This document discusses planning instruction for an entire course. It recommends first creating a long-range plan that maps out the topics and assessments for each week over the full semester. The content can then be broken into logical modules with assessments at the end of each module. The document provides an example of a course divided into 4 modules, each aligned to steps in the design thinking process and ending with a quiz or project. It stresses the importance of selecting reading materials and assignments that align with the course objectives and assessments.
The document outlines the instructional design process for developing a training course. It discusses the key purposes of instructional design which are to identify learning outcomes, guide content development, and establish an evaluation method. It then describes the 5 stages of instructional design: 1) define instructional goals, 2) conduct an instructional analysis, 3) identify learner characteristics, 4) develop performance objectives, and 5) assemble instructional materials. An example of creating a checkers training course is provided to illustrate how the process is applied.
The document outlines Robert Gagne's 9 steps for instructional design and provides an example lesson plan applying the steps. The 9 steps are: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting stimulus, 5) providing guidance, 6) eliciting performance, 7) giving feedback, 8) assessing performance, and 9) enhancing retention and transfer. The example lesson teaches 2nd graders how to create diagrams using Kidspiration software by guiding them through each step of Gagne's instructional model.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
This document provides guidance on creating effective lesson plans. It discusses the key purposes of lesson plans as being alignment, effective execution, and ongoing reflection and refinement. It describes common elements of lesson plans such as learning objectives, pre-class preparation, in-class activities, and wrap-up. Lesson plans should align learning objectives, activities, and assessments and help ensure successful execution of lessons. They also allow instructors to reflect on lessons and improve them over time.
This document provides an introduction to a study guide for Jennifer Serravallo's book "The Writing Strategies Book". The study guide is intended to structure collaborative learning activities among teachers to explore the ideas in the book. It includes 15 suggested professional learning activities with details on procedures, levels of difficulty, connections to other books, and tips for facilitation. The overarching goal is to strengthen teachers' strategic writing instruction and support student writers.
Design Chapter 10 - Organizing and Running a Training Programguest01bdf1
This document discusses organizing and running an effective training program for firefighters. It emphasizes the importance of planning, promoting, conducting, and evaluating all aspects of the program. Key steps in planning include establishing objectives, considering the intended audience, determining costs and logistics. The training should allow participants to draw on their own experience, encourage reflection, and build on each section. Proper evaluation ensures the program is meeting its goals and identifies areas for improvement.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
The document outlines the instructional design process for developing a training course. It discusses the key purposes of instructional design which are to identify learning outcomes, guide content development, and establish an evaluation method. It then describes the 5 stages of instructional design: 1) define instructional goals, 2) conduct an instructional analysis, 3) identify learner characteristics, 4) develop performance objectives, and 5) assemble instructional materials. An example of creating a checkers training course is provided to illustrate how the process is applied.
The document outlines Robert Gagne's 9 steps for instructional design and provides an example lesson plan applying the steps. The 9 steps are: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting stimulus, 5) providing guidance, 6) eliciting performance, 7) giving feedback, 8) assessing performance, and 9) enhancing retention and transfer. The example lesson teaches 2nd graders how to create diagrams using Kidspiration software by guiding them through each step of Gagne's instructional model.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
This document provides guidance on creating effective lesson plans. It discusses the key purposes of lesson plans as being alignment, effective execution, and ongoing reflection and refinement. It describes common elements of lesson plans such as learning objectives, pre-class preparation, in-class activities, and wrap-up. Lesson plans should align learning objectives, activities, and assessments and help ensure successful execution of lessons. They also allow instructors to reflect on lessons and improve them over time.
This document provides an introduction to a study guide for Jennifer Serravallo's book "The Writing Strategies Book". The study guide is intended to structure collaborative learning activities among teachers to explore the ideas in the book. It includes 15 suggested professional learning activities with details on procedures, levels of difficulty, connections to other books, and tips for facilitation. The overarching goal is to strengthen teachers' strategic writing instruction and support student writers.
Design Chapter 10 - Organizing and Running a Training Programguest01bdf1
This document discusses organizing and running an effective training program for firefighters. It emphasizes the importance of planning, promoting, conducting, and evaluating all aspects of the program. Key steps in planning include establishing objectives, considering the intended audience, determining costs and logistics. The training should allow participants to draw on their own experience, encourage reflection, and build on each section. Proper evaluation ensures the program is meeting its goals and identifies areas for improvement.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
This document discusses components of effective teaching. It emphasizes the importance of setting clear expectations and objectives, reviewing concepts daily, asking questions to engage students, and incorporating varied activities and assessments to address different learners. It also stresses planning lessons backwards from desired outcomes, building on small successes, and providing closure to reinforce key ideas.
Check this presentation and make some notes on how to write a good coursework without nay help. To get more details visit site https://www.courseworkhelp.org/
The document outlines a lesson plan for a Jeopardy-style review activity for college freshman psychology students. The activity would be used as a final exam review, with students grouped into teams to answer questions in a game format. To make the lesson more accessible for all students, the instructor would write out the questions and simplify language for non-native English speakers. Other resources on universal design and accessible lesson planning would also be consulted to create flexible options for presenting content.
This document provides an instructor's guide for a workshop on engineering effective teams. The workshop uses a 13-minute instructional video and supplemental materials to teach undergraduate engineers strategies for successful group projects. These strategies include forming effective teams, creating goals and agendas, conducting check-ins, communicating well, handling conflicts, and developing shared understanding. The guide outlines a 55-minute facilitation plan that introduces an engineering project, shows the video, discusses key points and has teams complete a quiz, sets goals, and reviews templates for contracts, agendas, and conflict resolution.
This multi-day lesson teaches high school students with learning disabilities budgeting and career exploration skills. Students will complete a monthly budget, research three careers that align with their budget, and create an informational brochure. The lesson incorporates individual, small group, and whole group instruction. Students' understanding will be assessed through evaluation of their completed brochures using a rubric. The lesson aims to help students better understand the real-world costs of independent living and potential careers.
