1 GeoGebra Institute Application to establish the GeoGebra Institute of Finland Suomen Geogebra-instituutti Suomen Geogebra-verkosto yhteistyössä Helsingin yhteislyseon kanssa Finnish GeoGebra Network in cooperation with Helsingin yhteislyseo (secondary school 7 12) Helsinki, Finland,
2 1 Acceptance of IGI Vision, Goals and Procedures The applying GeoGebra Institute declares with this application that it accepts and shares the vision, goals, non-commercial nature, licensing and following procedures with the International GeoGebra Institute and its other GeoGebra Institutes 11 Vision of the International GeoGebra Institute The International GeoGebra Institute (IGI) provides free dynamic mathematics software and shares expertise in training, support and the development of materials for all students and teachers to improve mathematics, science and technology education world-wide It nurtures and promotes collaboration between practitioners and researchers, seeking to establish self-sustaining user communities 12 Mission of IGI and GeoGebra Institutes The International GeoGebra Institute and its local GeoGebra Institutes share the following three goals: 1 Training and Support: To coordinate and provide professional development opportunities and support for both pre-service and in-service teachers 2 Development and Sharing: To develop and share workshop resources and classroom materials, and to continually improve and extend the dynamic mathematics software GeoGebra 3 Research and Collaboration: To conduct and support GeoGebra-related research which focuses on the teaching and learning of mathematics in order to inform and improve training and development activities, and to promote collaboration between IGI and local GeoGebra Institutes and between international colleagues 13 Non-Commercial Nature The applying GeoGebra Institute declares that it is a non-profit and voluntary network of schools and other educational establishments with only non-commercial interests Normally, services offered by a GeoGebra institute should be free of charge for teachers and students If there are revenues created in connection with GeoGebra (eg, books, online materials, workshops), it is expected that this money will be used to support and sustain the goals and activities of IGI or GeoGebra Institutes 14 Licensing The applying GeoGebra Institute declares that it will share all developed materials under a Creative Commons Attribution, Non-commercial, Share Alike license
3 or a similar license and that it will respect the license of the GeoGebra software itself The spirit of IGI and its GeoGebra Institutes is to share materials and be open for collaboration with everyone 15 Annual Activity Report The applying GeoGebra Institute states that it will submit an annual report regarding its activities to the IGI The common and stated IGI goals can be used to structure this annual report The International GeoGebra Institute has the right to withdraw the accreditation of a GeoGebra Institute if it is in violation of any of the aforementioned common IGI goals 2 Structure and Activities of applying GeoGebra Institute 21 Structure of GeoGebra Institute GeoGebra Institute of Finland will function in the framework of the Finnish GeoGebra Network which is a voluntary cooperation organisation of primary and secondary schools and other educational establishments using GeoGebra actively Concerning issues at law and economy, the Institute will be hosted by Helsingin yhteislyseo (independent secondary school 7 12) All other activities are operated by the Finnish GeoGebra Network If necessary, the Network will be registered later and will thus form a registered association according to the Finnish law After the registration, the GeoGebra Institute of Finland will be hosted by the association The Institute will cooperate with the National Board of Education, the Finnish Association of Teachers of Mathematics, Physics, Chemistry and Informatics (MAOL) (contact person lecturer Erkki Luoma-aho and the teacher education departments of Tampere university (contact person lecturer of didactics Sari Yrjänäinen and Jyväskylä university (contact person lecturer of didactics Henry Leppäaho 22 People of GeoGebra Institute In the beginning the executive board of the Institute will have as members the board of the Finnish GeoGebra Network: chair Kirsi Malinen, teacher of mathematics and science, Jokela junior high school, Tuusula, Finland, coordinator of the Network, translator of GeoGebra program member Jarno Koskimäki, teacher of mathematics and science, Helsingin yhteislyseo, Helsinki, translator of GeoGebra web pages, contact person of the Network, representative of hosting institution Helsingin yhteislyseo member Mikko Rahikka, teacher of mathematics and science, Helsingin yhteislyseo, Helsinki, moderator of the Finnish GeoGebra User Forum, contact person of Nordic GeoGebra cooperation, translator of GeoGebra web pages member Juha Leino, teacher of mathematics and science, vice principal, Pakilan yläaste (junior high school), Helsinki, translator of GeoGebra Help Book
