They can't learn if they don't attend - Reflections on student- teacher relationships in engaging our young adult students, to improve retention and success - Sam Honey, Bay of Plenty Polytechnic
As you read these pages you may well still be at school or college, and the thought of sticking around any longer than you have to sounds as appealing as a night out with Michael Barrymore. But whether you leave after GCSEs, or if you stay on through A- levels, at some stage you will have to consider what you will do, once you are nudged out of the nest that we call school. However you choose to go about it, we all eventually have to learn how to flap our financial wings.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Winter 2020 SyllabusEd Batista
This is my syllabus for the Winter 2020 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2019 SyllabusEd Batista
This is my syllabus for the Fall 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
As you read these pages you may well still be at school or college, and the thought of sticking around any longer than you have to sounds as appealing as a night out with Michael Barrymore. But whether you leave after GCSEs, or if you stay on through A- levels, at some stage you will have to consider what you will do, once you are nudged out of the nest that we call school. However you choose to go about it, we all eventually have to learn how to flap our financial wings.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Winter 2020 SyllabusEd Batista
This is my syllabus for the Winter 2020 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Fall 2019 SyllabusEd Batista
This is my syllabus for the Fall 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html.
Reconciling needs of language learners and the demands of course book or curr...Andrew Weiler
This webinar examines the dilemma that many language teachers face when trying to reconcile the needs of language learners as learners and the demands of a curriculum or a course book. Language learners could also benefit.
The 2014 Edition of Great Training in 10 Simple Steps by Wali Zahid, an Asian authority on workplace learning, and leader of one of Asia's longest-running Train The Trainer workshop.
Tuning in not zoning out: teaching students legal skills via a multimedia leg...Emily Allbon
Paper given at UKCLE Learning in Law Annual Conference 2011, this details the work in progress at the City Law School to give students support in learning legal skills online. Project and paper courtesy of Sanmeet Kaur and Emily Allbon.
Reconciling needs of language learners and the demands of course book or curr...Andrew Weiler
This webinar examines the dilemma that many language teachers face when trying to reconcile the needs of language learners as learners and the demands of a curriculum or a course book. Language learners could also benefit.
The 2014 Edition of Great Training in 10 Simple Steps by Wali Zahid, an Asian authority on workplace learning, and leader of one of Asia's longest-running Train The Trainer workshop.
Tuning in not zoning out: teaching students legal skills via a multimedia leg...Emily Allbon
Paper given at UKCLE Learning in Law Annual Conference 2011, this details the work in progress at the City Law School to give students support in learning legal skills online. Project and paper courtesy of Sanmeet Kaur and Emily Allbon.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
NTLTC 2011 - They can't learn if they don't attend - Reflections on student- teacher relationships
1. Engaging learners and maximising learning outcomes through active learning approaches- Sam Honey
2. Happy, successful students ‘A teacher affects eternity, he can never tell where his influence stops’ (Henry Adams) Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
3. Reflecting on our teaching practice …. Peeling back the layers of our daily work, looking under the surface of our teaching, making conscious attempts to see our teaching selves as students see us, or as an observer in our classrooms would. (McEntee,Appleby,Dowd,Grant,Hole and Silva, 2003,p.xiiii) Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
4. Reflecting on our teaching practice …. Peeling back the layers of our daily work, looking under the surface of our teaching, making conscious attempts to see our teaching selves as students see us, or as an observer in our classrooms would. (McEntee,Appleby,Dowd,Grant,Hole and Silva, 2003,p.xiiii) Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
5. Reflecting on our teaching practice …. Peeling back the layers of our daily work, looking under the surface of our teaching, making conscious attempts to see our teaching selves as students see us, or as an observer in our classrooms would. (McEntee,Appleby,Dowd,Grant,Hole and Silva, 2003,p.xiiii) Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
6. ‘My’ truth is……………. ‘Responsibility for motivation lies somewhere between resting entirely with the students and entirely with the tutor.’ Anne Sturgess
7. Reflecting on our teaching practice …. Peeling back the layers of our daily work, looking under the surface of our teaching, making conscious attempts to see our teaching selves as students see us, or as an observer in our classrooms would. (McEntee,Appleby,Dowd,Grant,Hole and Silva, 2003,p.xiiii) Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
8. Gen Z or Gen X or Y All have vast experience and knowledge to contribute All want to be respected and liked by tutors and fellow class ‘mates’ Are a stimulated age group so we must work with that Like I.T and know far more about it than me! Want to find learning and the material interesting Want activity and to be challenged Want to know we have high expectations Want to be partners in learning - AKO Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
10. Gen Z or Gen X or Y Don’t want to be talked down to AT ALL. Don’t want to listen to me (or you) for more than 10minutes at a time tops! Don’t want mind numbing repetition of activity or information, but do want revision often... Not always in writing.......... Don’t want to feel shamed Don’t want to feel that their efforts aren’t recognised Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
11. Be a part of their team Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
12. They like Active learning and participation Using Text messaging and receiving etxts, even emails so send them questions by etxt Visual stimulus – they read far more than they realise Like extra resources being available and knowing how to source them – e.g. library, Kahurangi and Baylearn Using Internet and You Tube in class..... Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
13. Also like Did I mention being part of a team? whanaungatanga Having fun, having a laugh together, can learn from the ridiculous – b e a utiful! Being able to share cultural knowledge as part of the norm, not an added activity Being given time to make it to their goal, for some this may take best part of the course That you enjoy what you do! Oh, and YouTube.... Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
14. Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY Get to know each other early, build the team
15. Keep students in charge of their learning and success Give opportunities for success early , 5 question quizzes, team quiz comps mix and match cards - laminate sets formative tests – self marked but you collect Pair and Group-activities often scenario role plays where you can formatively check their knowledge and understanding : even in trades also– posters, rounds, 2 minute papers, crosswords…. Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
16. For example – Treaty of Waitangi Unit 5840 Explore students’ current knowledge and understanding Discuss Lesson opportunities/ strategies/ activities/know learners Booklet/Module of information, active reading/ the WIIFM Continuum before and after, and discuss with Neighbour PowerPoint also available on Moodle DVDs, old documents (copies e.g the Treaty, submissions to Waitangi Tribunal), old posters and cartoons, music Access and direct students to websites Mix and match facts/ points of interest/ must knows Poster – e.g. timeline of events and Acts Debate (take opposite side), explain Treaty doc. to a friend Field trip to sites (with kaumatua) incl. Shared kai Guest speakers Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
17. Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY A field trip as a part of Treaty of Waitangi learning
18. Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY Mix it up – one session 4 things to do
19. Think of a classroom teaching/learning session – your case or another tutor’s What is the current student engagement? Are they into it? Or do they disengage early, get the ‘glaze’ on, or maybe don’t even come back to finish the session off? What energy would you like to see? how would the class session look if it was successful?, how would you know? Jot these ideas down.... Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
20. What do you do in week one and two that builds the team in your class? Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
21. These activities centre around your own case studies, your classes What types of learners do you teach? What do you know about each of them? What are their reactions to various delivery methods? Do you see engagement as their issue or yours? What do you do when they start fazing out? Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
22. What active learning strategies do you have in your kete? 10 minute brainstorm in your group Write activities/strategies on post its Post on white board/poster Come up and take a look at others ideas Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
23. Using your strategies A lesson on teaching students study techniques Yep brainstorm! Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
24. Design a 10 - 30 minute activity From your opportunity map, knowing your objectives, design a 30 minute lesson plan using your strategies You have 10 minutes! Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