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
This document provides templates for creating a WebQuest, which is an inquiry-oriented lesson format that uses web links for students to learn. The templates include sections for the student page and teacher page. The student page sections are an introduction, task, process, evaluation, conclusion and credits. The teacher page provides additional context for other teachers, including standards, resources and a facilitation script. The overall goal is for students to solve math problems by accessing online resources and working through the outlined process.
This document provides guidance on developing learning outcomes. It begins by outlining the intended learning outcomes of the workshop, which are to develop outcomes adhering to the SMART principles, critique existing outcomes, and demonstrate constructive alignment. It then defines curriculum and outlines the topics to be covered, including learning outcomes, constructive alignment, and consolidation. The document provides details on writing outcomes focusing on what students can do, guidelines for effective outcomes using Bloom's taxonomy and level descriptors, and the importance of alignment between outcomes, teaching strategies, and assessment. It includes examples and activities for writing and evaluating outcomes to ensure they are specific, measurable, attainable, relevant, and targeted.
This document provides a study plan for special education exam preparation. It outlines four content domains covered on the exam and recommends resources to review for each topic, including recommended timeframes. The plan is designed to be completed over 9 months and provides tips for effective exam preparation, such as using practice quizzes to check understanding and studying in bite-sized chunks. Resources include textbooks, websites, and discussion forums to aid independent study and review of all topics covered by the exam.
Lesson plan session five - keeping up to dateRLS-Johnrylands
This document outlines the lesson plan for a session on keeping up to date with current research. The session is divided into sections covering different tools for alerts and updates, including Table of Contents alerts in Zetoc, search alerts in ISI Web of Knowledge, alerts in Google Scholar, discussion lists, following blogs using RSS feeds in Google Reader, and creating groups in Mendeley. For each topic, the lesson plan lists the duration, topic, content to be covered, and teaching method, which generally involves a presentation and hands-on exercises for participants to set up alerts or subscriptions. The session concludes with a question and answer period and review of resources for further help and support.
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
Madeline Hunter's Lesson Design model outlines a lesson cycle with 8 steps: 1) Anticipatory Set, 2) Purpose, 3) Input, 4) Modeling, 5) Guided Practice, 6) Checking for Understanding, 7) Independent Practice, and 8) Closure. The document provides examples for each step and explains how teachers can use the Texas Essential Knowledge and Skills (TEKS) standards to guide content decisions and lesson planning. It also emphasizes using a variety of teaching methods.
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Study And Thinking Skills In English boaraileeanne
The document provides guidance on various study skills including time management, reading techniques, note taking, test taking, and thinking skills. It recommends creating a long-term, weekly, and daily schedule to manage time efficiently. The PSQ5R method is outlined for effective reading: having a purpose, surveying, generating questions, reading selectively while mentally reciting and writing notes, reflecting, and reviewing. Good note taking involves being selective and organizing information. Test taking involves preparation before, during, and after an exam. Thinking skills like those in Bloom's Taxonomy can be developed to learn and process new information.
This instructional plan outlines a course to teach young adults how to manage finances and plan for a debt-free future. The 3-session course will use group activities and technology to help students create budgets, evaluate credit card options, and navigate student loans. It is designed for 15-24 year olds and will take place on Saturday mornings at local high schools and colleges. The plan details learning objectives, instructional strategies, technologies, and an agenda for each session.
A student-friendly guide to the Extended Essay, a major part of the IB Diploma Programme Core. This is the result of a collaborative project between two DP educators, Alan Barbee and Mirjam Berghuis
This document discusses the TAP indicator of Presenting Instructional Content. It describes how this indicator addresses a teacher's method of teaching content within a lesson, specifically their use of visuals, clear communication of expectations, and logical sequencing. The use of visuals, examples, illustrations, analogies and labels are important tools for introducing new concepts and can help students master skills more efficiently. However, all of these may not be necessary in every lesson. Presentation of content should include visuals that set the purpose and structure, examples to explain new ideas, modeling by the teacher, and concise yet complete communication in a logical order.
This workshop uses reflective tools like timelines and theme cards to help staff design effective curriculum. Participants work in small groups to choose a curriculum design objective, select a theme, and map principles from theme cards to a student timeline to address their objective. Examples on the backs of the cards provide ideas to consider. The workshop concludes with groups formulating plans, agreeing on action points, and sharing their work to get feedback.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
This document provides guidance on developing effective lesson plans for adult education teachers. It outlines the basic components of a complete lesson plan, including learning objectives aligned with state standards, materials and resources, engaging activities, and assessments. Lesson plans are important as they help teachers design high-quality instruction that meets learners' needs and goals. The document also discusses benefits such as improved preparation, innovation, and knowledge. Templates and samples are included in the appendices.
This document discusses components of effective teaching. It emphasizes the importance of setting clear expectations and objectives, reviewing concepts daily, asking questions to engage students, and incorporating varied activities and assessments to address different learners. It also stresses planning lessons backwards from desired outcomes, building on small successes, and providing closure to reinforce key ideas.
Check this presentation and make some notes on how to write a good coursework without nay help. To get more details visit site https://www.courseworkhelp.org/
The document outlines a lesson plan for a Jeopardy-style review activity for college freshman psychology students. The activity would be used as a final exam review, with students grouped into teams to answer questions in a game format. To make the lesson more accessible for all students, the instructor would write out the questions and simplify language for non-native English speakers. Other resources on universal design and accessible lesson planning would also be consulted to create flexible options for presenting content.
This document provides an instructor's guide for a workshop on engineering effective teams. The workshop uses a 13-minute instructional video and supplemental materials to teach undergraduate engineers strategies for successful group projects. These strategies include forming effective teams, creating goals and agendas, conducting check-ins, communicating well, handling conflicts, and developing shared understanding. The guide outlines a 55-minute facilitation plan that introduces an engineering project, shows the video, discusses key points and has teams complete a quiz, sets goals, and reviews templates for contracts, agendas, and conflict resolution.
