid Johnson Conway
油
Instructional technology is defined as the analysis, design, development, implementation, and evaluation of processes and resources for learning. It involves improving learning through instructional and non-instructional processes. Instructional design is a systematic process used to develop education and training programs in a consistent way through ongoing evaluation. The field has evolved over time from a focus on instructional media to include personal computers, the internet, and now wireless tools. The future of instructional technology is expected to involve ubiquitous learning through personal mobile devices and delivering more education with less physical space.Three generations of distance education pedagogies
Three generations of distance education pedagogiesakor0003
油
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.Three generations of distance education pedagogies
Three generations of distance education pedagogiesakor0003
油
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.Three generations of distance education pedagogies
Three generations of distance education pedagogiesakor0003
油
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.10.1.1.130.4886
10.1.1.130.4886SMK PRASASTI KARANG BERAHI JAMBI
油
This document describes the implementation of a Learning Design system called the Learning Activity Management System (LAMS). LAMS allows teachers to design sequences of collaborative learning activities for students and manage their implementation. It provides tools for administering user accounts, delivering activity sequences to students, and monitoring student progress. The document outlines an example learning activity sequence on the topic of "What is Greatness?" consisting of 4 weeks of activities including discussion forums, reviewing content, online chatting in small groups, and individual reporting. LAMS is designed to operationalize the concept of Learning Design and help teachers recreate and adapt learning activity sequences.10.1.1.130.4886
10.1.1.130.4886SMK PRASASTI KARANG BERAHI JAMBI
油
This document describes the Learning Activity Management System (LAMS), which implements the concept of learning design. LAMS allows teachers to sequence collaborative learning activities that involve groups of learners interacting across different environments. It also includes tools for administering user accounts, delivering activity sequences to students, and monitoring student progress. The document provides an example learning activity sequence on the topic of "What is Greatness?" that progresses over four weeks and includes discussion forums, reviewing content, online debates, and individual reporting. LAMS is designed to illustrate learning design and aims to support reuse and adaptation of multi-learner activity sequences.Markus osullivan final
Markus osullivan finalerinmarkus
油
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.Shai blended present
Shai blended presentShai Omarali
油
The document discusses the objectives and benefits of developing an all-in-one virtual learning environment (VLE) using Ning. The key objectives are to create a collaborative learning space that promotes learning throughout the year in a safe and controlled environment. Benefits mentioned include having a single interface to access materials and tools, and allowing teachers to provide enhanced resources. The document also discusses how Ning could facilitate collaborative writing tasks and references several studies on the benefits of collaborative and online learning.Cv2013 mcauley
Cv2013 mcauleyDr. Mike McAuley. Massey university, New Zealand
油
Dr Mike McAuley is a senior lecturer and subject director of illustration at Massey University in Wellington, New Zealand. He has over 25 years of experience in illustration, teaching, and research focused on student learning. His qualifications include a PhD in Education from Massey University and degrees in design, teaching, and art. He serves on several committees related to teaching, learning, assessment, and ethics. His research examines interpreting written text visually and enhancing student comprehension.Udl
Udlswineto
油
The document discusses brain research and its implications for learning differences and Universal Design for Learning (UDL). It notes that while brains have specialized processing areas, individual brains differ in each area, leading to learning differences. UDL aims to maximize learning for all students by presenting information in multiple ways, allowing for different modes of expression, and stimulating interest. The document provides examples of how UDL principles can be applied to support students with diverse needs and interests. It also discusses how digital technologies make individualized UDL curriculum solutions possible through flexible display of content.Essay For Purpose
Essay For PurposeLaura Martin
油
The document discusses applying for a position as an ESL Continuing Education Instructor. It summarizes the applicant's educational background, including a PhD in Foreign, Second, and Multilingual Language Education from Ohio State University. It also outlines teaching experience in EFL and ESL settings in both Taiwan and the United States. The applicant believes their background and experience will enable contributions to the San Diego Community College District by enhancing students' academic English skills and understanding of Western academic culture.Meeting the needs of modern students?, Selina McCoy
Meeting the needs of modern students?, Selina McCoyEconomic and Social Research Institute
油
NAPD Annual Symposium
Equity in our Schools: Does the system deliver for all young people?
