In this presentation we will take you through understanding the role of goals, objectives, and essential questions when developing both your syllabus and your coursework. We will also touch upon the role of Bloom's Taxonomy and how to better understand your students and the outcomes for your courses.
A4: Course Project: Practice and Feedback, Section 3eckchela
This is a Walden University course (EDUC 8104-6), Facilitating Adult Learning. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
A presentation of interim findings from a study investigating a new model to support ITE students of Design & Technology to create their own subject pedagogies.
Presentation for McLain et al. (2021) at the PATT38 Conference on Tuesday 27th April 2021.
Reference:
McLain, M., McLain, D., Wooff, D. & Irving-Bell, D. (2021). Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: a Q Methodology Study. Techne: Research in in Sloyd Education and Crafts Science, 28(2), pp.367–374. Available at https://journals.oslomet.no/index.php/techneA/article/view/4292
How should we think at work? What pitfalls should we be wary off? How can we do productive thinking?
The presentation helps you to critically reflect especially in the filed of training and development.
In this presentation we will take you through understanding the role of goals, objectives, and essential questions when developing both your syllabus and your coursework. We will also touch upon the role of Bloom's Taxonomy and how to better understand your students and the outcomes for your courses.
A4: Course Project: Practice and Feedback, Section 3eckchela
This is a Walden University course (EDUC 8104-6), Facilitating Adult Learning. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
A presentation of interim findings from a study investigating a new model to support ITE students of Design & Technology to create their own subject pedagogies.
Presentation for McLain et al. (2021) at the PATT38 Conference on Tuesday 27th April 2021.
Reference:
McLain, M., McLain, D., Wooff, D. & Irving-Bell, D. (2021). Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: a Q Methodology Study. Techne: Research in in Sloyd Education and Crafts Science, 28(2), pp.367–374. Available at https://journals.oslomet.no/index.php/techneA/article/view/4292
How should we think at work? What pitfalls should we be wary off? How can we do productive thinking?
The presentation helps you to critically reflect especially in the filed of training and development.
Professor Marcia Devlin: "Learning Theories and Interdisciplinary Epistemolog...MarciaDevlin
Professor Devlin was an invited speaker at the International Conference on Teaching and Learning in Higher Education: National University of Singapore, Dec 3-5, 2008
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
Abstract
Views about the value of Design and Technology (D&T) to students, the economy and society are diverse, occasionally exaggerated, and usually conflicting. For example: is D&T a subject with specialised knowledge? A subject that applies knowledge from other subjects? A vocational subject? A subject to meet the country’s economic needs? Or a subject to develop good citizens?
These conflicting views were brought to the fore when the review of the English National Curriculum proclaimed that D&T has an insufficient disciplinary coherence (Department for Education, 2011). Strong, disciplinary coherent subjects have a clear form of knowledge and are favoured by the current UK government. Subjects with disciplinary coherence have strongly defined boundary between itself and other subjects (Bernstein, 2000), and strongly defined knowledge that is ‘sacred … not ordinary or mundane’ (Bernstein, 2003, p.73).
In response to this review, and other challenges, the Design and Technology Association (D&TA) has run two campaigns to ‘fight’ for D&T to be recognised as an important and essential part of the school curriculum (Design and Technology Association, 2011; 2015).
But D&TA has not systematically investigated how D&T teachers and their students, the activators and receivers of D&T, perceive the subject’s purpose and coherence. This paper uses Bernstein’s (2000; 2003) concepts of classification and framing to analyse the perceptions of these two groups. Their assorted views are different to D&TA’s campaign messages but as conflicting, and they concur with the curriculum review that D&T does not have a strong disciplinary coherence.
The conclusion suggests how this analysis could inform future D&TA campaigns and suggests that by addressing D&T’s specialised knowledge and the contribution D&T makes to students 21st Century Skills is not lost but strengthened.
Different Learning Styles and related theories are discussed in great detail in this PPT. You can download the PPT to read more information presented in the Slide Notes.
You can even take a Free Quiz based on Honey Mumford's theory to know your own Learning Style: https://www.eln.co.uk/blog/honey-mumford-learner-types-1986-questionnaire-online
We hope you find this information useful.