This multi-day lesson teaches high school students with learning disabilities budgeting and career exploration skills. Students will complete a monthly budget, research three careers that align with their budget, and create an informational brochure. The lesson incorporates individual, small group, and whole group instruction. Students' understanding will be assessed through evaluation of their completed brochures using a rubric. The lesson aims to help students better understand the real-world costs of independent living and potential careers.
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
This document provides templates for creating a WebQuest, which is an inquiry-oriented lesson format that uses web links for students to learn. The templates include sections for the student page and teacher page. The student page sections are an introduction, task, process, evaluation, conclusion and credits. The teacher page provides additional context for other teachers, including standards, resources and a facilitation script. The overall goal is for students to solve math problems by accessing online resources and working through the outlined process.
This document provides guidance on developing learning outcomes. It begins by outlining the intended learning outcomes of the workshop, which are to develop outcomes adhering to the SMART principles, critique existing outcomes, and demonstrate constructive alignment. It then defines curriculum and outlines the topics to be covered, including learning outcomes, constructive alignment, and consolidation. The document provides details on writing outcomes focusing on what students can do, guidelines for effective outcomes using Bloom's taxonomy and level descriptors, and the importance of alignment between outcomes, teaching strategies, and assessment. It includes examples and activities for writing and evaluating outcomes to ensure they are specific, measurable, attainable, relevant, and targeted.
This document provides a study plan for special education exam preparation. It outlines four content domains covered on the exam and recommends resources to review for each topic, including recommended timeframes. The plan is designed to be completed over 9 months and provides tips for effective exam preparation, such as using practice quizzes to check understanding and studying in bite-sized chunks. Resources include textbooks, websites, and discussion forums to aid independent study and review of all topics covered by the exam.
Lesson plan session five - keeping up to dateRLS-Johnrylands
This document outlines the lesson plan for a session on keeping up to date with current research. The session is divided into sections covering different tools for alerts and updates, including Table of Contents alerts in Zetoc, search alerts in ISI Web of Knowledge, alerts in Google Scholar, discussion lists, following blogs using RSS feeds in Google Reader, and creating groups in Mendeley. For each topic, the lesson plan lists the duration, topic, content to be covered, and teaching method, which generally involves a presentation and hands-on exercises for participants to set up alerts or subscriptions. The session concludes with a question and answer period and review of resources for further help and support.
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
Madeline Hunter's Lesson Design model outlines a lesson cycle with 8 steps: 1) Anticipatory Set, 2) Purpose, 3) Input, 4) Modeling, 5) Guided Practice, 6) Checking for Understanding, 7) Independent Practice, and 8) Closure. The document provides examples for each step and explains how teachers can use the Texas Essential Knowledge and Skills (TEKS) standards to guide content decisions and lesson planning. It also emphasizes using a variety of teaching methods.
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Study And Thinking Skills In English boaraileeanne
The document provides guidance on various study skills including time management, reading techniques, note taking, test taking, and thinking skills. It recommends creating a long-term, weekly, and daily schedule to manage time efficiently. The PSQ5R method is outlined for effective reading: having a purpose, surveying, generating questions, reading selectively while mentally reciting and writing notes, reflecting, and reviewing. Good note taking involves being selective and organizing information. Test taking involves preparation before, during, and after an exam. Thinking skills like those in Bloom's Taxonomy can be developed to learn and process new information.
This instructional plan outlines a course to teach young adults how to manage finances and plan for a debt-free future. The 3-session course will use group activities and technology to help students create budgets, evaluate credit card options, and navigate student loans. It is designed for 15-24 year olds and will take place on Saturday mornings at local high schools and colleges. The plan details learning objectives, instructional strategies, technologies, and an agenda for each session.
A student-friendly guide to the Extended Essay, a major part of the IB Diploma Programme Core. This is the result of a collaborative project between two DP educators, Alan Barbee and Mirjam Berghuis
This document discusses the TAP indicator of Presenting Instructional Content. It describes how this indicator addresses a teacher's method of teaching content within a lesson, specifically their use of visuals, clear communication of expectations, and logical sequencing. The use of visuals, examples, illustrations, analogies and labels are important tools for introducing new concepts and can help students master skills more efficiently. However, all of these may not be necessary in every lesson. Presentation of content should include visuals that set the purpose and structure, examples to explain new ideas, modeling by the teacher, and concise yet complete communication in a logical order.
This workshop uses reflective tools like timelines and theme cards to help staff design effective curriculum. Participants work in small groups to choose a curriculum design objective, select a theme, and map principles from theme cards to a student timeline to address their objective. Examples on the backs of the cards provide ideas to consider. The workshop concludes with groups formulating plans, agreeing on action points, and sharing their work to get feedback.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
This document provides guidance on developing effective lesson plans for adult education teachers. It outlines the basic components of a complete lesson plan, including learning objectives aligned with state standards, materials and resources, engaging activities, and assessments. Lesson plans are important as they help teachers design high-quality instruction that meets learners' needs and goals. The document also discusses benefits such as improved preparation, innovation, and knowledge. Templates and samples are included in the appendices.
This document outlines a lesson planning presentation by Group Three. It discusses the importance of lesson planning for teachers, including guiding instruction, organization, and preparation. It also provides examples of the key parts of a lesson plan, such as objectives, materials, procedures, evaluation, and adaptations for different students. Finally, it shares principles for creating an effective learning environment that encourages discovery and collaboration.
This document summarizes key points from chapters 9 and 10 of the book "Language Curriculum Design" regarding approaches to curriculum design and negotiated syllabuses. It describes three common approaches: the waterfall model, focused opportunistic approach, and layers of necessity model. It also provides an example of how a negotiated syllabus would work in practice and lists requirements for implementing a negotiated syllabus approach, such as establishing negotiation procedures, participation in course planning, and continual evaluation.
This document summarizes key aspects of curriculum design approaches from chapters 9 and 10 of the book "Language Curriculum Design" by I.S.P Nation and John Macalister. It discusses three common approaches to the curriculum design process: the waterfall model, focused opportunistic approach, and layers of necessity model. It also covers negotiated syllabuses, where teachers work with learners to make joint decisions about curriculum design elements. Requirements for implementing a negotiated syllabus include establishing negotiation procedures, planning course content and activities, setting learning goals, and evaluating outcomes.
