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izz aty

Schools of Trust - Trailer ( A documentary about Democratic Schools ) - YouTube - 0 views

www.youtube.com/watch

danish education denmark education democratic school schooling ESTEkiv

shared by izz aty on 10 May 14 - No Cached
  • Democratic Schools are based on the basic assumption that students are curios and love to learn. The students on Democratic Schools have the right to decide how, when and what they want to learn. They have also a huge amount of rights to participate in the decision making process within the school. At many schools, e.g. the Sudbury Valley School, the students have the right to hire staff members and to manage the budget.In this film we will show Democratic Schools in Germany, the Netherlands, Israel, Puerto Rico and the USA.
izz aty

History - Find den rigtige efterskole! Søg på fag, priser og ledige pladser. - 0 views

efterskole.dk/...History

denmark danish education education europe efterskole folk school schooling ESTEkiv

shared by izz aty on 09 May 14 - No Cached
  • 1851 the first Efterskole founded at Ryslinge, Fyn (Funen).
  • 1996 the Danish Parliament in a significant law reform tightens up and emphasises the conditions for receiving state funding: an Efterskole must (prove itself to) be free and independent. Under no circumstances may the school from a legal point of view have strong organisational and financial links to – or be dependent on – other schools or movements.
  • Each Efterskole must be truly free and independent, and "master in its own house". This puts even more responsibility on the school board.
  • ...4 more annotations...
  • 2000 the latest Efterskole Act introduces a new rule that each Efterskole must define and describe its own (and specific) basic values. A critical self-evaluation must be made at the end of each school year.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
  • 1967 the Efterskole is permitted to prepare students to pass some of the public final examinations. From this point the Efterskole ceases to be closely linked to the Folkehøjskole tradition – at least in the aspect of nonformal education. On the other hand, the Efterskole still offers the special educational environment linked to residential education, which is also an important aspect of the Folkehøjskole tradition and, in its educational practice, it has definitely not left the path of ‘enlightenment for life’. One could claim that from this point the Efterskole tries to balance between different educational ideas and requirements.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
izz aty

The French Educational System - French expat school-guide - 0 views

www.french-school-expat-guide.com/index.php

french education france education private school ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • the French educational system is highly centralized
  • Ministry of National Education establishes the national curriculum followed by a very large majority of the country's schools
  • very well developed learning program for children starting at three years of age (see grades and cycles below). Though school is not obligatory before a child turns six , 99% of the three-year-olds in France go to school at least part-time, and by four they attend school full time, from 8:30am to 4:30pm
  • ...11 more annotations...
  • very important baccalaureate exam at the end of secondary school and the prestigious Grandes Ecoles which provide higher education for the country's elite are two other factors that mark the French system.
  • in a majority of the countries schools, students receive a good, albeit traditional, education.
  • In primary school rote learning, memorization and a tidy, well-presented written page are a big part of learning
  • As children move on to secondary school long written exams, as opposed to multiple choice or fill in the blank questions, competitiveness and a certain reverence for math as well as for a neat presentation are common. At this level also, knowledge goes from the top down. Students are encouraged to study and understand what their teachers and the experts have to say on a particular subject, then, within an established framework, they can carefully offer their point of view. Advanced math classes, where Students are often encouraged to think for themselves and to find original solutions, are about the only exception to these somewhat austere learning practices.
  • the large majority of schools in France are French system schools
  • Public Schools, Private Schools sous contrat (state funded) or hors contrat (not state funded), - bilingual schools and many of those referred to as international schools follow the French national curriculum
  • Only the schools which apply the methods of well-known pedagogues (Montessori, Steiner, etc) or those adhering to curriculums from other countries (British School of Paris, The International School of Paris, Marymount) don't fall into this category
  • Public schools are free of charge, you pay only for your child's personal supplies
  • rivate schools vary. The sous-contrat private schools that are religious (Catholic for the most part) are the least expensive of the state funded schools with an annual tuition between for most 1200 and 2000 euros a year, depending on your child's grade level. Extra expenses such as registration fee, insurance, class outings and extra curricular activities can add up to between 100 and 500 euros a year while a school lunch will cost at around 5,50 euros a day
  • In state funded secular schools the annual tuition starts at around 3000 euros plus the extra expenses which can exceed those mentioned above
  • The most expensive schools are those that are not state funded. The tuition in schools belonging to this category, which includes those following curriculums from other countries, range between 5000 and 20, 000 euros a year plus the extra expenses
izz aty

