The Guidelines for professional peer coaching is an important tool for strengthening …
The Guidelines for professional peer coaching is an important tool for strengthening the transition of young people to the integration on the labour market, highly contributing to their development of professional key competences, skills and employability. The booklet introduces theoretical knowledge to define the concept of professional peer-coaching and to differentiate it from other forms of coaching and work-based learning. It also provides details related to the process of peer-coaching and its benefits on learners, as well as practical guidelines on the way students, volunteers, internship participants and young professional could share their professional experiences, concerns, ideas with colleagues and to provide them guidance, feedback and suggestions. The guidelines contains a large variety of exercises and practical activities specific for the professional areas of the target groups, respectively helping professions: nurse, teachers, social workers meant to prepare the new and young employees to understand better their role and work responsibilities by collaborative learning.
This human anatomy laboratory manual acts as a textbook for undergraduate human …
This human anatomy laboratory manual acts as a textbook for undergraduate human anatomy courses. Each chapter has review questions and laboratory activities, and most chapters also have collaborative learning activities. There are 22 chapters total. The chapters are:
Chapter 1: Introduction to Anatomy & Anatomical Terms Chapter 2: Introduction to Microscopes Chapter 3: Cell Structures & Types Chapter 4: How Cells Divide (Mitotic Cell Division) Chapter 5: Tissues Chapter 6: Integumentary System Chapter 7: Introduction to the Skeletal System Chapter 8: Axial Skeleton Chapter 9: Appendicular Skeleton Chapter 10: Articulations (Joints) & Movements Chapter 11: Introduction to Skeletal Muscles Chapter 12: The Skeletal Muscles Chapter 13: Introduction to the Nervous System Chapter 14: Central Nervous System Chapter 15: Peripheral Nervous System Chapter 16: Special Senses of the Nervous System Chapter 17: Cardiovascular System - The Heart Chapter 18: Cardiovascular System - The Blood Vessels Chapter 19: Respiratory System Chapter 20: Digestive System Chapter 21: Urinary System Chapter 22: Reproductive Systems
This diagram uses the metaphor of an iceberg to demonstrate the idea …
This diagram uses the metaphor of an iceberg to demonstrate the idea of visible vs hidden as it relates to Earth science phenomena. This teaching strategy helps students to see beyond the obvious and to develop their awareness of the underlying causes, relationships, and/or conditions that can contribute to phenomenological events. It also provides a framework for digging deeper into phenomena-driven lessons in Earth Science.
The Identifying and Addressing Implicit Bias strategy contains tools needed to discover …
The Identifying and Addressing Implicit Bias strategy contains tools needed to discover and explore unconscious biases, and to develop ways to respond to those who act on prejudices. It is designed to support teachers to create safe, considerate and successfully collaborative learning environments. The strategy can be used in the beginning of and throughout the school year as students explore new content that may uncover new biases. When students have opportunities to transform their own thinking and plan ways to transition from bystanders to upstanders, the learning community becomes a place of empowerment.
This 4th grade inquiry unit will allow students to explore how settlement …
This 4th grade inquiry unit will allow students to explore how settlement affected the indigenous people groups that lived here before. The compelling question, “Did the presence of the settlers change the lives of native and indigenous people groups in Nebraska?” engages students in an examination of the American Indians of the Plains and how the forced removal and relocation of their people changed their way of life. The disciplinary structure of this inquiry is designed with collaborative learning in mind.Resource created by Olivia Holleran, Papillion LaVista Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).
This resource includes multiple lesson plans developed by Washington State teacher John Zingale …
This resource includes multiple lesson plans developed by Washington State teacher John Zingale and can be taught as part of in-person, hybrid, or remote instructional settings. The core content areas include social studies, civics, and media literacy and are designed for use with students in grades 6-12. Additional integrations include ELA, world languages, mathematics, physical education and science. These lessons integrate both state and national civics instruction using project-based and collaborative learning strategies. Features of these lessons include:student researchcollaborative learningdigital learning strategieslateral readingdesign and creation of infographicsTo support these lessons, additional resources are provided to help educators and families with understanding and teaching information and media literacy to young people. Resources include:introductions to media literacyeducator guidesparent guidesstudent learning standards
This sequence of seven assignments, dubbed “Research Arc,” was created over a …
This sequence of seven assignments, dubbed “Research Arc,” was created over a decade of teaching introductory research writing to students of all majors at University of Oregon. My primary goals in developing this sequence were to build a culturally responsive and collaborative learning environment and model a thoughtful and conscientious research process that prevents common research pitfalls like de-contextualization of sources, sloppy documentation, and confirmation bias.