This chapter introduces the concept of curriculum design and compares it to design processes used in other fields like architecture and engineering. It discusses that curriculum design is purposeful, deliberate, creative, and operates on multiple levels from individual courses to entire K-12 systems. The chapter provides a hypothetical example of how one might go about designing an effective K-12 curriculum, including establishing goals and constraints, developing alternative concepts, choosing an approach, and refining the design during implementation. It asserts that curriculum design requires compromises and can fail if components do not work together effectively. Finally, it outlines attributes of curriculum design like having stages and being a systematic yet creative planning process.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
This document discusses assessments for student growth objectives (SGOs) and provides guidance on developing high-quality assessments. It addresses:
- Assessments being central to measuring student learning related to SGOs. They must be thoughtfully chosen or developed.
- Characteristics of quality assessments, including aligning to standards, measuring appropriate depth of knowledge, and using clear writing and scoring rubrics.
- A planning process for choosing or modifying assessments, including reviewing goals, standards, and instructional periods to ensure assessments are well-aligned.
- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
This document summarizes a secondary science seminar. It outlines the session objectives, which include analyzing course goals and assessments, describing connections between planning and alignment, and solving obstacles to student achievement. The seminar leader reviews professional values, group norms, and course requirements. Participants analyze course goals and competencies, assessments that demonstrate mastery, and effective unit planning. They discuss maintaining a focus on student achievement and share challenges and solutions from their classrooms.
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABADKarin Faust
This document discusses the importance of numbering systems and sectioning units in course development. It explains that numbering systems provide a consistent way to represent numbers and allow for arithmetic operations. Sectioning units clearly organizes the content and establishes a logical flow and progression for students. The document recommends numbering each unit and including an introduction, objectives, lessons, and assessment sections to structure the material for students. Providing this framework helps students understand what is expected and supports their learning of the concepts.
Group 1 Fundamentals of Curriculum Designing.pdfEdselMata
The document discusses curriculum design and its key components. It begins with an overview of Peter Oliva's 10 axioms for curriculum development, which include that curriculum change is inevitable and necessary, curriculum reflects the times, and curriculum development is a cooperative process. It then covers the main elements of curriculum design, such as intended learning outcomes, subject matter, teaching methods, and assessment. The document provides examples and details for properly constructing each of these components for effective curriculum design. It emphasizes that curriculum design should follow systematic processes and be comprehensive rather than piecemeal.
Here are a few observations I have after completing the planning activity:
- Many science concepts require math skills beyond basic computation, including graphing, measurement, ratios/proportions, formulas, etc. This reinforces the need for science teachers to explicitly teach and support these skills.
- Different science topics naturally lend themselves to different math skills. Careful identification of the math embedded in each concept is important for planning effective instruction.
- Scaffolding math instruction for different ability levels will be crucial. Some students may need more support with foundational skills before tackling higher-level math applications.
- Integrating math practice into science lessons, rather than keeping them separate, can help students make real-world connections between
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
EDSP 410Unit Plan Differentiated Lesson Plan Assignment InstrEvonCanales257
EDSP 410
Unit Plan: Differentiated Lesson Plan Assignment Instructions
Overview
This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio.
The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)
Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment.
Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.
Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document.
· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...
This document provides guidance on lesson planning for information literacy teaching. It discusses writing learning outcomes, creating lesson plans, preparing instructor notes, and creating various types of handouts. Key recommendations include writing student-centered learning outcomes, including essential elements in lesson plans and instructor notes, preparing clear and accessible handouts, and considering learners' skill levels, motivation, preferences, and potential support needs.
The document outlines the recommended components of an online learning module:
1. Each module should include a pre-assessment to determine students' entry-level knowledge on the topic, as well as a post-assessment to measure learning outcomes.
2. Learning objectives for the module should be specific, measurable, and relate to the overall course description. Objectives should focus on critical thinking skills.
3. Modules should include assigned readings, writing assignments, exercises/activities like discussions, and resources for further study.
4. Assessments should match the format of the pre-assessment and measure achievement of the learning objectives. Instructors should provide feedback and specify remediation for students who do not
This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
This document provides the syllabus for a secondary science teaching seminar for Maryland special education participants. It outlines the course objectives, meeting dates and location details, required resources, assignment due dates, and expectations. Participants will complete assessment projects analyzing content standards, literacy strategies, math integration, inquiry-based lessons, and using data to inform instruction. They will implement science teaching strategies, reflect on their lessons, and create a professional development plan to demonstrate their growth.
Similar to 89 once you’ve written your outcomes and objectives and pla (20)
According to Davenport (2014) social media and health care are c.docxmakdul
Social media is collaborating with healthcare to meet the needs of providers and patients, and is moving toward using analytics to evaluate its value within healthcare. The document instructs the reader to research areas of social media that could benefit from an analytic model combining data and value-based analytics, then evaluate a resource by discussing five major social media stakeholder roles, whether social media could improve medical practice and provide rationale, and concluding with main points.
According to (Fatehi, Gordon & Florida, N.D.) theoretical orient.docxmakdul
According to (Fatehi, Gordon & Florida, N.D.) theoretical orientation represent styles of mind for understanding reality. This theoretical orientation can be organized as a continuum from theoretical constructs that are independent and concrete as with the Behavioral/ CBT theories, to theoretical constructs that are interdependent and abstract as with the Psychodynamic theories (Fatehi, Gordon & Florida, N.D.). Family systems and Humanistic/Existential are theoretical midpoints (Fatehi, Gordon & Florida, N.D.). Trait theory tends to focus on the premise that we are born with traits or characteristics that make us unique and explain our behaviors (Cervone& Pervin, 2019). For example, introversion, extroversion, shyness, agreeableness, kindness, etc. all these innate characteristics that we are born help to explain why we behave in a certain manner according to the situations we face, (Cervone& Pervin, 2019). Psychoanalytic perspective on the other hand focuses on childhood experiences and the unconscious mind which plays a role in our personality development, (Cervone& Pervin, 2019).