More Related Content
Similar to Seminar presentation '12 (20)
Androgagy Power
Androgagy PowerChristinia Jackson-Scott
油
This document explores the definition, history, major proponents, and applications of andragogy. Andragogy is defined as the art and science of helping adults learn. The term was first coined in 1833 but popularized in the 1920s. Major proponents include Malcolm Knowles, who identified six assumptions of adult learners and developed an andragogical process model. Knowles' work emphasized that adult learners are self-directed, draw on life experiences for learning, and are ready to learn skills required to deal with life situations. The document suggests that andragogy can benefit human resource development specialists, vocational instructors, spiritual educators, managers, and college professors working with adult learners.Adult learning 2
Adult learning 2steveb10
油
This document discusses adult learning and several theories of adult learning. It defines adult learning as activities intentionally designed to promote learning among those who see themselves as adults based on age, social roles, or self-perception. Another definition provided states that education is lifelong and not confined to formal schooling but continues throughout life. Theories discussed include experiential learning, where adults create knowledge from experiences; action learning, where adults work in teams on real-life projects with a learning coach; project-based learning, where adults work in groups on authentic problems; and self-directed learning, where adults take responsibility for their own learning process and goals with guidance from resources.Edtech 504 final synthesis paper booth
Edtech 504 final synthesis paper boothkabooth
油
The document discusses the impact of technology on constructivist learning theory. It provides background on constructivism, which emphasizes active learning where students construct knowledge based on their experiences. A key part of constructivist learning environments is ill-structured problems for students to solve. The document argues that technology can support constructivism by providing simulations, related case studies, information resources, cognitive tools, and tools to enable collaboration - all of which help students actively engage in authentic problem-solving.Markus o'sullivan final
Markus o'sullivan finalerinmarkus
油
The document discusses emerging learning theories and how they relate to the use of discussion boards in online adult education classes. It examines theories like social constructivism, connectivism, transactional distance, and andragogy. These theories emphasize community building, making connections, bridging gaps in online environments, and understanding how adults learn best. The document also provides best practices for using discussion boards, such as defining goals, building rapport, encouraging public sharing, and providing guidelines for interaction and etiquette.Universal Design for Learning: An Introduction
Universal Design for Learning: An Introductiondaniellebrandt
油
This document provides an introduction to Universal Design for Learning (UDL). UDL is an approach to teaching that focuses on providing multiple means of representation, expression, and engagement to give all students equal opportunities to learn. It advocates for flexibility in curriculum design based on principles of providing options for perception, physical action, and engaging the affective networks of the brain. Examples of how UDL has been applied in architecture, television, and technology are given. The three principles of UDL and how they relate to presentation, expression, and engagement are then expanded upon with guidelines for incorporating UDL into lesson planning and resources for teachers.App4 toddt
App4 toddtt_todd06
油
Universal Design for Learning (UDL) is an educational framework that aims to reduce barriers in learning by providing multiple means of representation, expression, and engagement. UDL is based on three principles: 1) provide multiple means of representation, 2) provide multiple means of action and expression, and 3) provide multiple means of engagement. UDL uses supports for the three learning networks in the brain - recognition, strategic, and affective - to meet the diverse needs of all students. Implementing UDL with technology allows for more flexible and personalized lessons to support all learners.Part A - Personal Pedagogical Framework - Oral presentation - B Anstey
Part A - Personal Pedagogical Framework - Oral presentation - B Ansteybelindaj4
油
EDP3333 - Pedagogy and Curriculum 3
Part A
Personal Pedagogical Framework
Oral presentation
Belinda Anstey
Student number: 0061018708Markus annotated bib
