DATES:20TH SEPTEMBER-1ST NOVEMBER

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• DATES20TH SEPTEMBER-1ST NOVEMBER
• VENUEUNIVERSITY OF ALBAMA, HUNTSVILLE

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EDUCATION PORTFOLIO

• AS A TEA PARTICIPANT, I HAD TWO DEFINITE ROLES
  OUTLINED FOR MYSELF.
• AT THE OUTSET I WAS A SCHOLAR// ACADEMICIAN
  GAINING NEW INSIGHTS AND REFLECTING UPON
  INNOVATIVE METHODOLOGY USED IN U.S. CLASSROOMS.
• DURING MY INTERNSHIP AND COMMUNITY ACTIVITY
  PROGRAM, I PLAYED THE PART OF THE TEACHER AND
  CULTURAL AMBASSADOR SIMULTANEOUSLY.
• RESEARCHER/SCHOLAR
• TEACHER/CULTURAL AMBASSADOR

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REFLECTIONS
TOPICS RESOURCE PERSON
EDUCATION SEMINARS DR.LINDA WINTERS, MS.JANE JONES,DR.SUSAN CURRIE
TESOL MS.ANDREA WORD
COMPUTER AND IT MR. ALAN WHITTEN
CIVICS EDUCATION SEMINAR DR.JOHN R. POTTENGER
LEADERSHIP WORKSHOPS MS.RENA ANDERSON, MS.TARALYN CAUDLE
PORTFOLIO DEVELOPMENT DR.SANDRA ENGER
COMMUNITY EDUCATION NCAC- NATIONAL CHILD ADVOCACY CENTER SENIOR CENTER-MADISON COUNTY
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EDU.SEM. 1 24/09/07THEORITICAL BASIS IN
AMERICAN CURRICULUM -DR LINDA WINTERS

• WHAT IS CURRICULUM?
• CURRICULUM ISALL THE EXPLICIT AND IMPLICIT
  CONTENT OF COURSE OF STUDY WHICH IMPACT THE
  CONNECTION BETWEEN TEACHING AND LEARNING.FACTORS
  INCLUDE BOTH THE AFFECTIVE AND COGNITIVE DOMAINS
  .
• ACCORDING TO THE ABOVE DEFINITION, CURRICULUM
  INCLUDES THE CLEARLY STATED AND THE SUGGESTED
  CONTENT THAT IS EMBEDDED IN THE SUBJECT AS WELL
  AS THE TWO PRIME FACTORS- NAMELY THE AFFECTIVE
  THAT LAYS IMPORTANCE ON THE BEHAVIOURAL AND
  EMOTIONAL DOMAIN AND THE COGNITIVE WHICH CONCERNS
  WITH ACQUISITION OF KNOWLEDGE.
• THE LECTURE HIGHLIGHTED THE TEACHERS ROLE IN THE
  CLASS ROOM AS SHE IS RESPONSIBLE FOR KEEPING THE
  PUPIL ENGAGED AS THE EQUATION GOES-
• HIGHER ENGAGEMENT HIGHER LEARNING OUTPUT
• FURTHER WE DELVED ON THE FOUR MAJOR EDUCATIONAL
  PHILOSOPHIES THAT HAS INFLUENCED CURRICULUM IN
  THE UNITED STATES.
• THE STUDY GROUPS WORKED ON THEIR INDIVIDUAL AND
  GROUP EDUCATIONAL PHILOSOPHIES.

