B & A Project

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This project shows how I have developed my skills in the four major objectives.

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B & A Project

  1. 1. Task 2 Evidence of Competence in the Integrated Course Objectives
  2. 2. Applying principles of multimedia learning
  3. 3. Applying principles of multimedia learning Before After  Too much text per slide  One concept per slide during presentations  Cueing using arrows  No cueing and colors  All “teacher-talk time”  Designing visuals to be working examples  Allowing for brainstorming  Job aids
  4. 4. Evidence of principles of multimedia learning  Steps of worked examples presented slide-by-slide for near-transfer tasks (taking notes on index cards, making a word square)  Use of job aids and interactive brainstorming in the primer for the final vocab writing project  Cueing for student attention in index card and word square projects  Following up presentations with practice in all projects
  5. 5. Tips for multimedia learning  Use reds and yellows to focus attention on important details  Use arrows and variations in font to point to key concepts  If possible, let students control the speed of instruction  Give examples, and follow them with practice activities
  6. 6. ApplyingVisual Elements of Instruction
  7. 7. ApplyingVisual Elements of Instruction Before After  Aesthetic visuals  Integrating text with  Text of one style and visuals color  Worked examples,  Little connection slide-by-slide with between text and cueing visuals  Using pictures to build  No cueing mental models
  8. 8. Evidence of Applying Visual Elements of Instruction  Use of blank space to prevent cognitive overload in web sources job aid and all instructional PowerPoints  Worked example of word circle as a form of differentiation  Use of colors, font variations, and arrows to cue students  Use of student-drawn pictures in word squares
  9. 9. Tips for adding visual elements  Choose visuals that help accomplish objectives  Use blank space on screens/pages to prevent cognitive overload  Help students build mental models through pictures  Never underestimate the power of blank space
  10. 10. Designing for Standards-Based Instruction
  11. 11. Designing for Standards-Based Instruction Before After  Using standards as  Designing mini-units learning objects and mini-lessons  Frontloading instruction  Creating learning  Including four standards objects and objectives in one unit based on standards  Using primary and secondary learning objects
  12. 12. Evidence of standards-based instruction  Backloading for standards-based instruction in the vocab unit for “The Odyssey”  Basing the “book sources” unit plan on objectives that focused on primary and secondary learning objects  Bringing standards and learning objects together in the final assessment for the vocabulary unit
  13. 13. Tips for standards-based instruction  Create learning objects based on standards  Backload curriculum design to guarantee that instruction focuses on learning objects and objectives  Follow standards indicated by school and district as well as state  Use standards as a tool for planning
  14. 14. Apply Guidelines for Curriculum Design and Delivery
  15. 15. Apply Guidelines for Curriculum Design and Delivery Before After  Frontloaded curriculum  Using backwards design design  Designing thorough unit  Improper alignment of plans that align taught written, tested, and curriculum with written taught curriculum and tested curriculum
  16. 16. Evidence of following design and delivery guidelines  Annotated guide explaining design in “book sources” lesson plan and vocab unit plan  Each piece of submitted evidence has clear outcomes for student learning
  17. 17. Tips for Curriculum Design and Delivery  Use backwards design because it allows for easier alignment of tested, taught, and written curriculum  Adhere to the curriculum you are given
  18. 18. Conclusion  Evidence of adherence to principles of curriculum design and delivery  Proof of student- and learning-friendly visuals  Demonstration of teaching through multimedia  Validation of standards-based instruction

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