My first step was creating an open and unifying course theme, which I title “Making a Better World Through Research and Writing.” This theme acts as an “umbrella” for the course by covering many ideas and questions intersecting through decades and across disciplines. Under this umbrella, students are empowered to research issues that are meaningful to them, personally and academically, while still fostering stimulating connections between their diverse range of research projects. This umbrella theme evolves with current events and between sections of the course, such as via sharing an inspirational list of previous research topics with which former students have been especially successful.
Introduction to systems thinking and system dynamics modeling applied to strategy, organizational …
Introduction to systems thinking and system dynamics modeling applied to strategy, organizational change, and policy design. Students use simulation models, management flight simulators, and case studies to develop conceptual and modeling skills for the design and management of high-performance organizations in a dynamic world.
Introduction to systems thinking and system dynamics modeling applied to strategy, organizational …
Introduction to systems thinking and system dynamics modeling applied to strategy, organizational change, and policy design. Students use simulation models, management flight simulators, and case studies to develop conceptual and modeling skills for the design and management of high-performance organizations in a dynamic world.
This page provides resources related to Katie A. and the Katie A. …
This page provides resources related to Katie A. and the Katie A. Northern Collaborative, as well as useful information pertaining to collaborative learning and communities of practice.
Welcome to this unit on ICT to support collaboration and communication. In …
Welcome to this unit on ICT to support collaboration and communication. In this unit we will look at how we can enhance collaboration and communication in classroom teaching using various ICT tools. What tools do we usually use to communicate? Can we use the same tools to communicate in the classroom? Let us find out.
The purpose of this casebook is to train law students to think …
The purpose of this casebook is to train law students to think and act like probate attorneys. This book is meant to be used in conjunction with the author's book on the law of trusts. This book's focus is problem-solving and legal application; the book includes numerous problems, so law students can learn to apply the law they learn from reading the cases. It also contains collaborative learning exercises to encourage students to engage in group problem-solving. The book is divided into three parts to reflect the main types of issues that students will encounter if they practice probate law. The book's organization mirrors the manner in which probate law is practiced in the real world.
The book starts with an examination of the intestacy system because the majority of people die without executing a will. Therefore, most of the legal issues a probate lawyer faces center around the intestacy system. Unlike the typical wills casebook, this book provides a detailed discussion of the intestacy system. A chapter on ethics is included because probate attorneys encounter ethical issues that are different from attorneys practicing in other areas of law.
The second part of the book includes an exploration of the testacy system. It is arranged so professors can lead students from the client interview to the will execution. The first three chapters of this section deal with issues that directly impact the existence of the inheritance system. It analyzes a person's ability to control the disposition of his or her property after death. This serves as the students' first introduction to the power of the “dead hand”. These chapters are included to start a public policy discussion about the rights of the dead, the right of heirs, and the necessity of an inheritance system. I tell my students that, when executing a will, they must think of the ways that it can be contested. In addition, I tell them that a will can be contested on two fronts-an attack on the testator and an attack on the will. Two chapters in this part highlight the ways that the testator's ability to execute a valid will may questioned.
The final chapters in this unit show the issues that can be raised to dispute the validity of the will. They also explain the different types of wills that are available. The final part of the book deals with non-probate transfers. These chapters are included to show students the other devises that people can use to distribute their property. That knowledge is important because the majority of people use these procedures to transfer their property. At the end of the semester, my students have to draft a will based upon a fact pattern that I give them. I intentionally include non-probate property in order to see if they will attempt to distribute that using the will.
Short Description: Leadership and Management in Learning Organizations is a comprehensive, online, …
Short Description: Leadership and Management in Learning Organizations is a comprehensive, online, open education resource available for students, educators, and administrators who would like to learn more about leadership and management within learning organizations.
Long Description: Leadership and Management in Learning Organizations is a comprehensive, online, open education resource available for students, educators, and administrators who would like to learn more about leadership and management within learning organizations. From a classical to contemporary understanding of leadership and management, to learning principals and ethical implications, to teamwork and building a cohesive nature through diversity. Leadership and Management in Learning Organizations will provide a concise framework to allow reflection on these imperative topics.
Word Count: 56223
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Ce cours donne une formation complète sur les principes généraux de la …
Ce cours donne une formation complète sur les principes généraux de la chimie organique. Son contenu vise à donner à l'étudiant une culture scientifique basée sur des concepts établis et vérifiés de manière critique. La présentation des avancées scientifiques basées sur des faits et de percées conceptuelles vise à donner les outils intellectuels permettant de discerner le caractère scientifique (ou non) d'une information présentée comme telle. Le cours met en avant l'importance de la qualité et la rigueur de la communication scientifique, écrite et/ou verbale.
