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United Nations Sustainable Development Goals

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World-Readiness Standards for Learning Languages | ACTFL Download Two-Page Summary of the World-Readiness Standards for Learning Languages Download Summary World-Readiness Standards Available for Purchase Purchase print or eBook Standards book with eBooks of all available languages.Purchase print Standards book with one eBook of these language-specific documents: Purchase All Languages Purchase One Language Standards Poster Available for Purchase The poster highlights the Standards goal areas— also known as the 5 Cs (Communication, Cultures, Connections, Comparisons, Communities). Purchase Poster With the help of a three-year grant from the US Department of Education and the National Endowment for the Humanities, an eleven-member task force, representing a variety of languages, levels of instruction, program models, and geographic regions, undertook the task of defining content standards — what students should know and be able to do — in language learning. These Standards are equally applicable to: More Resources View the Standards Summary web page.

Sustainable Development Goals Do you know all 17 SDGs? History The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. The SDGs build on decades of work by countries and the UN, including the UN Department of Economic and Social Affairs In June 1992, at the Earth Summit in Rio de Janeiro, Brazil, more than 178 countries adopted Agenda 21, a comprehensive plan of action to build a global partnership for sustainable development to improve human lives and protect the environment.Member States unanimously adopted the Millennium Declaration at the Millennium Summit in September 2000 at UN Headquarters in New York. Follow DSDG on Facebook at www.facebook.com/sustdev and on Twitter at @SustDev. Implementation Progress Please, check below information about the SDG Progress Report: Please, check here for information about SDG indicators and reports:

Triple Bottom Line Educazione Ambientale e allo Sviluppo Sostenibile | Ministero dell'Ambiente e della Tutela del Territorio e del Mare L’Educazione Ambientale (EA) è uno strumento fondamentale per sensibilizzare i cittadini e le comunità ad una maggiore responsabilità e attenzione alle questioni ambientali e al buon governo del territorio La crescente attenzione all’interconnessione tra le dinamiche ambientali, sociali ed economiche ha portato all’ elaborazione del concetto, più ampio, di Educazione allo Sviluppo Sostenibile (ESS). L’Educazione allo Sviluppo Sostenibile (ESS) non riguarda solo l’ambiente, ma anche l’ economia (consumi, povertà, nord e sud del mondo) e la società (diritti, pace, salute, diversità culturali). La comunità internazionale ha preso atto del ruolo cruciale dell’ESS nel 2002, durante il Vertice Mondiale sullo Sviluppo sostenibile di Johannesburg, quando ha deciso di dedicare un Decennio all’ESS (DESD 2005-2014). La Carta nazionale riassume i risultati del lavoro svolto dai Tavoli di lavoro tematici, uno dei quali dedicato all’Agenda 2030 e all’educazione allo sviluppo sostenibile. Documenti:

10 Activities using Dice for ESL/EFL Students - Teacher's Pit Stop Level: A1 and above Here’s another simple yet effective speaking activity. The procedure: 1. Put your students into pairs and give each pair one die (or 2 if you have so many). 2. Questions: Beginners 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Intermediate 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Advanced 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Resources:

ACTFL Performance Descriptors for Language Learners | ACTFL The ACTFL Performance Descriptors for Language Learners are designed to describe language performance that is the result of explicit instruction in an instructional setting. These new Performance Descriptors reflect how language learners perform whether learning in classrooms, online, through independent project-based learning, or in blended environments. The Standards for Foreign Language Learning (1996, 1999, 2006), describe what students need to know and be able to do as they learn another language, defining the “what” of language education. The ACTFL Performance Guidelines for K-12 Learners (1998) first described “how well” language learners were expected to do the “what” from the content standards. The Performance Descriptors form a roadmap for teaching and learning: The Performance Descriptors help language educators create performance tasks targeted to the appropriate performance range, while challenging learners to also use strategies from the next higher range. Purchase Online

NWEI's Commitment to the United Nations' Sustainable Development Goals - Northwest Earth Institute Northwest Earth Institute offers tools to shrink the gap between our daily lives and global sustainability challenges and opportunities. We believe in local, community action coupled with a global perspective. Change starts where you are: at home, at work or in your local community. We also believe in the power of connecting our actions to a global movement of changemakers. At NWEI, we reference the United Nations’ Sustainable Development Goals (SDGs) as an avenue for impact on that global scale. Learn more about the United Nations and Sustainable Development Goals, here. Achieving the United Nations’ Sustainable Development Goals will involve every level of community. EcoChallenge and SDG’s Discussion Courses and SDG’s Learn more about the United Nations and Sustainable Development Goals

Why Sustainability 17 obiettivi di sviluppo sostenibile I 17 obiettivi di sviluppo sostenibile OSS (Sustainable Development Goals SDGs) e i 169 sotto-obiettivi ad essi associati costituiscono il nucleo vitale dell’Agenda 2030. Tengono conto in maniera equilibrata delle tre dimensioni dello sviluppo sostenibile, ossia economica, sociale ed ecologica. Per la prima volta, un solo documento programmatico riunisce lo sviluppo sostenibile e la lotta alla povertà. Gli Obiettivi di sviluppo sostenibile dovranno essere realizzati entro il 2030 a livello globale da tutti i Paesi membri dell’ONU. Ciò significa che ogni Paese del pianeta è chiamato a fornire il suo contributo per affrontare in comune queste grandi sfide. * Considerato che la Convenzione quadro delle Nazioni Unite sui cambiamenti climatici è il forum centrale, internazionale e intergovernativo per negoziati volti a trovare una risposta globale ai cambiamenti climatici.

What happens after the story? – Cécile Lainé As a teacher who loves using Story Listening and Reading to facilitate language acquisition, the question I get asked the most is: “What happens after the story?” I am excited to provide a response in this post. Ready? Nothing has to happen after the story. The heart of Story Listening and Reading is that the story itself, if compelling and comprehensible, is enough. An interesting story delivered using Comprehension-Aiding Supplementation provides rich comprehensible language at i+1 to your students in a low anxiety setting, which is exactly what the brain needs to “create a mental representation of language” (Van Patten, 2017). With Story Listening, “there is no expectation of immediate mastery” (Krashen, Mason, Smith, 2018). When we tell a story, we are not interested in specific vocabulary targets, we are simply delivering an interesting and comprehensible message. So, you have just told a story, and now you have time left. Here are some low-accountability options: Other options:

NCSS National Standards for Social Studies Teachers Revised 2017 The 2017 revision of the National Standards for the Preparation of Social Studies Teachers became operational on January 1, 2018. This date also signifies the start of a two year sunset period for the 2004 standards, which will expire on December 31, 2019. All programs seeking national recognition during the Spring 2020 cycle and beyond will be required to submit using the standards found in the 2017 NCSS National Standards for the Preparation of Social Studies Teachers. The 2004 version of the NCSS Program Standards for the Initial Preparation of Social Studies Teachers that has been used for CAEP social studies program review is available here. If you have any questions about the standards or the transition, please contact NCSS CAEP Program Review Coordinator Brandie Benton. Overview Background For several decades, the National Council for the Social Studies has published standards for the preparation of social studies teachers. Download Full Standards Document

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