2. BlackBoard help:
Contact:
Leonora.bularzik@adu.ac.ae
BlackBoard - IT Help
Contact:
Afrah.sheriff@adu.ac.ae
Blackboard Email
blackboard@adu.ac.ae
3. For Practice Site (sandbox)
(on campus): http://bbtest
(off campus): http://blackboard.adu.ac.ae:90/
For Courses you are teaching:
(on campus): http://blackboard /
(off campus): http://blackboard.adu.ac.ae/
4. Java is a programming language and computing platform. It is the
underlying technology that powers state-of-the-art programs including
utilities, games, and business applications.
Why do I need Java?
There are lots of applications and websites that won't work unless you
have Java installed. Java is fast, secure, and reliable.
Is Java free to download?
Yes, Java is free to download. Get the latest version at http://java.com.
5. What type of
What do you assessment will
expect your Correlate show that your
students to learn student has achieved
the LO
Learning
Assessment
Outcomes
Assessment and LO
determines type of
organization:
Modules, Chapters,
Themes, etc.
Course
Organization
6. Teaching is personal. Organizing your courses
should focus on rational planning and logical
sequencing.
Ask yourself:
What are my aims and learning outcomes? Are they
written down, reviewed and revised?
Have I planned my assessments?
Have I identified and sequenced my topics? (Do they fit
with my outcomes?)
Have I selected my teaching methods and resources?
After you have learned what Blackboard can do, re-
evaluate on how you can use Blackboard for your course
(e.g. Ramsden 1992; D’Andrea 1999; Turner 2002)
7.
8.
9.
10.
11. Visual (spatial) Logical
You prefer using (mathematical)
pictures, images, You prefer using
and spatial logic, reasoning
understanding. and systems.
Aural(auditory- Verbal
musical). (linguistic)
You prefer using You prefer
sound and using words,
music. both in speech
and writing.
(kinesthetic)
You prefer using
Social (interpersonal). You your body, hands Solitary (intrapersonal).
prefer to learn in groups or and sense of touch. You prefer to work alone
with other people. and use self-study.
13. Through 50 years of research, Thomas Angelo (1993) identifies 14 principles for
good teaching:
Principle Uses in Classroom
Students are actively engaged in Students teach other students,
learning collaborate, hands-on work, and are
motivated by the teacher
Teacher focuses attention by making Teacher tells students initially what they
it clear what is to be learned and the are going to learn and why it is
priorities of subject elements. important for them to know the
material.
Teacher sets high, but realistic goals Some of these goals are formulated from
test data and your assessment of student
knowledge
14. Principle Uses in Classroom
Teacher meaningfully connects new “Yesterday we learned about primary
information with prior knowledge. and secondary color palettes. Today we
are going to use what we’ve learned by
…… (creating a color scheme for the
walls of the library)
Teacher helps students unlearn The teacher assesses the success of the
erroneous knowledge and bias lesson and then re-teaches if necessary.
Teacher organizes subject content in Sometimes the organization of subject
meaningful ways that are personally matter changes dynamically as the
and academically appropriate, and is teacher teaches. Each group of students
aware of their own learning style is different.
(metacognition)
Teacher invests adequate time and The teacher plans for a longer lesson,
quality with a focused effort. and then shortens it by priorities if
students need more times.
15. Teacher gives timely and specific The teacher roams the room and looks
feedback to students. over the student’s shoulder to make
sure they understand and then gives
immediate feedback.
Assignments/Exams are reviewed and
re-taught if needed.
Teacher knows in advance the The teacher hands out the rubric for the
standards to be used in assessment lesson ahead of time so student know
and evaluation, and the nature of exactly what constitutes an A.
that assessment.
Teacher finds real-world “If you become an art director, you will
applications in many contexts so that need to have thorough knowledge of the
students transfer what they are elements of design.”
learning.
Teacher perceives and adopts high Let students know your expectations
expectations of achievement. and ask them what they expect from the
course.
16. Teacher balances instruction so that Because novice learners need more time,
all learners are challenged. give more challenging materials to high
achievers while you spend more time
with remediation.
Teacher clearly perceives the value Explain to students why it is important
in what is to be learned. to know the material. The value of the
material should also motivate both
students and teachers.
Teacher interacts frequently with Learn students’ names, ask them all
learners and other teachers engaging questions, and collaborate
with successful teachers.