This resource is a video abstract of a research paper created by …
This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:
"In a civil engineering class in Ireland, college students take their seats, open their tablets, cell phones, or laptops, and choose jerseys. They’re gearing up for a mad dash across Europe – cycling hard over hills and speeding through valleys – as they compete for best standing in Le Tour de France. To win the race, they need to answer questions on topics like structural engineering and stress analysis. But the game isn’t really about winning – it’s about making learning more effective, interactive, and fun. Designed by University College Dublin civil engineering professor Arturo Gonzalez, ‘Surviving Le Tour de France’ is a real-time assessment tool that improves the educational experience of both students and teachers alike. It works like this. A teacher prepares lectures and accompanying questions, which are delivered in stages. Each stage corresponds to a different leg of a simulated cyclist race that progresses over the course of a semester..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.
Life Skills Ties is a series of short activities designed in 2006 …
Life Skills Ties is a series of short activities designed in 2006 to accompany Utah's Life Skills Document. Activities are categorized into 7 domains: (1) Thinking and Reasoning, (2) Social and Civic Responsibility, (3) Character, (4) Aesthetics, (5) Communication, (6) Systems Thinking, (7) Employability. The activities are designed to be used in any curriculum area.
This activity teaches students about the value of planning, knowing, and explaining …
This activity teaches students about the value of planning, knowing, and explaining the limitations of a systems diagram. Students are taught to follow the following four steps when assessing the limitations of a systems diagram: identify the question, identify the scope, identify the missing sources, identify the level of detail. Students then assess the limitations of a systems diagram they previously created, and reflect on how assessing the limitations of a systems diagram also allows them to identify ways to improve their systems diagrams.
Many introductory environmental studies courses begin with climate change, perhaps because it …
Many introductory environmental studies courses begin with climate change, perhaps because it is the environmental issue with which students have the most familiarity and concern, and because climate change impacts virtually all of Earth's socio-ecological systems. Pedagogically, this presents a challenge. Understanding climate science requires complex systems thinking that challenges students intellectually. Learning about climate change also presents a psychological and emotional challenge as it forces students and instructors to confront the reality of an uncertain future. This activity introduces students to climate change in a new way â by beginning not with the science of climate change, nor with the data and figures depicting climate change projections, but instead with people's lived experiences of climate change. At its core, this three-day class activity relies on a set of narratives to teach students about the effects of climate change. These narratives include videos, radio interviews, and news articles in which people already living through the effects of climate change -- displacement, drought, food insecurity, etc. -- describe their experiences. In some ways, this de-centering of climate science in favor of the voices of those on the front lines of climate change is a radical approach. And yet, I find that introducing climate change this way makes the science feel more relevant, meaningful and accessible, especially for those students fearful of or disinterested in science. I hope that by starting with these narratives, we might humanize climate change and tap into students' empathy to make them more open for looking at opportunities for agency and change-making around climate change. I am grateful to the Association for Environmental Studies and Sciences members for providing suggestions for many of the climate change narratives included in this teaching activity.
SYNOPSIS: In this lesson, students learn Spanish phrases about animals, climates, and …
SYNOPSIS: In this lesson, students learn Spanish phrases about animals, climates, and simple actions to save energy at home.
SCIENTIST NOTES: This lesson provides elementary knowledge on climate change and biodiversity conservation. It allows students to identify and classify animals in respect to their habitats and climatic zones. All materials in the lesson have been reviewed appropriately and are suitable for teaching. This lesson has passed our science review credibility process.
Esta lección proporciona conocimientos elementales sobre el cambio climático y la conservación de la biodiversidad. Permite a los estudiantes identificar y clasificar animales con respecto a sus hábitats y zonas climáticas. Todos los materiales de la lección han sido revisados apropiadamente y son adecuados para la enseñanza. Esta lección ha pasado nuestro proceso de credibilidad de revisión científica.
POSITIVES: -This lesson creates a collaborative learning environment as students engage with a variety of modalities. -The games and activities promote engagement and participation from all learners. -The lesson introduces students to an authentic Spanish language story from Chile. -The photographs of animals name the specific places where the animals live.
ADDITIONAL PREREQUISITES: -Students need no prior knowledge to complete the lesson. -Teachers may wish to print the Teacher Slideshow to hang in the room to reinforce the concepts and vocabulary. -Some students may find the “¿Dónde está mi clima” game upsetting if they are unable to find a climate that matches their assigned animal. Teachers can choose some students to role-play the activity in front of the class instead.
DIFFERENTIATION: -Teachers can easily expand the lesson to include short sentences and more active vocabulary. -For the postcard activity, students can cut and paste phrases provided by the teacher or copy the words by hand.
This is a guided practice activity that uses the "big ideas" of …
This is a guided practice activity that uses the "big ideas" of systems thinking and sustainability to introduce Information Literacy Threshold Concepts. The IL threshold concepts in this assignment are "Scholarship as Conversation" and "Research as Inquiry." In groups and then as a class, students map the ideas in an assigned reading and connect those ideas using systems thinking. Students will then use the concept map to direct their research inquiry.
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