cafekillo.blogg.se

1. #KEYNOTE PRESENTATION EXAMPLES FOR UNIVERSITY TEACHING HOW TO#
2. #KEYNOTE PRESENTATION EXAMPLES FOR UNIVERSITY TEACHING PROFESSIONAL#

#KEYNOTE PRESENTATION EXAMPLES FOR UNIVERSITY TEACHING PROFESSIONAL#

As a result of the extensive exposure of this topic in the media and the controversy that sometimes surrounds it, teachers are highly motivated to engage in professional development on this subject. Our experience with educators has shown that teachers feel ill-prepared to share the science and implications of climate change research with their students. Since 2001, the National Center for Atmospheric Research has offered professional development on climate change for middle and high school teachers in a variety of formats. Using Data to Improve Learning and Improve Teaching - PowerPoint presentation (PowerPoint 3.1MB Jun4 09)īringing Climate Change to the K-12 Classroom: Approaches at NCAR and Lessons Learned Roberta Johnson, Education and Outreach Director, UCAR/NCAR, Boulder, Colorado He is a winner of the 2003 Talbot Prize that recognizes excellence in visuals in textbooks and other learning materials and is a recipient of the University of Wisconsin/Madison Chancellor's Award for Distinguished Teaching.

He is the coauthor of three books on meteorology and radiation in the atmosphere. Ackerman's research interests center on remote sensing the Earth system and he is actively involved in several remote sensing programs. Ackerman is professor of atmospheric science at the University of Wisconsin/Madison and Director of the UW-NOAA Cooperative Institute for Meteorological Satellite Studies (CIMMS). This talk will discuss these concepts and present examples of how data, in the context of information and statistics, is used in the classroom and in ways to improve teaching.Ībout the speaker: Dr.

#KEYNOTE PRESENTATION EXAMPLES FOR UNIVERSITY TEACHING HOW TO#

Finally, students need to know how to communicate their results. They need to demonstrate an ability to assemble data into a summary form, and know what comparisons to make between data sets. Statistical literacy requires that a student knows how to use statistics to develop evidence in an argument. To be data literate, students must be familiar with a variety of tools for accessing and methods of manipulating data.

They also have to effectively and efficiently access the information. Information literacy requires that an individual (student or teacher) recognize that information is needed and be able to locate and evaluate the needed information. These three literacies are of course closely related and interdependent. Ackerman, CIMMS Director, University of Wisconsin, Madison, Wisconsinįacilitating the use of data in education requires an understanding of data, information and statistics. Using Data to Improve Learning and Improve Teaching Steven A.