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THE FOUR MAJOR EDUCATIONAL PHILOSOPHIES

• PERENNIALISM ADVOCATED BY MORTIMER ADLER ,IS
  BASED ON THE TRADITIONAL SCHOOL OF THOUGHT WHERE
  MASTERY OF FACTS IS THE GOAL THROUGH SOCRATIC
  QUESTIONING.
• ESSENTIALISM- ADVOCATED BY RALPH TYLER, IS
  CONTENT BASED AND THE TEACHER PLAYS A DIDACTIC
  ROLE FOR INTELLECTUAL GROWTH.
• PROGRESSIVISM- ADVOCATED BY JOHN DEWEY, PROMOTES
  PRAGMATIC LEARNING WITH TEACHER AS FACILITATOR
  TO CREATE GOOD CITIZENS AND LIFE-LONG LEARNERS .
• RECONSTRUCTIVISM- ADVOCATED BY ELLIOT EISNER,
  PREPARES THE CHILD FOR CHANGE AND REFORM THROUGH
  ACTIVE LEARNER CENTERED ACIVITIES WITH TEACHER AS
  COACH.

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EDU.SEM. 2 25/09/07 PROBLEM BASED
LEARNING- THEORY -DR.LINDA WINTERS
EDUCATION USED TO BE BASED ON THE INDUSTRIAL
FACTORY MODEL WHICH FOLLOWED THE ASSEMBLY LINE
MODEL WHERE STUDENTS WERE GROUPED BY AGE. TODAY
THERE IS A PARADIGM SHIFT TO THE MEDICAL MODEL
WHICH FOLLOWS THE DIAGNOSTIC AND PRESCRIPTIVE
METHOD AND GROUPS STUDENTS BASED ON THEIR
NEEDS. IT ADVOCATES PROBLEM BASED LEARNING(PBL)
THROUGH ILL-STRUCTUTRED PROBLEMS WHICH RESULT IN
OPEN-ENDED SOLUTIONS WHICH ENSURES THAT STUDENTS
BECOME THINKERS AND DOERS
THE TEACHER IS AN EXPERT IN HIS SUBJECT AND IS IN
DRIVERS SEAT AND HELPS THE LEARNING PROCESS
WHICH SHOULD BE MOTIVATING AND FUN !
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COMPONENTS OF PBL

• 1.SOURCE- SOCIETY,FAMILY, CULTURE,
  ENVIRONMENT,NATION ETC.
• 2. IDENTIFICATION AND STATEMENT OF ILL-STRUCTURED
  PROBLEM(ISP).
• CHARACTERISTICS OF ISP
• IT MUST BE REASONABLE AND DOABLE.
• IT MUST BE FUZZY.
• IT MUST BE RESEARCH ORIENTED.
• IT REQUIRES AN ACTION PLAN.

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EDU.SEM. 3 26/09/07PROBLEM BASED LEARNING
-APPLICATION

• THE STUDY GROUPS ZEROED IN ON AN ISP EACH AND
  DEFINED THE PROBLEM IN RELATION TO ITS SOURCE,
  USED A NARRATIVE / DESCRIPTIVE TO ARRIVE AT A
  CHARGE .

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EDU.SEM. 4 27/09/07STANDARDS AND BENCH
MARKS OF CURRICULUM -MS.JANE JONES

• WE GOT AN INSIGHT INTO THE AMERICAN EDUCATION
  SYSTEM ,ITS CURRICULUM AND THE ASSESSMENT
  PATTERN.
• WE MADE A COMPARATIVE STUDY OF THE AMERICAN AND
  INDIAN SYSTEM OF EDUCATION AND THE ROLE PLAYED BY
  THE GOVERNMENT IN FRAMING EDUCATIONAL POLICIES.

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EDU.SEM. 5 28/09/07INTEGRATING TECHNOLOGY
INTO THE CLASSROOM -MS.JANE JONES

• WHAT IS TECHNOLOGY IN EDUCATION?
• TECHNOLOGY IS THE APPLICATION OF SCIENTIFIC
  METHOD AND MATERIAL TO ACHIEVE EDUCATIONAL
  OBJECTIVES.
• WE WERE INTRODUCED TO VARIOUS ELECTRONIC DEVICES
  TO BE USED IN CLASSROOM TEACHING.
• REF WEBSITE http//alex.state.al.us/index.php

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EDU.SEM. 6 01/10/07OVERVIEW OF AMERICAN
TESTING STANDARDS -DR. SUSAN CURRIE