According to Freud, (Cervone& Pervin, 2019) our unconscious mind includes all our hidden desires and conflicts which form the root cause of our mental health issues or maladaptive behaviors. The main difference between these two perspectives is that trait theory helps to explain why we behave in a certain manner, whereas psychoanalytic theory only describes the personality and predicting behavior and not really explaining why we behave the way we do. There is no such evident similarity between the two perspectives, but kind of rely on underlying mechanisms to explain personality. Also, there is some degree of subjectivity present in both the perspectives. Trait theories involve subjectivity regarding interpretations of which can be considered as important traits that explain our behaviors, and psychoanalytic theory is subjective and vague in the concepts been used like the unconscious mind. My opinions accord with the visible contrasts between the two, one focused on internal features describing our behaviors in clearer words, whilst other concentrating on unconscious mind in anticipating behavior which is ambiguous and harder to grasp.
References
Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research (14th ed.). Wiley.
Fatehi, M., Gordon, R. M., & Florida, O. A Meta-Theoretical Integration of Psychotherapy Orientations.
.
According to Libertarianism, there is no right to any social service.docxmakdul
According to Libertarianism, there is no right to any social services besides those of a night-watchman state, protecting citizens from harming each other via courts, police, and military.
Consider this town
that decided to remove fire rescue as a basic social service. To benefit from it, one had to pay a yearly fee. Do you think libertarians would generally have to support such a policy in order to be consistent? Why or why not? Also, can you think of any other social services that might no longer exist in a libertarian society? (Btw, none has ever existed).
.
According to Kirk (2016), most of your time will be spent working wi.docxmakdul
Kirk (2016) identified four data action groups for working with data: data acquisition, data examination, data transformation, and data exploration. Data acquisition involves gathering the raw material.
According to cultural deviance theorists like Cohen, deviant sub.docxmakdul
This document discusses how cultural deviance theorists view subcultures as having their own value systems that oppose mainstream society's values. It asks how rap culture has perpetuated these subcultural values and promoted violence and crime among young men. It also asks how theorists would explain the persistence and popularity of rap culture given its deviation from conventional norms and values, citing examples from Tupac Shakur and 50 Cent. The document requests a 750-1000 word essay on this topic supported by 3-5 scholarly sources.
According to Gray et al, (2017) critical appraisal is the proce.docxmakdul
According to Gray et al, (2017) “critical appraisal is the process of carefully and systematically assessing the outcome of all aspects of a study, judging the strengths, limitation, trustworthiness, meaning, and its applicability to practice”. The steps involved in critical appraisal include “identifying the study's elements or processes, determining the strengths and weaknesses, and evaluating the credibility and trustworthiness of the study” (Gray et al., 2017). The journal article chosen is
“change in staff perspectives on indwelling urinary catheter use after implementation of an intervention bundle in seven Swiss acute care hospitals: a result of a before/after survey study”
by Niederhauser, Zullig, Marschall, Schweiger, John, Kuster, and Schwappach. (2019).
Identifying the study's elements or processes
A significant issue addressed by the study is the nursing “staffs’ perspective towards indwelling urinary catheter (IUC) and evaluation of changes in their perspectives towards indwelling urinary catheter (IUC) use after implementation of a 1-year quality improvement project” (Niederhauser et al, 2019). the process of the research was conducted in “seven acute care hospitals in Switzerland” (Niederhauser et al, 2019). With a “sample size of 1579 staff members participated in the baseline survey and 1527 participated in the follow-up survey. The survey captures all nursing and medical staff members working at the participating hospitals at the time of survey distribution, using a multimodal intervention bundle, consisting of an evidence-based indication list, daily re-evaluation of ongoing catheter needs, and staff training were implemented over the course of 9 months” (Niederhauser et al, 2019).
Determining the strengths and weaknesses
A great strength of the study is a large sample size of over 1000 and the use of well-constructed and easy-to-read heading for better understanding. Also, the use of figures, graphs, and tables make the article less cumbersome to read. Another strength is the implementation of the ethical principles of research by enabling informed consent and voluntary participation as well as confidentiality and anonymity of information.
On the other hand, the study has several weaknesses such as the use of “the theory of planned behavior to model intentions to reduce catheter use, but it is not possible to know if changes observed in staff perception led to a true change in practice” (Niederhauser et al, 2019). Another weakness of the study is the repeated survey design which allows assessment of changes in staff perspectives after implementation of a quality improvement intervention but the sustainability of the effects over time could not be evaluated.
Evaluating the credibility and trustworthiness of the study
Although the study used a larger sample size of over 1000, the “use of a single-group design and no control group weakens its credibility and trustworthiness because there are no causal inferences abou.
According to article Insecure Policing Under Racial Capitalism by.docxmakdul
According to article "Insecure: Policing Under Racial Capitalism" by Robin D.G. Kelley and the article "Yes, We Mean Literally Abolish the Police" by Mariame Kaba, the police are no longer an attribute of safety and security. The facts that are given in the articles are similar within the meaning of the content. The police do not serve for the benefit of the whole community. Racial and class division according to social status became the basis of lawlessness and injustice on the part of the police. Kaaba in his article cites several stories confirming the racial hatred that led to the murder of African Americans. After that, people massively took to the streets of many cities in several countries, demanding an end to racial discrimination and the murder of African Americans. Kelley's article describes numerous manifestos where demands for police abolition have been raised, but all have been rejected. In the protests, people suggested that they themselves would take care of each other, which the police could not do. I understand that the police system is far from ideal and the permissiveness of police representatives should be limited. Ruth Wilson Gilmore says that "capitalism is never racial." I think that this phrase she wants to say that the stronger people take away from the weak people and use them for their own well-being. And since the roots of history go back to slavery, then African Americans are the weak link. In this regard, a huge number of prisons and police power appeared. The common and small class do not feel protected, on the contrary; they expect a threat from people who must protect them. The police take an oath to respect and protect human and civil rights and freedoms, regardless of skin color and social status. If this does not happen, then you need to change the system.
