information - 2014-04-15 Google in Education Sydney Summit Key Information The EdTechTeam Sydney Summit featuring Google for Education will be held at the PLC Sydney in Croydon, New South Wales on April 15 & 16, 2014. Presbyterian Ladies’ College, Sydney is a day and boarding school for girls from Pre-Kindergarten to Year 12, offering a broad curriculum to students from a diverse range of backgrounds. Sydney, Australia The Google in Education Sydney Summit is located in beautiful Sydney, Australia near the area's most popular attractions. Travel PLC Sydney is located in the Inner Western suburb of Croydon. International and domestic passengers should fly into Sydney Airport. Visa Foreign visitors must apply and pay for a tourist Visa from the ETA online prior to arrival. Credit Certificate of Attendance Certificates of Participation for the general conference will be available after the conference.Please complete the following form and once attendance has been verified, a certificate will be emailed to you. Graduate Credit Contact Information
Visible Thinking Purpose and Goals Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities and eager to take them Who is it for? Visible Thinking is for teachers, school leaders and administrators in K - 12 schools who want to encourage the development of a culture of thinking in their classrooms and schools. Key Features and Practices At the core of Visible Thinking are practices that help make thinking visible: Thinking Routines loosely guide learners' thought processes and encourage active processing. License
ARC :: Assessment Resource Centre Simple Patterns: Foundation Level Indicator of progress The ability to recognise patterns is an important aspect of students’ mathematical progress. At this level patterns are made with objects such as attribute blocks as well as pictures. Objects used to develop patterns can have various attributes such as shape, colour, size and texture (smooth or rough). Once students can successfully describe and extend patterns by varying a single attribute, the next stage is to vary more than one attribute. Illustration 1: Making and extending patterns In order to make and extend patterns with shapes students need to recognise similarities and differences between shapes. Illustration 2: Describing patterns As well as forming patterns, students need to use appropriate language to describe them. Examples of the types of tasks that would be illustrative of simple pattern concepts, aligned from the Mathematics Online Interview: First year of schooling detour' Q II (b), (c), (d) - Identify, copy, continue a pattern of coloured teddies
TES Australia - Free F-12 Resources By Teachers, For Teachers Curriculum Leadership Journal | Grammar knowledge and students’ writing There are many methods for teaching grammatical concepts to middle and upper primary school students. However, the rationale for doing so should always be based on assisting students to best achieve text purpose when using written communication. In learning about grammar, children develop an understanding of how language works and they are subsequently able to use language more effectively; they are more readily able to construct understandable texts. Children come to school having learnt about communication through the cultural and social contexts in which they have been using language. Writing is an expressive mode of communication and involves the construction of texts in ways that ensure that specific purposes are realised and that clear messages are effectively conveyed to the reader/s. Writing is . Grammar is only one element of the English language system. Grammar teaching assists students to think reflectively about writing purpose and structure in effective communication. Clauses
Free eBook library | Oxford Owl from Oxford University Press Welcome to our free eBooks collection, developed for children aged 3 - 11 years old. Help your young child learn to read with The Oxford Reading Tree (featuring our much-loved Biff, Chip and Kipper characters), watch your child develop their love of reading with Project X, or simply browse our range of eBooks for inspiration. All our free eBooks are tablet-friendly. Just register or log in above to start reading. If you'd like to learn more about how to support your child's reading, visit our 'Oxford Reading Tree levels' and 'Phonics made easy' pages. Browse the library sign up log in More books to support learning at home Biff, Chip and Kipper Our Read with Oxford series features the much-loved characters who have been helping children learn to read for over 30 years. Songbirds Levelled Phonics books from the fabulous Julia Donaldson, author of The Gruffalo. Read Write Inc. A step-by-step phonics programme to support reading. Bond SATs Skills Picking a dictionary
UniEnglish, Curtin University of Technology More downloads - Phil Race Please note that all downloads on my website are free. If anyone tries to charge you for them, don’t pay, but let me know by emailing me (email address under the photo on all pages). This page contains the further download materials which I normally leave on the site permanently, and update from time to time. Please go to the Home page (containing new posts), and ‘archive of older posts’ for individual materials from particular events at individual universities or colleges, which I normally leave up only for a limited time. About downloading my materialsIt’s interesting that many more people seem to download my slides from workshops, and handout materials, than were actually at the relevant sessions I ran. ‘Ripples’ model of seven factors underpinning successful learningI continue to develop these slides, and you can see them in those I post for many of my workshops on the home page. Compendium on FeedbackA collection of my writing on feedback, from my latest two books.