Markus annotated biberinmarkus
油
Constructivist learning theory suggests that people learn by attaching new knowledge to existing ideas through interactions and experiences rather than repetition. The annotated bibliography examines how constructivism applies to digital learning. Several sources discuss how constructivist principles promote active learning, inquiry, problem-solving and collaboration using technologies like computer-mediated communication. Constructivism sees the teacher as a guide helping students make their own connections, rather than a presenter of information.Three generations of distance education pedagogies
Three generations of distance education pedagogiesakor0003
油
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. The cognitive-behaviorist model focuses on individual learning through structured instruction. The social constructivist model acknowledges the social nature of knowledge construction and emphasizes learner-centered collaboration. The connectivist model is suited for the digital age, assuming knowledge is abundant and learning involves connecting to information networks. Each generation is examined according to the cognitive, social, and teaching presences they facilitate.Instructional technologyhistoryfuture
Instructional technologyhistoryfutureIngrid Johnson Conway
油
Instructional technology is defined as the analysis, design, development, implementation, and evaluation of processes and resources for learning. It involves improving learning through instructional and non-instructional processes. Instructional design is a systematic process used to develop education and training programs in a consistent way through ongoing evaluation. The field has evolved over time from a focus on instructional media to include personal computers, the internet, and now wireless tools. The future of instructional technology is expected to involve ubiquitous learning through personal mobile devices and delivering more education with less physical space.Three generations of distance education pedagogies
Three generations of distance education pedagogiesakor0003
油
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.Three generations of distance education pedagogies
Three generations of distance education pedagogiesakor0003
油
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.Three generations of distance education pedagogies
Three generations of distance education pedagogiesakor0003
油
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.10.1.1.130.4886
10.1.1.130.4886SMK PRASASTI KARANG BERAHI JAMBI
油
This document describes the implementation of a Learning Design system called the Learning Activity Management System (LAMS). LAMS allows teachers to design sequences of collaborative learning activities for students and manage their implementation. It provides tools for administering user accounts, delivering activity sequences to students, and monitoring student progress. The document outlines an example learning activity sequence on the topic of "What is Greatness?" consisting of 4 weeks of activities including discussion forums, reviewing content, online chatting in small groups, and individual reporting. LAMS is designed to operationalize the concept of Learning Design and help teachers recreate and adapt learning activity sequences.10.1.1.130.4886
10.1.1.130.4886SMK PRASASTI KARANG BERAHI JAMBI
油
This document describes the Learning Activity Management System (LAMS), which implements the concept of learning design. LAMS allows teachers to sequence collaborative learning activities that involve groups of learners interacting across different environments. It also includes tools for administering user accounts, delivering activity sequences to students, and monitoring student progress. The document provides an example learning activity sequence on the topic of "What is Greatness?" that progresses over four weeks and includes discussion forums, reviewing content, online debates, and individual reporting. LAMS is designed to illustrate learning design and aims to support reuse and adaptation of multi-learner activity sequences.Markus osullivan final
Markus osullivan finalerinmarkus
油
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.Shai blended present
Shai blended presentShai Omarali
油
The document discusses the objectives and benefits of developing an all-in-one virtual learning environment (VLE) using Ning. The key objectives are to create a collaborative learning space that promotes learning throughout the year in a safe and controlled environment. Benefits mentioned include having a single interface to access materials and tools, and allowing teachers to provide enhanced resources. The document also discusses how Ning could facilitate collaborative writing tasks and references several studies on the benefits of collaborative and online learning.Cv2013 mcauley