• HISTORY OF AMERICAN EDUCATION
• NO CHILD LEFT BEHIND
• ALABAMAS RESPONSE TO NCLB
• NAEP(NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS)
  THE NATIONS REPORT CARD.
• (REFER HANDOUT)

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EDU.SEM. 7 02/10/07TEACHER
TRAININGLESSON PLANNING/APPLICATION OF THE
BACKWARD DESIGN MODEL -DR LINDA.WINTERS
WORTH BEING FAMILIAR WITH

• THE ABOVE MODEL BEGINS FROM THE FINAL OUTCOME AND
  WORKS BACKWARDS TOWARDS THE ACTIVITIES.
• IT FOCUSSES ON 6 MAJOR FACETS OF UNDERSTANDING-
• EXPLAIN,INTERPRET,APPLY, HAVE A PERSPECTIVE,
  EMPATHISE AND DEVELOP SELF-KNOWLEDGE.

IMPORTANT TO KNOW AND DO
ENDURING UNDERSTAN-DING
PRIORITIZING INSTRUCTIONAL GOALS(INNER RING TO
OUTER)
(REFER HANDOUT)
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EDU.SEM. 8 04/10/07TEACHER TRAINING
ASSESSMENT METHODS -DR LINDA.WINTERS

• UNDER BACKWARD DESIGN,ASSESSMENT INCLUDES
• 1. INFORMAL CHECKS FOR UNDERSTANDING
• 2. OBSERVATION / DIALOGUE
• 3. QUIZ / TEST
• 4. ACADEMIC PROMPTS
• 5. PERFORMANCE TASK / PROJECT

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EDU.SEM. 9 05/10/07TEACHER TRAINING
ELLIOT EISNERS MODES OF THINKING -DR
LINDA.WINTERS

• EISNER HAS DERIVED SEVEN DIFFERENT FORMS OF
  THINKING
• AESTHETIC , SCIENTIFIC, INTERPERSONAL, INTUTIVE,
  NARRATIVE AND PARADIGMATIC, FORMAL AND SPIRITUAL.
• EISNER ARGUES THAT THE DISTINCTIVE FORMS OF
  THINKING NEEDED TO CREATE ARTISTICALLY CRAFTED
  WORK ARE RELEVANT NOT ONLY TO WHAT STUDENTS DO,
  THEY ARE RELEVANT TO VIRTUALLY ALL ASPECTS OF
  WHAT WE DO, FROM THE DESIGNING OF CURRICULA, TO
  THE PRACTICE OF TEACHING, TO THE FEATURES OF
  ENVIRONMENT IN WHICH TEACHERS AND STUDENTS LIVE.
• 1. EXPERIENCING QUALITATIVE RELATIONSHIPS AND
  MAKING JUDGEMENTS ONE OF THE IMPORTANT TASKS OF
  TEACHING IS TO BE ABLE TO FOCUS ON THE INDIVIDUAL
  WHILE ATTENDING TO THE LARGER CLASSROOM
  SIMULTANEOUSLY.
• 2. FLEXIBLE PURPOSING- FORMULATING AIMS, GOALS,
  OBJECTIVES IS A CRITICAL ACT ANDALL ELSE THAT
  FOLLOWS DEPENDS UPON CLEARLY DEFINED ENDS. DEWEY
  TALKS OF A PROCESS CALLED FLEXIBLE PURPOSING.
  FLEXIBLE PURPOSE IS OPPORTUNISTIC AND IS NOT
  RIGIDLY ATTACHED TO PRE-DEFINED AIMS WHEN THE
  POSSIBILITY OF BETTER ONES EMERGE.
• 3. FORM AND CONTENT IS MOST OFTEN INEXTRICABLE
  LIKE IN ARTS, IN EDUCATION ALSO THE RELATION
  BETWEEN FORM AND CONTENT IS INEXTRICABLE.