Folk high school - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Folk_high_school

education folk high school scandinavian scandinvian education nordic private school lifelong learning grundtvig denmark sweden germany norway nigeria austria france use society

shared by izz aty on 10 May 14 - Cached
  • institutions for adult education that generally do not grant academic degrees, though certain courses might exist leading to that goal
  • The concept originally came from the Danish writer, poet, philosopher and pastor N. F. S. Grundtvig
  • Folk high schools in Germany and Sweden are in fact much closer to the institutions known as folkeuniversitet or folkuniversitet in Norway and Denmark which provide adult education. However, unlike the folkuniversitet, folk high schools in Sweden are not connected to a regular university.
  • ...12 more annotations...
  • Grundtvig, regarded as the founder of the folk high school, received inspiration for the concept from the English boarding schools, but Grundtvig's focus was not on formal education but on popular education and enlightenment.
  • give the peasantry and other people from the lower echelons of society a higher educational level through personal development; what Grundtvig called "the living word"
  • The folk high school movement was an act against a conservative ideal of both education and culture. An act against an ideal of literacy and book-learning, a use of language unknown to common people and a learning ideal where the primary relation was between the individual and the book alone.
  • Grundtvig fought for a public education as an alternative to the university elite
  • To Grundtvig the ideal was to give the students a sense of a common best and focusing on life as it really is
  • One of the main concepts still to be found at the folk high schools today is "lifelong learning". The schools should educate for life. They should shed light on basic questions surrounding life of people both as individuals and as members of society.
  • The folk high schools should be for those wanting to learn in general and to help people form part of human relations and society
  • Grundtvig never set down guidelines for the future schools or a detailed description of how they should be run. He declared that the folk high schools should be arranged and developed according to life as it is and the schools should not hold exams because the education and enlightenment was a sufficient reward.
  • The first folk high school was founded in Rødding, Denmark, in 1844. It began on the initiative of Christen Kold, who was a follower of Grundtvig
  • The school was inspired by the need to educate those not fortunate enough to have an education and the poor, or peasantry, who could not spare the time or the money to attend a university
  • The first folk high schools in Sweden were established in 1868. As of 2008, there are about 150 folk high schools throughout the country, most of which are situated in the countryside, often in remote areas
  • Tuition is free, and the students are eligible for normal financial aid for expenses such as accommodation and other school costs. After graduating, the students are eligible to study at a university.
    • izz aty
      izz aty on 10 May 14
       
      sweden's folk schools can act as a pre-uni course
izz aty

What Can You Do in Your Second Draft? | BusyTeacher - 0 views

busyteacher.org/u-do-in-your-second-draft.html

reference marking draft writing error correction teaching language language learning education esol english

shared by izz aty on 31 May 11 - No Cached
  • After handing back students’ first drafts of essays, it’s time to discuss what they can do for the second draft. The teacher can ask students, “So all you need to do is fix the grammar and spelling, and you’ll be through, correct?” This is likely to get many nods of heads. The teacher can then lead a discussion on how a second draft is much more than just fixing surface mistakes and give out a handout showing all the things that can be done in a second draft.
  • A system of symbols can be used: e.g., an addition sign =add development, analysis, details; a minus sign means take out repetition and irrelevancies; a multiplication sign means change the same old introduction or same old conclusion.
  • This is an effective lesson summary because it gives students direction for their second draft and a set of symbols to talk about revision strategies.
izz aty

How I Was Able to Ace Exams Without Studying | zen habits - 0 views

zenhabits.net/ace-exams

habits study study tips student learner learning learning styles education

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    In high school, I rarely studied. Despite that, I graduated second in my class. In university, I generally studied less than an hour or two before major exams. However, over four years, my GPA always sat between an A and an A+. Recently I had to write a law exam worth 100% of my final grade. Unfortunately, I was out of the country and didn't get back by plane until late Sunday night. I had to write the test at 9 am Monday morning. I got an A after just one hour of review on the plane. The fact is most of my feats are relatively mundane. I've had a chance to meet polyglots who speak 8 languages, people who have mastered triple course loads and students who went from C or B averages to straight A+ grades while studying less than before.
izz aty