Cv2013 mcauleyDr. Mike McAuley. Massey university, New Zealand
油
Dr Mike McAuley is a senior lecturer and subject director of illustration at Massey University in Wellington, New Zealand. He has over 25 years of experience in illustration, teaching, and research focused on student learning. His qualifications include a PhD in Education from Massey University and degrees in design, teaching, and art. He serves on several committees related to teaching, learning, assessment, and ethics. His research examines interpreting written text visually and enhancing student comprehension.Udl
Udlswineto
油
The document discusses brain research and its implications for learning differences and Universal Design for Learning (UDL). It notes that while brains have specialized processing areas, individual brains differ in each area, leading to learning differences. UDL aims to maximize learning for all students by presenting information in multiple ways, allowing for different modes of expression, and stimulating interest. The document provides examples of how UDL principles can be applied to support students with diverse needs and interests. It also discusses how digital technologies make individualized UDL curriculum solutions possible through flexible display of content.Essay For Purpose
Essay For PurposeLaura Martin
油
The document discusses applying for a position as an ESL Continuing Education Instructor. It summarizes the applicant's educational background, including a PhD in Foreign, Second, and Multilingual Language Education from Ohio State University. It also outlines teaching experience in EFL and ESL settings in both Taiwan and the United States. The applicant believes their background and experience will enable contributions to the San Diego Community College District by enhancing students' academic English skills and understanding of Western academic culture.Recently uploaded (20)
Meeting the needs of modern students?, Selina McCoy
Meeting the needs of modern students?, Selina McCoyEconomic and Social Research Institute
油
NAPD Annual Symposium
Equity in our Schools: Does the system deliver for all young people?Dot NET Core Interview Questions PDF By ScholarHat
Dot NET Core Interview Questions PDF By ScholarHatScholarhat
油
Dot NET Core Interview Questions PDF By ScholarHat
Mastering Soft Tissue Therapy & Sports Taping
Mastering Soft Tissue Therapy & Sports TapingKusal Goonewardena
油
Mastering Soft Tissue Therapy & Sports Taping: Pathway to Sports Medicine Excellence
This presentation was delivered in Colombo, Sri Lanka, at the Institute of Sports Medicine to an audience of sports physiotherapists, exercise scientists, athletic trainers, and healthcare professionals. Led by Kusal Goonewardena (PhD Candidate - Muscle Fatigue, APA Titled Sports & Exercise Physiotherapist) and Gayath Jayasinghe (Sports Scientist), the session provided comprehensive training on soft tissue assessment, treatment techniques, and essential sports taping methods.
Key topics covered:
Soft Tissue Therapy The science behind muscle, fascia, and joint assessment for optimal treatment outcomes.
Sports Taping Techniques Practical applications for injury prevention and rehabilitation, including ankle, knee, shoulder, thoracic, and cervical spine taping.
Sports Trainer Level 1 Course by Sports Medicine Australia A gateway to professional development, career opportunities, and working in Australia.
This training mirrors the Elite Akademy Sports Medicine standards, ensuring evidence-based approaches to injury management and athlete care.
If you are a sports professional looking to enhance your clinical skills and open doors to global opportunities, this presentation is for you.
Intellectual Honesty & Research Integrity.pptx
Intellectual Honesty & Research Integrity.pptxNidhiSharma495177
油
Research Publication & Ethics contains a chapter on Intellectual Honesty and Research Integrity.
Different case studies of intellectual dishonesty and integrity were discussed.Chapter 2. Strategic Management: Corporate Governance.pdf
Chapter 2. Strategic Management: Corporate Governance.pdfRommel Regala
油
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.Odoo 18 Accounting Access Rights - Odoo 18 際際滷s
Odoo 18 Accounting Access Rights - Odoo 18 際際滷sCeline George
油
In this slide, well discuss on accounting access rights in odoo 18. To ensure data security and maintain confidentiality, Odoo provides a robust access rights system that allows administrators to control who can access and modify accounting data. 
Hannah Borhan and Pietro Gagliardi OECD present 'From classroom to community ...