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EDU.SEM. 9(CONT.) 05/10/07TEACHER
TRAINING ELLIOT EISNERS MODES OF
THINKING -DR LINDA.WINTERS

• 4.NOT EVERYTHING KNOWABLE CAN BE ARTICULATED IN
  PROPOSITIONAL FORM- THE LIMITS OF OUR COGNITION
  ARE NOT DEFINED BY OUR LANGUAGE.DEWEY TELLS US
  THAT WHILE SCIENCE STATES MEANING,THE ARTS
  EXPRESSES MEANING THE MEANING IS NOT LIMITED TO
  WHAT IS ASSERTABLE.
• 5.LOOKING TO THE MEDIUM -DECISIONS WE MAKE ABOUT
  MEDIUMS HAVE A GREAT DEAL TO DO WITH THE KINDS OF
  MINDS WE DEVELOP IN SCHOOLS.MINDS, UNLIKE BRAINS,
  ARE NOT ENTIRELY GIVEN AT BIRTH MINDS ARE ALSO
  FORMS OF CULTURAL ACHIEVEMENT THEIR DEVELOPMENT
  IS INFLUENCED BY THE OPPORTUNITIES TO LEARN
  PROVIDED AT SCHOOL.
• 6.THE AESTHETIC SATISFACTION THAT THE WORK ITSELF
  MAKES POSSIBLE-IN EDUCATION,THE MOTIVES FOR
  LEARNING SHOULD BE COMPLETELY ENGAGING THE WORK
  MUST BE CHALLNGING IN ORDER TO DERIVE
  SATISFACTION .

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EDU.SEM. 10 / 11 09/10/07TEACHER TRAINING
CLASSROOM MANAGEMENT /MULTICULTURAL ISSUES THAT
IMPACT THE CLASSROOM -DR LINDA.WINTERS

• IN A MULTI-CULTURAL SOCIETY , MULTI - CULTURAL
  EDUCATION PLAYS A VERY VITAL ROLE IN CREATING
  COMPATABILITY IN PLURALISTIC SOCIETIES (eg.
  SCHOOLS). IT HELPS IN
• 1. DEVELOPING ETHNIC AND CULTURAL LITERACY BY
  PROVIDING CHILDREN WITH THE INFORMATION ABOUT
  HISTORY AND THE CONTRIBUTION OF ETHNIC GROUPS IN
  ORDER TO REPLACE DISTORTED MYTHS WITH RESPECT AND
  APPRECIATION FOR VARIOUS ETHNIC GROUPS.
• 2. PERSONAL DEVELOPMENT AS IT EMPHASISES SELF
  UNDERSTANDING AND CREATES PRIDE IN ONES ETHNIC
  IDENTITY RESULTING IN SOCIAL IMPROVEMENT AND
  INTELLECTUAL EXCELLENCE.
• 3. ATTITUDE AND VALUE CLARIFICATION THUS ERASING
  PREJUDICES BY CONFRONTING THEM DIRECTLY AND
  RECONSILING THE DIFFERENCES BETWEEN ETHNIC
  BELIEFS AND TRUTH BY SUPPORTING IT WITH FACTS
  AND DOCUMENTATION THEREBY PROMOTING CORE VALUES
  OF DIGNITY, EQUALITY, FREEDOM AND DEMOCRACY.
• 4. DEVELOPING MULTI- CULTURAL SOCIAL COMPETENCE
  THROUGH CROSS CULTURAL COMMUNICATION,
  INTERPERSONAL RELATIONSHIPS AND UNDERSTANDING
  ALTERNATIVE EXPECTATIONS/ BEHAVIOURS/ VIEWS.