4 member Erkki Luoma-aho, teacher of mathematics, Cygnaeus-lukio (senior secondary school), Jyväskylä, contact person for the Finnish Association of Teacher of Mathematics, Physics, Chemistry and Informatics (MAOL), translator of GeoGebra Introductory Book member Hannu Korhonen, lecturer emeritus, Orimattila, Finland, translator of GeoGebra program 23 Activities and Goals of GeoGebra Institute The primary activity has been and will be in future to translate GeoGebra program, web pages and help documents into Finnish It has been done for the versions 27, 30 and the contemporary 32 The translation of the help document for the version 32 is not yet finished but it will come out by the summer 2010 The translations are inevitable in such a country as Finland where more than ninety per cent of the population is speaking Finnish as mother tongue The second aim in the long run is to promote the use of GeoGebra in Finnish schools, especially lower and higher secondary schools where mathematics and science are teached by specialized subject teachers In order to do that we try to find such topics in curriculum where teachers can have the best use of GeoGebra Furthermore, we are creating GeoGebra materials which teachers can use in their own classes and lessons In these days, the most important way of working is giving both contact and web courses to help teachers to begin the use of GeoGebra This is done regularly twice a year for the teachers of the Finnish GeoGebra network In the future, the Institute will offer more and more courses for all other teachers, too This is planned to do in cooperation with the Finnish Association of Teacher of Mathematics, Physics, Chemistry and Iinformatics (MAOL) partly directly giving an internet course and partly with the newly launched Osaava project supported economically by the Finnish educational authorities The GeoGebra Institute of Finland will take part in the international cooperation by keeping up a section of GeoGebraWiki in Finnish as well as a Finnish section of GeoGebra User Forum The Institute will offer a moderator for the latter Also, the GeoGebra cooperation is going to start on the Nordic level This will be a natural part of the work of the Institute In the future, the action of the Institute will direct more clearly to the development and research on modern and efficient ways of instructing mathematics using GeoGebra, by the Institute itself and by the teacher education institutes cooperating with the GeoGebra Institute It is not only how to organize the work during lessons but also the use of GeoGebra together with other modern instructional equipments, eg other computer programs, SmartBoards, course management systems etc The Institute will publish information and news of its work as well as GeoGebra worksheets in GeoGebraWiki, on its own web site and in educational magazines Some half a dozen articles have come out in the magazine Dimensio in Finnish during the latest three years, the members of the Finnish GeoGebra Network as authors
5 3 Signatures The chair person of the applying GeoGebra Institute and a representative of its hosting institution (eg university, teacher education college) declare with their signatures that all information in this application is correct to their best knowledge and that they support the establishment of a GeoGebra Institute at their institution as described in this application Chair person of GeoGebra Institute of Finland Kirsi Malinen teacher of mathematics and science Jokela secondary school, Tuusula, Finland Jokelan koulukeskus Jyväkuja 13 FIN Jokela, Finland Date: Representative of hosting institution of GeoGebra Institute of Finland Jarno Koskimäki teacher of mathematics Helsingin yhteislyseo (secondary school 7 12) Rintinpolku 2 FIN Helsinki, Finland Date: Initiator of activities of the Finnish GeoGebra Network Hannu Korhonen lecturer emeritus Kelotie 3 FIN Orimattila, Finland Date:
6 Application approved by Markus Hohenwarter President of the International GeoGebra Institute (http://wwwgeogebraorg/igi/) Date:
Standards and Guidelines for Quality Assurance in the European Higher Education Area Standards and Guidelines for Quality Assurance in the European Higher Education Area 2 DG Education and Culture This
Primary Years Programme Guide to school authorization: Primary Years Programme Primary Years Programme Guide to school authorization: Primary Years Programme Published October 2010 International Baccalaureate
Diploma Programme The Diploma Programme From principles into practice Diploma Programme The Diploma Programme From principles into practice Diploma Programme The Diploma Programme: From principles into
Characteristics of EXCELLENCE in Higher Education Requirements of Affiliation and Standards for Accreditation Online Version - Revised March 2009 (pages xii and xiii) Middle States Commission on Higher
Ministry of Education Cooperative Education and Other Forms of Experiential Learning POLICIES AND PROCEDURES FOR ONTARIO SECONDARY SCHOOLS 2000 Contents Preface...............................................................