Writing skills and resources Essays, case studies, lab reports and literature reviews are all part of studying at uni. Luckily for you, there are plenty of opportunities to improve your writing skills. It's important to improve your writing skills regardless of your course. Strong writing skills allow you to communicate your ideas with clarity, as well as be more persuasive in your arguments. Wherever and however you are studying with us, you can improve your writing skills. Study guides Download our writing skills study guides below. Workshops The Learning Centre offers a range of workshops to improve your academic skills. Check for upcoming workshops Programs and services StudySkills online programs The StudySkills suite of online programs are available on demand, wherever you are in the world. writing sentences writing essays grammar time management, and academic integrity.
2 Compelling Reasons for Using the Studio Habits of Mind in Your Art Room Magazine / 2 Compelling Reasons for Using the Studio Habits of Mind in Your Art Room Over a decade ago, researchers with Harvard’s Project Zero identified The Studio Habits of Mind. Through research, Lois Hetland and her team classified and named eight Studio Habits which include: Develop Craft, Engage & Persist, Envision, Express, Observe, Reflect, Stretch & Explore and Understand Art Worlds. Since then, the eight Habits have been a continuous force in reshaping how progressive art education is organized and administered. Incorporating the Studio Habits into Your Curriculum There are many authentic ways to use The Studio Habits of Mind regardless of your students’ ages or artistic levels. Recently, I had the opportunity to reach out Paige Byrne, an elementary art educator from Washington D.C., for some advice on how she incorporates the Studio Habits in her art room. 2 Reasons You Should Be Using the Studio Habits in Your Art Room 1. 2. Introducing the Studio Habits to Your Students
Richard Shilling - Land Art How to Teach Drawing to Children This essay was inspired by an Australian mother whose son, age eight, was feeling discouraged and wanted help in learning to draw better. She wanted to know how to help him. Observation drawing provides the method of choice. Of course observation drawing is not the only form of good drawing practice, but it is often the best way to develop drawing skills. Drawing from remembered experiences and drawing based on imagination are good to develop those aspects of thinking. Children who know me sometimes ask me how to draw better. Shading From contour drawing, we often move to shading. Gesture drawing is good for drawing people, animals, and objects that are active and in motion, or for content that is charged with emotional quality. Children also learn some great thinking skills by working from imagination, from inventing, from designing, and so on. I suggest saving a child's drawings in a folder in order to keep a record.
Levels of Questions in Bloom's Taxonomy: Teaching Methodoly Advice (Grades K-12) Challenge your students with all levels of questions as defined by Bloom's Taxonomy. They will be doing higher-level thinking and you will have a more interesting classroom! New teachers will find this resource particularly valuable. Analysis An analysis question is one that asks a student to break down something into its component parts. “What are some of the factors that cause rust?” Words often used in analysis questions include analyze, why, take apart, diagram, draw conclusions, simplify, distinguish, and survey. Synthesis Synthesis questions challenge students to engage in creative and original thinking. “How would you assemble these items to create a windmill?” Words often used in synthesis questions include compose, construct, design, revise, create, formulate, produce, and plan. Evaluation Evaluation requires an individual to make a judgment about something. “What do you think about your work so far?” It's Elementary What does all this mean? Bloom's Taxonomy is not grade-specific.