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EDU.SEM. 12 18/10/07TEACHER TRAINING
SCHOOL MANAGEMENT -DR LINDA.WINTERS

• ROLE OF THE PRINCIPAL
• 1.FORMATIVE EVALUTION OF TEACHERS-TO HELP
  TEACHERS TO IMPROVE. (REFER HANDOUT)
• 2.FINANCIAL MANAGEMENT TO PREPARE A BUDGET TO
  ACCOUNT FOR THE MONEY RECEIVE THROUGH VARIOUS
  SOURCES-FEES,FUND RAISERS, DONATIONS ETC.
• 3.CREATION OF A SOUND INSTRUCTIONAL PROGRAMME

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TESOL WORKSHOP 1 24/09/07OVERVIEW OF
CURRENT SECOND LANGUAGE ACQUISITION
THEORY -MS.ANDREA WORD

• PRINCIPLES OF ACQUISITION-SECOND LANGUAGE
  (ENGLISH) LEARNING
• BEHAVIORIST- LANGUAGE ACQUISITION TAKES PLACE
  THROUGH IMITATION AND REPETITION.
• INNATIST/NATIVIST- PRESENTATION OF LINGUISTIC
  EXAMPLES LEADING TO INDUCTION OF LINGUISTIC
  RULES.
• COGNITIVIST-COMPREHENSION THROUGH ASSOCIATION OF
  IDEAS, CAUSE/EFFECT. ETC.
• INTERACTIONIST-MEANINGFUL INTERACTION AND
  REALISTIC COMMUNICATION TO ENFORCE LANGUAGE
  ACQUISITION.

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TESOL WORKSHOP 2 26/09/07OVERVIEW OF
CURRENT SECOND LANGUAGE ACQUISITION
THEORY -MS.ANDREA WORD

• A GROUP DISCUSSION WAS CONDUCTED ON THE VARIOUS
  PRINCIPLES OF ACQUISITION AND CLASSROOM
  ACTIVITIES PERTAINING TO THE APPROACHES WERE
  IDENTIFIED.

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TESOL WORKSHOP 3 01/10/07OVERVIEW OF BEST
PRACTICES IN LANGUAGE PEDAGOGY INCORPORATING
THEORIES OF WORKSHOP -MS.ANDREA WORD

• THE SESSION IDENTIFIED SPECIFIC METHODS
  APPROPRIATE TO THE GOALS /LEVELS / LEARNERS , AND
  ACTIVITIES INVOLVED.
• THE METHODS
• GRAMMAR TRANSLATION
• AUDIO-LINGUAL
• COMMUNITY LANGUAGE LEARNING
• TOTAL PHYSICAL RESPONSE
• NOTIONAL FUNCTIONAL SYLLABI
• COMMUNICATIVE LANGUAGE TEACHING

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TESOL WORKSHOP 4 03/10/07OVERVIEW OF BEST
PRACTICES IN LANGUAGE PEDAGOGY INCORPORATING
THEORIES OF WORKSHOP -MS.ANDREA WORD

• A TEMPLATE WAS PROVIDED TO THE STUDY GROUPS TO
  PREPARE THE FIRST UNIT OF THE ISP WITH RELATION
  TO THE OBJECTIVES-CRITICAL THINKING, ORAL/
  WRITTEN/ DISCRETE LANGUAGE SKILLS AND MATERIALS
  .
• THE UNIT PLAN ALSO IDENTIFIES ACTIVITIES COHERENT
  WITH THE OBJECTIVES.

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TESOL WORKSHOP 5-10 08/10/07-24/10/07P
REPARATION OF LESSON PLAN, REVIEWING,REVISING,
FINALISING (PBL) -MS.ANDREA WORD

• CLICK HERE TO SEE SAMPLE LESSON PLAN

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COMPUTER AND INFORMATION TECHNOLOGY - BY
ALAN WHITTEN

• WITH THE TURN OF THE CENTURY, CLASSROOM TEACHING
  / LEARNING IS CLOSELY ASSOCIATED WITH COMPUTER
  TECHNOLOGY. THE INFORMATION BOOM NECESSITATES THE
  USE OF IT IN SCHOOLS AND CLASSROOMS TO MAKE
  AVAILABLE THE LATEST AUTHENTIC INFORMATION IN THE
  SHORTEST POSSIBLE TIME.
• MR. WHITTEN PROVIDED US WITH A CUTTING EDGE IN
  INCORPORATING TECHNOLOGY INTO EDUCATION. HE HONED
  OUR SKILLS IN USING WORD PROCESSOR AND
  PRESENTATION PACKAGE.
• WE ENHANCED OUR WEB SKILLS AND EVEN WENT TO THE
  EXTENT OF HOSTING OUR OWN BLOGS AND PICTURES ON
  THE WEB.