Hannah Borhan and Pietro Gagliardi OECD present 'From classroom to community ...EduSkills OECD
油
Hannah Borhan, Research Assistant, OECD Education and Skills Directorate and Pietro Gagliardi, Policy Analyst, OECD Public Governance Directorate present at the OECD webinar 'From classroom to community engagement: Promoting active citizenship among young people" on 25 February 2025. You can find the recording of the webinar on the website https://oecdedutoday.com/webinars/
NUTRITIONAL ASSESSMENT AND EDUCATION - 5TH SEM.pdf
NUTRITIONAL ASSESSMENT AND EDUCATION - 5TH SEM.pdfDolisha Warbi
油
NUTRITIONAL ASSESSMENT AND EDUCATION, Introduction, definition, types - macronutrient and micronutrient, food pyramid, meal planning, nutritional assessment of individual, family and community by using appropriate method, nutrition education, nutritional rehabilitation, nutritional deficiency disorder, law/policies regarding nutrition in India, food hygiene, food fortification, food handling and storage, food preservation, food preparation, food purchase, food consumption, food borne diseases, food poisoningUnit 1 Computer Hardware for Educational Computing.pptx
Unit 1 Computer Hardware for Educational Computing.pptxRomaSmart1
油
Computers have revolutionized various sectors, including education, by enhancing learning experiences and making information more accessible. This presentation, "Computer Hardware for Educational Computing," introduces the fundamental aspects of computers, including their definition, characteristics, classification, and significance in the educational domain. Understanding these concepts helps educators and students leverage technology for more effective learning.Azure Data Engineer Interview Questions By ScholarHat
Azure Data Engineer Interview Questions By ScholarHatScholarhat
油
Azure Data Engineer Interview Questions By ScholarHatASP.NET Web API Interview Questions By Scholarhat
ASP.NET Web API Interview Questions By ScholarhatScholarhat
油
ASP.NET Web API Interview Questions By Scholarhat
Entity Framework Interview Questions PDF By ScholarHat
Entity Framework Interview Questions PDF By ScholarHatScholarhat
油
Entity Framework Interview Questions PDF By ScholarHat
ASP.NET Interview Questions PDF By ScholarHat
ASP.NET Interview Questions PDF By ScholarHatScholarhat
油
ASP.NET Interview Questions PDF By ScholarHat
Seminar presentation '12
- 1. UNIVERSITYOFHUDDERSFIELDSEMINARP R E S E N T A T I O N 2 0 1 2
- 2. Catering for the varying technical abilities of the students. Traditional dance teaching Collaborative learning is considered to methods promote isolation create a comfortable environment, in which amongst students by students feel less threatened. (Macaro, creating a competitive 1997) atmosphere and fear of failure. (Barnes &Todd, 1995) Can I include the use of collaborative learning strategies to best prepare students for examination?
- 3. Know your struggling students learning profiles & create tasks designed at a slightly more advanced level (than their current level). (Tomlinson, 2003) L E A R N I N G I S AN A C T I V E , C O N S T R U C T I V E P R O C E S S (Smith et al, 1992) C-L ACTIVITIES FREQUENTLY BEGIN WITH PROBLEMS SYNTHESIS = CREATION OF NEW IDEAS Bloom (1956) TAXONOMY OF LEARNING
- 4. C O O P E R A T I V E * L E A R N I N G The instructional use of small groups so that students work together to maximize their own and each others learning. (Johnson et al. 1990 cited in Smith, 1993) C O O P E R A T I V E * W O R K Where groups can divide work and solve sub-tasks individually and then reconvene their results into the final output. (Johnson et al. 1990 cited in Smith, 1993) Tomlinson (2001) offers some guidance Create and deliver instructions carefully. Giving multiple directions to the class as a whole is confusing and calls too much attention to who is doing what.
- 5. How can the use of collaborative activities positively impact students in life and study beyond the dance studio? TEAMWORK LEADERSHIP HAVING AVOICE SENSITIVITY D E B A T E * & * C O M P R O M I S E
- 6. How do I accommodate a class of students with conflicting technical dance abilities? How can you relate the collaborative Q learning strategies to your subject specialism? Do you have any collaborative learning tasks or experiences you could share? Q