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Seminar in Finnsnes - Kurs21Nord
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Ricardo Luiz Naves Rabêlo Filho
Content marketing je vid marketinga koji najbolje funkcioniše na internetu.
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Monich Rhd
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Recommandé
The Creative Leader
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pilukspiluca
What is act in ua.pps
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04 pedoman penyusunan naskah publikasi tms skripsi s1 2010
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UNETA ASP .NET 5 What's new?
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Trend provides one of the greatest opportunities for starting new venture and when the entrepreneur can be at the start of a trend that lasts for a considerable period of time. Those entrepreneurs who are capable of understanding the trend and start working on that may get success in their venture.
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Uday salunkhe designing productive meetings
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• Masters of Design and Innovation (MDI), project outline. • First objective is that the students get an overall understanding of how the creative process of design thinking works so that they can put it to use for future projects. • Second main objective is to work on a real project/challenge with a client Ciszak Dalmas, the creators of Il Carrello, in order to develop new ideas from different perspectives: communication, strategy, conceptual and product. • This is a very practical, hands-on program. We will go through the different design thinking phases focusing on the challenge that a real client has. This approach not only puts the person at the center of our work, but it also taps into Creativity enabling us to develop 'out-of-the-box' solutions.
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MaheshRamesh6
Creative Teaching: Designing Creative and Culturally Relevant Instruction For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this Association of School and Curriculum DevelopmentLinks to an external site. (ASCD) video. Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following: Content Expectations Part I: Audience and Rationale (2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information. Part II: Outcomes (3 points): List the objectives of the instructional experience/idea/concept being proposed. Content or Classroom Objectives 21st Century skills (emphasis on creativity) Cultural competencies to be explicitly addressed with the experience/idea/concept Part III: Context/Instructional Description (3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include: Creativity – How will creativity be encouraged? Problem solving – Will the activity focus on solving a problem? AND/OR Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity? Part IV: Culturally Relevant Pedagogy (8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept? Maximizing academic success through relevant instructional experiences Addressing cultural competence through reinforcing students’ cultural integrity Involving students in the construction of knowledge Building on students’ interests and linguistic resources Tapping home and community resources Understanding students’ cultural knowledge Using interactive and constructivist teaching strategies Exami ...
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