Unofficial translation 1 (17) NB. The following translation is provided only as a guideline. In the case of a dispute, the original University of Turku Rules of Procedure in Finnish (Turun yliopiston johtosääntö),
Our Responsibility, Our Promise Transforming Educator Preparation and Entry into the Profession A Report by the CCSSO Task Force on Educator Preparation and Entry into the Profession THE COUNCIL OF CHIEF
How to Start an NGO By Joanna Moshman Starting an NGO can be a very time-consuming process. It requires a strong vision and dedication from an individual or group that share a common concern about a community.
Table of Contents To make it easier to use this file, there are links in the table below. Hover your mouse over the text and then select control and click to follow the link. Introduction 3 Responsibility
The Department of Education and Skills wishes to thank the schools below for permission to use photographs: Schull Community College, Colla Road, Schull, Co. Cork Whitechurch National School, Whitechurch
Learning Together: Improving teaching, improving learning The roles of continuing professional development, collegiality and chartered teachers in implementing Curriculum for Excellence Learning Together:
JANUARY 2007 looked after children & young people: Working together to build improvement in the educational outcomes of Scotland s looked after children & young people. looked after children & young people:
Draft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years Statutory guidance for organisations who work with and support children and young people with SEN October 2013 Contents 1 Introduction
Inclusion of Students with Special Educational Needs Post-Primary Guidelines INSPECTORATE 2007, Department of Education and Science Designed by Paul Martin Communications Ltd. Printed by Brunswick Press
Work Experience Resources Manual Published by: Youth Transitions Division Office for Policy, Research and Innovation Department of Education & Early Childhood Development Detailed requests for uses not
4 Guide to Developing a Quality Improvement Plan September 2013 Copyright The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided)
TABLE OF CONTENTS INTRODUCTION... 1 WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?... 2 STEPS TO GETTING SERVICES... 3 ANSWERS TO FREQUENTLY ASKED QUESTIONS... 9 REQUEST FOR ASSISTANCE...
Teacher Professional Development: It s Not an Event, It s a Process Sandra H. Harwell, Ph.D. Vice President, Professional Development CORD 2003 CORD Published and distributed by: CORD P.O. Box 21689 Waco,
YES, YOU CAN A Guide for Establishing Mentoring Programs to Prepare Youth for College 1 Richard W. Riley U.S. Secretary of Education Marshall S. Smith Acting U.S. Deputy Secretary of Education Terry K.
TURKISH JUDICIAL SYSTEM BODIES, DUTIES AND OFFICIALS BY İsmail Aksel Judge 1 Turkish Judicial System By İsmail Aksel Publisher : The Ministry of Justice of Turkey The Department for Strategy Development
Resource Manual for the Principles of Accreditation: Foundations for Quality Enhancement Southern Association of Colleges and Schools Commission on Colleges 1866 Southern Lane Decatur, Georgia 30033-4097
Keith Curry Lance Marcia J. Rodney Christine Hamilton-Pennell Illinois School Library Media Association Canton, Illinois P Century Powerful Libraries Make Powerful Learners: The Illinois Study Illinois
The Pennsylvania State University IT Assessment Executive Summary Final Summary of Recommendations June 16, 2011 Goldstein & Associates, LLC Contents Section Page Introduction 3 Summary Recommendations
AIA Government Affairs Construction Manager at-risk State Statute Compendium Copyright 2005, The American Institute of Architects Washington, DC Introduction: Construction management at-risk is seen by
Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Endorsed by the Bologna Follow-Up Group in September 2014 Subject to approval by the Ministerial Conference in
Contents Premier s Message 3 Minister s Message 5 Introduction 7 Our Vision: We can build the best education system in Canada 7 The Cornerstones of Change 8 Three Clear Goals 8 Commitments 9 COMMITMENT
Do s and Don ts for Applicants Strategic Partnerships for Higher Education in Erasmus+ Version 1.1 (March 2015) Content KA2 Strategic Partnerships for Higher Education Do s and Don ts... 3 What is this