Planning lessons for students' preferred learning styles | TeachingEnglish | British Council | BBC - 0 views

www.teachingenglish.org.uk/...ents-preferred-learning-styles

language learning language learning education english learning styles study tips planning

shared by izz aty on 31 May 11 - No Cached
  • It is important to vary the activities in your lessons so that you cater for students with different learning styles. The following lesson-planning framework can help you do this.
izz aty

Human Rights Petition: Demand racist teacher resign after targeting Muslim student | Change.org - 0 views

www.change.org/...after-targeting-muslim-student

human rights law education teacher news usa racism OBL politics islam school

shared by izz aty on 31 May 11 - No Cached
  • Following the assassination of Osama bin Laden by American forces in Pakistan, a high school teacher in Clear Brook, Texas was placed on administrative leave after he allegedly told an American Muslim girl in his 9th grade Algebra class "I heard about your uncle's death" and "I bet that you're grieving." More than 2,000 Change.org members took a stand against racism towards the American Muslim community, sending a clear statement that it is completely unacceptable for an American Muslim student to be targeted and publicly insulted in front of her peers out of the ignorance and hatred of her teacher.
izz aty

Teach Children Well: Teaching Well is About Balance - 0 views

teachwellnow.blogspot.com/...ing-well-is-about-balance.html

teaching teacher education development professional development health leisure fun lifestyle learning routines relationship positive attitude organisation reference web2.0 blog blogger

shared by izz aty on 06 Aug 11 - No Cached
  • Good teachers need to be healthy
  • All work and no play makes teachers (and the classroom) dull
  • if a teacher isn't taking part in developing his or her own learning, then he/she has little to bring to the classroom
  • ...7 more annotations...
  • Creating optimal routines and patterns prior to the school year supports balance
  • making time for relationships can be difficult.  Making a plan as to when and how you'll meet up with friends and relatives throughout the year helps
  • Research shows that when we work collaboratively, we do a better job.  Also, getting involved in new initiatives and endeavors with colleagues is energizing and in the end, makes you more targeted and efficient in the classroom
  • "If you're not part of the solution, then you're part of the problem."
  • make it a rule not to deal with issues on the fly and without all the facts
  • A positive, pleasing, professional demeanor is integral to doing the job well
  • It's important to make the time at the start of the year to teach the students about your classroom organization and routines, so that they can help you to keep the room organized to best serve learning endeavors.
  • izz aty on 06 Aug 11
     
    Teaching well is about balance.  Easier said than done, but a good teacher, like a good parent, has a sense of balance when it comes to what matters. As I begin to think about the school year ahead, I'm beginning to focus on what matters and what the balance needs to be to best teach my students.
izz aty

Learning Theory: Set Induction - 0 views

changingminds.org/...set_induction.htm

induction teaching education learning students school lesson lesson plan resources set induction reference

shared by izz aty on 07 Aug 11 - No Cached
  • izz aty on 07 Aug 11
     
    Set induction is about preparation, usually for a formal lesson. When the students are set, they are ready to learn ('are you set?'). Set induction is thus about getting them ready, inducing them into the right mind-set.
izz aty

ESL Lesson Plan: Twenty Questions - 1 views

www.esl-lesson-plan.com/...twenty_questions.php

writing writing prompts questions english language language learning esl storytelling lesson filler activity activities story

shared by izz aty on 20 Aug 11 - No Cached
  • 1. What is your most obsessive thought? 2. Where is your favorite place in the world, and why? 3. What's the one thing your parents don't understand about you? 4. What have you learned that nobody taught you? 5. What is your earliest, most vivid memory? 6. If you have experienced a moment of sudden faith or loss of faith, what prompted it? 7. If you could take back one thing you have done, what would it be? 8. What is your greatest talent or accomplishment? 9. What is the most joyful moment you have experienced? 10. What is the most painful moment you have experienced? 11. What question would you ask God? 12. Which super power would you choose – and what would you do with it? 13. If you could make one rule about life, what would it be? 14. How would you define time? 15. What is it about some people that makes you immediately like - or dislike - them? 16. If you could be an animal, what animal would you be? 17. If you could have a conversation with a historical figure, who would it be? 18. If you could go back in time, where would you go? What would you do? 19. What do you know, that no one else knows? 20. If you had an extra hour in each day, what would you do with it?
  • my intention in teaching English is far more than mastery of grammar and vocabulary. I want my students to be equipped to comprehend and make sense of the world around them. Part of comprehending is to understand, but another important part is to make something known and part of one's self.
  • To inspire discussions or writing for English learning students, I have found open-ended questions to be a good place to start. I have found that a little introductory discussion can help a student with a context and a framework to continue developing... ...his or her own thoughts.
  • ...2 more annotations...
  • How do we make basic decisions about our lives – like where we live, go to school, travel, vote or work? Are those our decisions? Or do we follow the tracks of others?
  • It is good to remember that we are all always learning. And it is always more fun to learn together. We can learn as much from the past as from the present. And we can learn as much from using and stretching our imaginations as from studying our textbooks.
  • izz aty on 20 Aug 11
     
