Awareness – информированность, осведомлённость
Inquiry – запрос, расспрашивание, наведение справок
Innovative – новаторский, передовой, рационализаторский
Acquisition – приобретение (чего-л., процесс)
Cognitive – когнитивный, познавательный
Perception – осмысление, осознание, понимание
Learning – изучение, учение
Contribution – вклад, ценные достижения
Information – знания, компетентность, осведомлённость
Experience – (жизненный) опыт
To provide – давать, предоставлять, обеспечивать
To collaborate – работать совместно, сотрудничать
To involve – привлекать, вовлекать, втягивать
To reason – рассуждать, размышлять (о чём-л.), делать выводы
To indicate – служить признаком, означать
To contribute – вносить вклад, обогатить ценным достижением
To compare – сверять, сличать, сопоставлять
To acquire – получать, приобретать, овладевать
To accumulate – накапливать, собирать
To transfer – передавать, переносить, переходить
1. To provide – to give someone something that they want or need.
2. Innovative – new, original, and advanced.
3. To indicate – to express an intention, opinion, or wish in an indirect way.
4. Information – knowledge or facts about someone or something.
5. To accumulate – to get more and more of something over a period of time.
6. This person shall be returned to the territory of the corresponding foreign state within the time term, indicated in the answer to the inquiry.
7. During the period leading up to accession, the Alliance will involve the invited countries in Alliance activities to the greatest extent possible.
8. The clear perception of the truth that a bank note and a checking deposit are fundamentally the same thing is in fact one of the strong points of this theory.
9. In view of Remark 2 at the end of Section 5.1 it is interesting to compare this result with Theorem 2 of Section 4.
10. "It's all experience, besides," he continued, "and it seems to me there's a tendency to underrate experience, both as net profit and investment.
21st Century Educator Preparation
Faculty members in Abilene Christian University's College of Education have a unique advantage over their peers at other institutions. Literally plugged into the daily developments of the university's renowned mobile learning initiative, and working with teacher candidates who are immersed in this digitally connected community, they have a keen awareness of what the teachers of tomorrow require and the commitment to provide it. ACU is very forward-thinking in realizing that the model of old was appropriate at the time, but it doesn't fit the students today and what we're preparing them for. With their vision set on what students need to survive in the twenty-first century, educators at ACU are taking the lead and rethinking the way students are thought. I think one of the qustions we have to ask ourselves is when did telling students the answers to the questions become education? And that's the model we've been working with for many years, is I'm gonna tell you what they answers are, you're gonna memorize that, and then I want you to get those back to me. Where is the inquiry , where is the understanding, where is the critical thinking that goes with finding that answer? We want to create lessons where they're higher order thinking, they're collaborating, they're communicating, they're creative. That means that we have to create a new kind of teacher. But the number one thing to me of a twenty-first century teacher is allowing the ownership of the learning to really really belong to the children. We are inundated constantly with opinions and ideas in media and news, but what's really important is for students to be able to take that information and be able to create their own opinion. That's my goal as a teacher. The quest to design a program for teachers with twenty-first century skills has led ACU's College of Education to model many of the characteristics outlined by the nation's leading reformers. The process begins by orienting teacher candidates to the new role of technologically savvy guide and mentor rather than the classic sage on the stage. And so, they're facilitators, they're along side, they're gonna learn from the students just as much as their students are gonna learn from them. One effective strategy for this new style of teaching is project-based learning. With project-based learning they actually learn to create a problem that is higher order thinking. And then, have their- have their students work in groups to solve this problem, to research it, to use technology to then support it. Twenty-first century teaching skills require real world practice to master. So we have field experiences threaded throughout our program very very intentionally. We rarely ever send them alone. We go with them. We think that's critical, as teacher, as a teacher preparation program. We think it's critical for our faculty to be engaged in those clinical experiences. When I feel more prepared, when I do interact with students, and when I do have that time to see my lessons be played out, and not just write them- Finally, because ongoing support for teachers is more critical than ever, ACU has created the Summer Institute to ease new teachers through the early years of their careers. In addition to strategies for technology integration, the institute covers a range of topics. We will spend several days with them providing them with a veteran mentor/teacher. We provide them with training such as conflict resolution and discipline management systems. We retool them and we provide them an online mentoring system for support through the first five years. It's this level of commitment to teachers combined with a creative approach to twenty-first century challenges that has put ACU at the forefront of teacher preparation. I think Abilene Christian University does have a really innovative program and a series of strategies that are making a difference. Clearly they were all a part of a larger goal of making sure that their teacher candidates were comfortable with technology and also knew how to use it well within classrooms. But the job is far from over. Teacher prep at ACU is just beginning to scratch the surface of where we're going. It's going to be an exciting world around here in the next few years. As they work through the process of reinventing teacher education, the faculty is motivated and energized by the potential of this generation of teachers. We think they'll be leaders. They're courageous, they're brave, they're willing to ask the tough questions. Those are students who are gonna change the world.
Be creative: The best ad
Be motivated: The two wolves
A Native American grandfather was talking to his grandson about how he felt. He said, "I feel as if I have two wolves fighting in my heart. One wolf is the vengeful, angry, violent one. The other wolf is the loving, compassionate one." The grandson asked him, "Which wolf will win the fight in your heart?" The grandfather answered: "The one I feed."
List of questions for discussion
1. Is knowledge important?
2. What subject are you most knowledgeable about?
3. What subject would you like to be most knowledgeable about?
4. People say knowledge is power – is this true?
5. Is all knowledge useful?
6. How is your general knowledge? Are you good at quizzes?
7. What is the tree of knowledge and what would you like to take from it?
8. What’s the biggest threat to society, knowledge or ignorance?
9. What is more important, knowledge or common sense?
10. Are you angry when people do things without your knowledge?
11. What’s better to have, great imagination or lots of knowledge?
12. Are people born with a better ability to learn knowledge than others?
13. Have you ever been frustrated because of a lack of knowledge?
14. Do you ever impress people with your knowledge?
15. What’s the difference between knowledge and education?
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