.
Abstract In this experiment, examining the equivalence poi.docxmakdul
Abstract:
In this experiment, examining the equivalence point in a titration with NaOH identified an
unknown diprotic acid. The molar mass of the unknown was found to be 100.78 g/mol with pKa
values of 2.6 and 6.6. The closest diprotic acid to this molar mass is malonic acid with a percent
error of 3.48%.
Introduction:
The purpose of the experiment was to determine the identity of an unknown diprotic acid. The
equivalence and half-equivalence points on the titration curve give important information, which
can then be used to calculate the molecular weight of the acid. The equivalence point is the
moment when there is an equal amount of acid and NaOH. Knowing the concentration and
volume of added NaOH at that moment, the amount of moles of NaOH can be determined. The
amount of moles of NaOH is then equivalent to the amount of acid present. Dividing the original
mass of the acid by the moles present gave the molar mass of the acid.
In this particular titration, there were two equivalence points as the acid is diprotic.
Consequently, the titration curve had two inflection points. The acid dissociated in a two-step
process with the net reaction being:
H2X + 2 NaOH Na2X + 2 H2O
This was important to take into consideration when calculating the molar mass of the diprotic
acid. If the first equivalence point was to be used, the ratio of acid to NaOH was 1:1. If the
second equivalence point was used in the calculations, the ratio became 1:2 as now a second
set of NaOH molecules reacted with the acid to dissociate the second hydrogen ion. The
titration curve also showed the pKa values of the acid. This happened at the half-equivalence
point where half of the acid was dissociated to its conjugate base (again, because of the diprotic
properties of the acid, this happens twice on the curve). The Henderson Hasselbalch equation
pH = pKa+log(A-/HA)
shows that at the half-equivalence point, the pKa value equaled the pH and was visually
represented by the flattest part of the graphs.
Discussion:
The titration graph showed that the data was consistent with the methodology and proved to be
an precise execution of the procedure and followed the expected shape. One possible source of
error was the actual mass of the acid solid. While transferring the dust from the weigh boat to
the solution, some remained in the weigh boat this could have altered the molar mass
calculations and shifted the final the final mass lighter than actual.
The Vernier pH method was definitely a much more concrete method of interpreting the results.
It was possible to see which addition of NaOH gave the greatest increase in pH ( greatest 1st
derivative of the titration graph). The relying solely on the indicator color would make it very
difficult to judge at which precise point the color shifted most, as the shift was a lot more gradual
compared to the precise numbers. This may have been a more reliable method if there was a
de.
ACC 403- ASSIGNMENT 2 RUBRIC!!!
Points: 280
Assignment 2: Audit Planning and Control
Criteria
UnacceptableBelow 60% F
Meets Minimum Expectations60-69% D
Fair70-79% C
Proficient80-89% B
Exemplary90-100% A
1. Outline the critical steps inherent in planning an audit and designing an effective audit program. Based upon the type of company selected, provide specific details of the actions that the company should undertake during planning and designing the audit program.
Weight: 15%
Did not submit or incompletely outlined the critical steps inherent in planning an audit and designing an effective audit program. Did not submit or incompletely provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Insufficiently outlined the critical steps inherent in planning an audit and designing an effective audit program. Insufficiently provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Partially outlined the critical steps inherent in planning an audit and designing an effective audit program. Partially provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Satisfactorily outlined the critical steps inherent in planning an audit and designing an effective audit program. Satisfactorily provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Thoroughly outlined the critical steps inherent in planning an audit and designing an effective audit program. Thoroughly provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
2. Examine at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Identify the accounts that you would test, and select at least three (3) analytical procedures that you would use in your audit.
Weight: 15%
Did not submit or incompletely examined at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Did not submit or incompletely identified the accounts that you would test; did not submit or incompletely selected at least three (3) analytical procedures that you would use in your audit.
Insufficiently examined at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Insufficiently identified the accounts that you would test; insufficiently selected at least three (3) analytical procedures that you would use in your audit.
Partially examined at least two (2) performance ratios that you would use in order to determine which analytical tests .
ACC 601 Managerial Accounting Group Case 3 (160 points) .docxmakdul
ACC 601 Managerial Accounting
Group Case 3 (160 points)
Instructions:
1. As a group, complete the following activities in good form. Use excel or
word only. Provide all supporting calculations to show how you arrived at
your numbers
2. Add only the names of group members who participated in the completion
of this assignment.
3. Submit only one copy of your completed work via Moodle. Do not send it to
me by email.
4. Due: No later than the last day of Module 7. Please note that your professor
has the right to change the due date of this assignment.
Part A: Capital Budgeting Decisions
Chee Company has gathered the following data on a proposed investment project:
Investment required in equipment ............. $240,000
Annual cash inflows .................................. $50,000
Salvage value ............................................ $0
Life of the investment ............................... 8 years
Required rate of return .............................. 10%
Assets will be depreciated using straight
line depreciation method
Required:
Using the net present value and the internal rate of return methods, is this a good investment?
Part B: Master Budget
You have just been hired as a new management trainee by Earrings Unlimited, a distributor of
earrings to various retail outlets located in shopping malls across the country. In the past, the
company has done very little in the way of budgeting and at certain times of the year has
experienced a shortage of cash. Since you are well trained in budgeting, you have decided to
prepare a master budget for the upcoming second quarter. To this end, you have worked with
accounting and other areas to gather the information assembled below.
The company sells many styles of earrings, but all are sold for the same price—$10 per pair. Actual
sales of earrings for the last three months and budgeted sales for the next six months follow (in pairs
of earrings):
January (actual) 20,000 June (budget) 50,000
February (actual) 26,000 July (budget) 30,000
March (actual) 40,000 August (budget) 28,000
April (budget) 65,000 September (budget) 25,000
May (budget) 100,000
The concentration of sales before and during May is due to Mother’s Day. Sufficient inventory should
be on hand at the end of each month to supply 40% of the earrings sold in the following month.