    1. What is your most obsessive thought? 2. Where is your favorite place in the world, and why? 3. What's the one thing your parents don't understand about you? 4. What have you learned that nobody taught you? 5. What is your earliest, most vivid memory? 6. If you have experienced a moment of sudden faith or loss of faith, what prompted it? 7. If you could take back one thing you have done, what would it be? 8. What is your greatest talent or accomplishment? 9. What is the most joyful moment you have experienced? 10. What is the most painful moment you have experienced? 11. What question would you ask God? 12. Which super power would you choose - and what would you do with it? 13. If you could make one rule about life, what would it be? 14. How would you define time? 15. What is it about some people that makes you immediately like - or dislike - them? 16. If you could be an animal, what animal would you be? 17. If you could have a conversation with a historical figure, who would it be? 18. If you could go back in time, where would you go? What would you do? 19. What do you know, that no one else knows? 20. If you had an extra hour in each day, what would you do with it?
izz aty

Master a third language, Idris Jusoh advises students | Malaysia | Malay Mail Online - 0 views

www.themalaymailonline.com/...e-idris-jusoh-advises-students

malaysia malaysian education MACEEDA TMSOL

shared by izz aty on 06 Dec 14 - No Cached
  • In his winding-up speech at the Umno General Assembly 2014 last Saturday, Deputy Prime Minister Tan Sri Muhyiddin Yassin, who is also Education Minister, said the ministry was considering making the third language an elective subject. Muhyiddin made the announcement in response to a proposal by Wanita Umno head Datuk Seri Shahrizat Abdul Jalil at the assembly that learning a third language like Arabic, Mandarin or Tamil as an elective subject would make it a crucial communication tool towards fostering unity. “This (mastery of language) is not a new thing as in European countries, they master four languages such as English, French, German and Italian,” said Idris. He said four national schools in Besut would begin teaching Mandarin to Malay students, beginning next year
izz aty

OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools - 0 views

www.oecd.org/...50293148.pdf

OECD education equity school equality

shared by izz aty on 27 Nov 14 - No Cached
  • izz aty on 27 Nov 14
     
    OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing. http://dx.doi.org/10.1787/9789264130852-en
izz aty

Omar, Hussin, Siraj 2013 Teaching Approach for Autism Students: A Case in Malaysia - 0 views

www.sciencedirect.com/...S1877042813049161

malaysian education inclusive education education malaysian special ed autism education

shared by izz aty on 29 Nov 14 - No Cached
  • This paper presents the findings of a case study conducted in Malaysia to identify teaching approaches applied by the teachers during the process of teaching pupils with Autism
  • This study was carried out by interviews with two teachers who teach Autism students in Special Education classes and a teacher who teaches Autism students in an Inclusive classroom.
izz aty

Forlin et al 2013 Inclusive education for students with disability: A review of the best evidence in relation to theory and practice. (Report by Australian Research Alliance for Children and Youth (ARACY), pdf) - 0 views

www.aracy.org.au/...ion_to_theory_and_practice.pdf

australia australian education inclusive education special education finnish special ed finnish education

shared by izz aty on 19 Nov 14 - No Cached
  • izz aty on 19 Nov 14
     
    Forlin, C., Chambers, D., Loreman, T., Deppler, J., & Sharma, U. 2013. Inclusive education for students with disability: A review of the best evidence in relation to theory and practice. Report by Australian Research Alliance for Children and Youth (ARACY) for the Department of Education, Employment and Workplace Relations, pp. 1-67.
izz aty