Professor Marcia Devlin: "Learning Theories and Interdisciplinary Epistemolog...MarciaDevlin
Professor Devlin was an invited speaker at the International Conference on Teaching and Learning in Higher Education: National University of Singapore, Dec 3-5, 2008
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
Abstract
Views about the value of Design and Technology (D&T) to students, the economy and society are diverse, occasionally exaggerated, and usually conflicting. For example: is D&T a subject with specialised knowledge? A subject that applies knowledge from other subjects? A vocational subject? A subject to meet the country’s economic needs? Or a subject to develop good citizens?
These conflicting views were brought to the fore when the review of the English National Curriculum proclaimed that D&T has an insufficient disciplinary coherence (Department for Education, 2011). Strong, disciplinary coherent subjects have a clear form of knowledge and are favoured by the current UK government. Subjects with disciplinary coherence have strongly defined boundary between itself and other subjects (Bernstein, 2000), and strongly defined knowledge that is ‘sacred … not ordinary or mundane’ (Bernstein, 2003, p.73).
In response to this review, and other challenges, the Design and Technology Association (D&TA) has run two campaigns to ‘fight’ for D&T to be recognised as an important and essential part of the school curriculum (Design and Technology Association, 2011; 2015).
But D&TA has not systematically investigated how D&T teachers and their students, the activators and receivers of D&T, perceive the subject’s purpose and coherence. This paper uses Bernstein’s (2000; 2003) concepts of classification and framing to analyse the perceptions of these two groups. Their assorted views are different to D&TA’s campaign messages but as conflicting, and they concur with the curriculum review that D&T does not have a strong disciplinary coherence.
The conclusion suggests how this analysis could inform future D&TA campaigns and suggests that by addressing D&T’s specialised knowledge and the contribution D&T makes to students 21st Century Skills is not lost but strengthened.
Different Learning Styles and related theories are discussed in great detail in this PPT. You can download the PPT to read more information presented in the Slide Notes.
You can even take a Free Quiz based on Honey Mumford's theory to know your own Learning Style: https://www.eln.co.uk/blog/honey-mumford-learner-types-1986-questionnaire-online
We hope you find this information useful.
EH 1020, English Composition II Course Syllabus Course Descri.docxMARRY7
EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
6. Assignments: This course has eight assignments, one to be submitted for each unit. With each assignment, students will work toward completing the final draft of the Research Paper (due in Unit VIII). Specific information and instructions regarding these assignments are provided below in this syllabus. Following is a list of each assignment and the unit in which it is due. Grading rubrics are included with all assignments. Specific information about accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit ...
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)NewportCELT
Notes and media guide by Charles Buckely (Bangor University) and Simon Haslett (University of Wales, Newport) of the Higher Education Academy All Wales Research-Teaching Nexus Action Set Workshop held at Gregynog Hall, 1-2 September 2009.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Objectives
Setting expectations
Syllabus – scope and assessment
The Concepts of “China”
1.
2.
3.
4.
China: civilisation vs. nation-state
China: unity vs. diversity
China: order vs. disorder (instability)
China: traditional vs. modern
3. Setting Expectations (I)
Lecture-tutorial system
Lecture: Talk Less, Learn More
– Understanding key perspectives
– Picking up of key content
Tutorial: Active intelligent participation
–
–
–
–
Questions & Answers
Discussion of perspectives
Assessment skills acquisition
Application of content
4. Setting Expectations (II)
No textbook but
–
–
–
–
lecture notes
Tutorial pack
Readings
Non-print materials
No repeat of lectures/tutorials
5. Setting Expectations (III)
Always be prepared when attending
lectures/tutorials
Ensure that readings are done
Good efforts in your daily work
6. Setting Expectations (III)
Follow daily news on China
–
–
Straits Times
People’s Daily http://english.peopledaily.com.cn/
– China Daily
– Beijing Review
– CNN/BBC
7. Syllabus Content
–
4 broad themes
Culture and Society (Sociology/Philosophy)
Authority and Governance (Political
Science)
Development and Challenges (Economics)
China and the World (Foreign Policy)
8. J1 H2 CSE Assessment
Assessment Modes
CA: 20%
Essays + Case studies + Class Participation + Personal
Response + Map Quiz + Personality Quiz
Mid Year: 20% (essays)
Promo: 60% (essays + case studies)