Suppliers are paid $4 for a pair of earrings. One-half of a month’s purchases is paid for in the month
of purchase; the other half is paid for in the following month. All sales are on credit. Only 20% of a
month’s sales are collected in the month of sale. An additional 70% is collected in the following
month, and the remaining 10% is collected in the second month following sale. Bad debts have been
negligible.
Monthly operating expenses for the company are given below:
Variable:
Sales commissions 4 % of sales
.
Academic Integrity A Letter to My Students[1] Bill T.docxmakdul
Academic Integrity:
A Letter to My Students[1]
Bill Taylor
Professor of Political Science
Oakton Community College
Des Plaines, IL 60016
[email protected]
Here at the beginning of the semester I want to say something to you about academic integrity.[2]
I’m deeply convinced that integrity is an essential part of any true educational experience, integrity on
my part as a faculty member and integrity on your part as a student.
To take an easy example, would you want to be operated on by a doctor who cheated his way through
medical school? Or would you feel comfortable on a bridge designed by an engineer who cheated her
way through engineering school. Would you trust your tax return to an accountant who copied his
exam answers from his neighbor?
Those are easy examples, but what difference does it make if you as a student or I as a faculty member
violate the principles of academic integrity in a political science course, especially if it’s not in your
major?
For me, the answer is that integrity is important in this course precisely because integrity is important in
all areas of life. If we don’t have integrity in the small things, if we find it possible to justify plagiarism or
cheating or shoddy work in things that don’t seem important, how will we resist doing the same in areas
that really do matter, in areas where money might be at stake, or the possibility of advancement, or our
esteem in the eyes of others?
Personal integrity is not a quality we’re born to naturally. It’s a quality of character we need to nurture,
and this requires practice in both meanings of that word (as in practice the piano and practice a
profession). We can only be a person of integrity if we practice it every day.
What does that involve for each of us in this course? Let’s find out by going through each stage in the
course. As you’ll see, academic integrity basically requires the same things of you as a student as it
requires of me as a teacher.
I. Preparation for Class
What Academic Integrity Requires of Me in This Area
With regard to coming prepared for class, the principles of academic integrity require that I come having
done the things necessary to make the class a worthwhile educational experience for you. This requires
that I:
reread the text (even when I’ve written it myself),
clarify information I might not be clear about,
prepare the class with an eye toward what is current today (that is, not simply rely on past
notes), and
plan the session so that it will make it worth your while to be there.
What Academic Integrity Requires of You in This Area
With regard to coming prepared for class, the principles of academic integrity suggest that you have a
responsibility to yourself, to me, and to the other students to do the things necessary to put yourself in
a position to make fruitful contributions to class discussion. This will require you to:
read the text before.
Access the Center for Disease Control and Prevention’s (CDC’s) Nu.docxmakdul
Access the Center for Disease Control and Prevention’s (CDC’s)
“Nutrition, Physical Activity, and Obesity: Data, Trends and Maps”
database. Choose a state other than your home state and compare their health status and associated behaviors. What behaviors lead to the current obesity status?
Initial discussion post should be approximately 300 words. Any sources used should be cited in APA format.
.
According to DSM 5 This patient had very many symptoms that sugg.docxmakdul
According to DSM 5 This patient had very many symptoms that suggested Major Depressive Disorder.
Objective(s)
Analyze psychometric properties of assessment tools
Evaluate appropriate use of assessment tools in psychotherapy
Compare assessment tools used in psychotherapy
.
Acceptable concerts include professional orchestras, soloists, jazz,.docxmakdul
Acceptable concerts include professional orchestras, soloists, jazz, Broadway musicals and instrumental or vocal ensembles, and comparable college or community groups performing music relevant to the content of this class. (Optionally, either your concert report
or
your concert review - but not both unless advance permission is given - may be based on a concert of non-western music selected from events on the concert list.)
Acceptable concerts include the following:
• Symphony orchestras • Concert bands and wind ensembles • Chamber Music (string quartets, brass and woodwind quintets, etc.) • Solo recitals (piano, voice, etc.) • Choral concerts • Early music concerts • Non-western music • Some jazz concerts • Opera• Broadway Musicals• Flamenco• Ballet• Tango
Assignment Format
The following are required on the concert review assignment and, thus, may affect your grade.
• Must be typed• Must be double-spaced• Must be between
2 and 4 pages
in length
not including the cover sheet
.• Must use conventional size and formatting of text - e.g. 10-12 point serif or sans serif fonts with normal margins. • Must include the printed program from the concert and/or your ticket stubs. Photocopies are unacceptable. (Contact me at least 24 hours before due date if any materials are unavailable.)• All materials (text, program, ticket stub) must be
stapled
together securely. Folded corners, paper clips, etc. instead of staples will not be accepted.• Careful editing, proofreading, and spelling are expected, although minor errors will not affect your grade.
Papers that do not follow these format guidelines may be returned for resubmission, and late penalties will apply.
Concert Review Assignment Content
I. Cover Sheet:
Include the following on a cover sheet attached to the front of your review:
• Title or other description of the event/performers you heard, along with the date and location of the performance. For example:
New World Symphony Orchestra
1258 Lincoln Road
Saturday, June 5, 2013
Lincoln Road Theater, Miami Beach
• Your name, assignment submission date, course. For example:
Pat Romero
October 31, 2013
Humanities 1020 MWF 8:05 a.m.
II. Descriptions
The main body of the concert review should include brief discussions of
three of the
pieces
in the concert you attend. In most cases, a single paragraph for each piece should be sufficient, although you may wish to break descriptions of longer pieces into separate short paragraphs, one per movement.
Your description of each piece (song) should include:
• The title of the piece and the composer's name if possible, as listed in the concert program.• A brief description of your reaction to the piece. For example:
When the piece started I thought it was going to be slow and boring, but the faster section in the first movement made it more exciting. A really great flute solo full of fast and high notes in the third movement caught my attention. I'm not sure, but I thought that som.