Mohd Yusof et al 2011 Teachers' Perceptions on the Blended Learning Environment for Special Needs Learners in Malaysia: A Case Study - 1 views

www.ipedr.com/6-T00006.pdf

malaysian special ed ICT education

shared by izz aty on 18 Oct 14 - No Cached
  • izz aty on 18 Oct 14
     
    Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca
izz aty

Pennington et al 2014 Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders - 0 views

www.hindawi.com/...327271

IDEA american special ed american education autism ASD

shared by izz aty on 10 Nov 14 - No Cached
  • Federal Register, vol. 71, no. 156, 2006, Rules and Regulations, p. 46756 a, 2006.
  • examined the definition of autism published by state education agencies (SEAs), as well as SEA-indicated evaluation procedures for determining student qualification for autism
  • compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (IDEA-2004)
  • ...10 more annotations...
  • also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004
  • many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability
  • The federal definition of autism preceded the fourth edition of the Diagnostic and Statistical Manual (DSM-IV) [8], and it is essentially unchanged since 1990.
  • The federal definition is generally compatible with both the category of Pervasive Developmental Disorder (PDD) as described in DSM-IV and Autism Spectrum Disorder as described in DSM-5 [9], but it does not match any specific variety of PDD (see below). Within public school systems, students who have been clinically diagnosed with either a DSM-IV PDD or with DSM-5 Autism Spectrum Disorder are likely to be identified under the federal category of autism for the purpose of receiving special education services
  • In contrast to the IDEA-2004 definition, criteria for autism are more specific in the DSM-IV clinical diagnostic criteria
  • DSM-IV was superseded by DSM-5 [9]. The disorders comprising PDD in DSM-IV are largely addressed in DSM-5 by the Autism Spectrum Disorders category, which—unlike DSM-IV’s PDD—has no subcategories.
  • identification criteria still include substantial social problems (social initiations and responses, nonverbal social communication, and social relationships) and restricted, repetitive behaviors or interests (deviant speech or movements, rituals and resistance to change, preoccupations, and sensory reactivity). State education agencies (SEAs) have not yet incorporated DSM-5 information into their policies, procedures, and practices related to students with autism, and the DSM-5 definition was not involved in the present study.
  • State education agency (SEA) definitions of a disability do not have to match the federal definition but must substantially address its elements or lose federal financial support for special education.
  • No doubt the prevalence of ASD naturally varies somewhat with geography [4] but probably not by such a large factor, greater than tenfold in adjacent states. Conceivably, some state-by-state variation might be attributable to the content of SEA definitions of autism and perhaps the evaluation procedures required to accurately measure the concepts presented in definitions.
  • In a study of SEA definitions of autism, MacFarlane and Kanaya [10] found substantial variation in the eligibility criteria used by different states. By their analysis, 35% of SEAs based autism eligibility solely on the federal definition of autism, while 65% used diverse other criteria including symptoms of autism from the DSM-IV-TR
  • izz aty on 10 Nov 14
     
    "Autism Research and Treatment Volume 2014 (2014), Article ID 327271, 8 pages http://dx.doi.org/10.1155/2014/327271 Research Article Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders Malinda L. Pennington,1 Douglas Cullinan,2 and Louise B. Southern2"
izz aty

What you can claim | Disability Rights UK - 0 views

www.disabilityrightsuk.org/benefits-checklist

UK disabled dissertationZ rights education english special ed

shared by izz aty on 18 Oct 14 - No Cached
  • education benefits education grants education maintenance allowance
  • Disabled students
  • education grants education maintenance allowance
  • ...1 more annotation...
  • education benefits - You may be able to get free school meals for your children if you are on a low income. Local authorities also supply free school meals for certain age groups. You may also be able to get help with the costs of travel to school or be entitled to a school clothing grant. For more information contact your Local Authority. education funding - For information on funding further, higher and postgraduate education see our education factsheets page. education grants - see Factsheet F48 - grants for students aged 16 and over in school and further education.
izz aty

Mohd Faiz, N. S. 2011. From theory to practice: the learning challenges of international students to succeed in a Malaysian technical and vocational (TVE) higher education institution - 0 views

iafor.info/...ACE2011_0219.pdf

HTVET lifelong learning educational policy malaysian education malaysia education

shared by izz aty on 28 Dec 15 - No Cached
  • izz aty on 28 Dec 15
     
    From theory to practice: the learning challenges of international students to succeed in a Malaysian technical and vocational (TVE) higher education institution Nur Sofurah Mohd Faiz School of Education University of South Australia Nur.Sofurah.Mohd.Faiz@mymail.unisa.edu.au
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