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CIVIC EDUCATIONSEM1 27/09/07CIVIL
SOCIETY -DR. J.POTTENGER

• TRADITIONAL SOCIETY
• COMMUNITY ORIENTATION
• COMMON GOOD
• POLITICAL OBLIGATION
• MORAL STANDARDS

• MODERN SOCIETY
• INDIVIDUAL ORIENTATION
• SELF INTEREST
• PERSONAL ETHICS
• LIBERAL DEMOCRACY

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CIVIC EDUCATIONSEM2 11/10/07FEDERALISM
-DR. J.POTTENGER
CONFEDERACY
UNITARY
FEDERAL
gt
lt

INDEX STATE GOVT. NATIONAL GOVT.
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LIBERAL DEMOCRATIC THEORY
CIVIL SOCIETY

• NATURAL EQUALITY.
• NATURAL RIGHTS.
• LIMITED GOVT.
• PRIVATE SPHERE.
• MARKET ECONOMY.
• CIVIL SOCIETY.

ECONOMY
STATE

• ECONOMY
• PRIVATE PROPERTY
• MARKET ECONOMY
• EFFICIENCY
• INEQUALITY OF WEALTH

• STATE
• CIVIL RIGHTS
• PERIODIC ELECTIONS
• MAJORITY RULE
• SEPARATION OF POWERS

• CIVIL SOCIETY
• INDIVIDUAL RIGHTS
• FREEDOM OF SPEECH, ASSEMBLY, PRESS
• RELIGIOUS/ CUTURAL / RACIAL DIVERSITY
• TOLERANCE
• PLURALISM

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CIVIC EDUCATIONSEM3 25/10/07DEMOCRATIC
CITIZENSHIP -DR. J.POTTENGER

• IN THIS SESSION WE CONCLUDED ON THE NOTE OF HOW
  DEMOCRACY ENCOURAGES PEOPLE FROM GLOBAL
  COMMUNITIES TO COME TOGETHER FOR PROGRESS AND
  HARMONY.
• THE SESSION HIGHLIGHTED THE CONCEPTS AT THE CORE
  OF A GLOBAL EDUCATION FOR DEMOCRACY-
• 1. REPRESENTATIVE DEMOCRACY WHICH NECESSITATES
  INDIVIDUALS TO ACTIVELY PARTICIPATE IN THE
  DEMOCRATIC PROCESS.
• 2. RULE OF LAW WHICH ENSURES EQUALITY ,LIBERTY
  AND JUSTICE TO ALL.
• 3. HUMAN RIGHTS WHICH IS ASSOCIATED WITH
  NATURAL AND CONSTITUTIONAL RIGHTS.
• 4. CITIZENSHIP WHICH ENTITLES INDIVIDUALS WITH
  RESPONSIBILITIES, RIGHTS AND ROLES .
• 5. CIVIL SOCIETY - WHICH BESTOWS FREEDOM OF
  ASSOCIATION AND SOCIAL CHOICE.
• 6. MARKET ECONOMY WHICH PROVIDES FREEDOM OF
  EXCHANGE AND ECONOMIC CHOICE.
• (REFER HANDOUT)

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COMPONENTS OF A GLOBAL EDUCATION FOR DEMOCRACY

• 1. CIVIC KNOWLEDGE CONSTITUTES ENLIGHTENING
  CITIZENS ABOUT THE CONCEPTS AND PRINCIPLES OF
  DEMOCRACY.
• 2. COGNITIVE CIVIC SKILLS ENABLING CITIZENS TO
  IDENTIFY, DESCRIBE, ANALYZE, SYNTHESIZE AND
  EXPLAIN POLITICAL AND CIVIC ISSUES.
• 3. PARTICIPATORY CIVIC SKILLS PROMOTING PERSONAL
  AND COMMON INTERESTS IN CITIZENS.
• 4. CIVIC DISPOSITIONS RESPECTING, PROTECTING
  AND AFFIRMING EQUAL HUMANITY, DIGNITY AND WORTH
  OF EACH PERSON.

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PORTFOLIO DEVELOPMENT -BY DR. SANDRA ENGERS

• DR. SANDRA ENGERS GAVE US VALUABLE GUIDANCE FOR
  ORGANIZING ALL THE MATERIALS PROVIDED TO US
  DURING VARIOUS EDUCATIONAL SEMINARS IN A
  SYSTEMATIC MANNER.
• THE PORTFOLIOS DEVELOPED BY THE TEA
  PARTICIPANTS AT UAH OWE IT ALL TO HER.
• SHE ALSO PROVIDED THE PARTICIPANTS WITH IMPORTANT
  WEB LINKS FOR INDEPENDENT
• AND DIRECTED REASEARCH.

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COMMUNITY EDUCATION -BY RENA.ANDERSON,TARALYN
CAUDLE

• THE NCAC TACKLES THE DELICATE ISSUE OF CHILD
  ABUSE.
• IT CONDUCTS AWARENESS WORKSHOPS FOR 3RD,5TH 7TH
  GRADERS.
• THEY BELIEVE IN ADDRESSING THE ISSUE AS IT IS THE
  FIRST STEP TOWARDS SOLVING THE ISSUE.
• Mission Statement
• The NCAC models, promotes, and delivers
  excellence in child abuse response and prevention
  through service, education, and leadership.
• http//www.nationalcac.org/ncac/

NCAC Board President, Chris Newlin
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COMMUNITY EDUCATION

• THE VISIT TO THE SENIOR CENTER AT MADISON COUNTY
  ,HUNTSVILLE ALTERED OUR OUTLOOK TOWARDS THE
  SENIORS .WE WERE INFUSED WITH NEW VIGOUR WHEN WE
  SAW OCTEGENARIANS DANCING TO THE BEATS OF MUSIC
  .THEY WERE ALL WELL DRESSED AND FULL OF ZEST FOR
  LIFE.WE ALMOST FELT THAT LIFE BEGAN AT 60 AFTER
  MEETING THEM.
• A 70 YEAR OLD DANCE INSTRUCTOR TAUGHT US LINE
  DANCING WHICH WE THOROUGHLY ENJOYED .
• EACH ONE OF THEM WAS ENGAGED IN A HOBBY ACTIVITY
  WHICH RANGED FROM PAINTING, EMBROIDERING
  ,SEWING, FURNITURE MAKING TO PLAYING BILLARDS AND
  FLEXING THEIR MUSCLES AT THE GYM.

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OAK MOUNTAIN ELEMENTARY HIGH SCHOOL SHELBY
COUNTY -29/10/07

• SHELBY COUNTY HAS DIVERSE STUDENT POPULATION,
  HENCE ITS ESL DEPARTMENT SEEKS TO EDUCATE ALL
  STUDENTS BY FACILITAING, ADVOCATING AND LEADING
  THEM IN APPROPRIATE INSTRUCTION OF THE ENGLISH
  LANGUAGE.
• THE CLASSROOM HAD A WIDE RANGE OF ACTIVITIES AND
  ARRANGEMENTS TO CATER TO CHILDREN WITH DIFFERENT
  NEEDS.
• THE LIBRARIES HAD BOOKS PUBLISHED IN 14 LANGUAGES
  ON A VARIETY OF SUBJECTS.
• THE MOST IMPORTANT ASPECT WAS THAT EVERY
  CLASSROOM AT THE ELEMENTARY LEVEL HAD A READING
  CORNER AND TWO HOURS WERE DEVOTED TO READING
  EVERY DAY.

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GLIMPSES
Kids at work and play
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Knowing is not enough we must apply!
OPENING THE DOOR TO NEW VISTAS IN EDUCATION