ACA was passed in 2010, under the presidency of Barack Obama. Pr.docxmakdul
ACA was passed in 2010, under the presidency of Barack Obama. Prior to this new act, there were plenty of votes that did not agree with the notion of accessible insurance. Before 2010, The private sector had been given coverage in such a way that Milstead and Short (2019) called it sickness insurance; meaning companies will risk incurring medical expenses as long as it was balanced by healthy people. They were doing so by excluding people that had pre-existing conditions, becoming a very solvent business (Milstead & Short, 2019). After ACA was passed that was no longer the case. When President Trump came into term he did so by bringing his own healthcare agenda, which attempted to repeal ACA, but ultimately failed to come up with a replacement.
In 2016, the Republican's party platform was to repeal ACA, while continuing Medicare and Medicaid, but on the other hand, democrats put down that Obamacare is a step towards the goals of universal health care, and that this was just the beginning (Physicians for a National Health Program, n.d.). As for the cost analysis of repealing the Affordable Care Act, this would increase the number of uninsured people by 23 million, and it will cost about 350 billion through 2027, as well as creating costly coverage provisions to replace it (Committee for a Responsible Federal Budget, 2017).
(2 references required)
.
Access the FASB website. Once you login, click the FASB Accounting S.docxmakdul
Access the FASB website. Once you login, click the FASB Accounting Standards Codification link. Review the materials in the FASB Codification, especially the links on the left side column. Next, write a 1-page memo to a friend introducing and explaining this new accounting research resource that you have found. Provide at least one APA citation to the FASB Codification and reference that citation using the APA guidelines.
.
Academic Paper Overview This performance task was intended to asse.docxmakdul
This document provides an overview of an academic paper performance task intended to assess students' ability to conduct scholarly research, articulate an evidence-based argument, and effectively communicate a conclusion. Specifically, the performance task evaluates students' capacity to generate a focused research question, explore relationships between multiple scholarly works, develop and support their own argument using relevant evidence, and integrate sources while distinguishing their own voice.
Academic Research Team Project PaperCOVID-19 Open Research Datas.docxmakdul
Academic Research Team Project Paper
COVID-19 Open Research Dataset Challenge (CORD-19)
An AI challenge with AI2, CZI, MSR, Georgetown, NIH & The White House
(1) FULL-LENGTH PROJECT
Dataset Description
In response to the COVID-19 pandemic, the White House and a coalition of leading research groups have prepared the COVID-19 Open Research Dataset (CORD-19). CORD-19 is a resource of over 44,000 scholarly articles, including over 29,000 with full text, about COVID-19, SARS-CoV-2, and related corona viruses. This freely available dataset is provided to the global research community to apply recent advances in natural language processing and other AI techniques to generate new insights in support of the ongoing fight against this infectious disease. There is a growing urgency for these approaches because of the rapid acceleration in new coronavirus literature, making it difficult for the medical research community to keep up.
Call to Action
We are issuing a call to action to the world's artificial intelligence experts to develop text and data mining tools that can help the medical community develop answers to high priority scientific questions. The CORD-19 dataset represents the most extensive machine-readable coronavirus literature collection available for data mining to date. This allows the worldwide AI research community the opportunity to apply text and data mining approaches to find answers to questions within, and connect insights across, this content in support of the ongoing COVID-19 response efforts worldwide. There is a growing urgency for these approaches because of the rapid increase in coronavirus literature, making it difficult for the medical community to keep up.
A list of our initial key questions can be found under the
Tasks
section of this dataset. These key scientific questions are drawn from the NASEM’s SCIED (National Academies of Sciences, Engineering, and Medicine’s Standing Committee on Emerging Infectious Diseases and 21st Century Health Threats)
research topics
and the World Health Organization’s
R&D Blueprint
for COVID-19.
Many of these questions are suitable for text mining, and we encourage researchers to develop text mining tools to provide insights on these questions.
In this project, you will follow your own interests to create a portfolio worthy single-frame viz or multi-frame data story that will be shared in your presentation. You will use all the skills taught in this course to complete this project step-by-step, with guidance from your instructors along the way. You will first create a project proposal to identify your goals for the project, including the question you wish to answer or explore with data. You will then find data that will provide the information you are seeking. You will then import that data into Tableau and prepare it for analysis. Next, you will create a dashboard that will allow you to explore the data in-depth and identify meaningful insights. You will then give structure .
AbstractVoice over Internet Protocol (VoIP) is an advanced t.docxmakdul
Abstract
Voice over Internet Protocol (VoIP) is an advanced telecommunication technology which transfers the voice/video over
high speed network that provides advantages of flexibility, reliability and cost efficient advanced telecommunication
features. Still the issues related to security are averting many organizations to accept VoIP cloud environment due to
security threats, holes or vulnerabilities. So, the novel secured framework is absolutely necessary to prevent all kind of
VoIP security issues. This paper points out the existing VoIP cloud architecture and various security attacks and issues
in the existing framework. It also presents the defense mechanisms to prevent the attacks and proposes a new security
framework called Intrusion Prevention System (IPS) using video watermarking and extraction technique and Liveness
Voice Detection (LVD) technique with biometric features such as face and voice. IPSs updated with new LVD features
protect the VoIP services not only from attacks but also from misuses.
A Comprehensive Survey of Security Issues and
Defense Framework for VoIP Cloud
Ashutosh Satapathy* and L. M. Jenila Livingston
School of Computing Science and Engineering, VIT University, Chennai - 600127, Tamil Nadu, India;
[email protected], [email protected]
Keywords: Defense Mechanisms, Liveness Voice Detection, VoIP Cloud, Voice over Internet Protocol, VoIP Security Issues
1. Introduction
The rapid progress of VoIP over traditional services is
led to a situation that is common to many innovations
and new technologies such as VoIP cloud and peer to
peer services like Skype, Google Hangout etc. VoIP is the
technology that supports sending voice (and video) over
an Internet protocol-based network1,2. This is completely
different than the public circuit-switched telephone net-
work. Circuit switching network allocates resources to
each individual call and path is permanent throughout
the call from start to end. Traditional telephony services
are provided by the protocols/components such as SS7, T
carriers, Plain Old Telephone Service (POTS), the Public
Switch Telephone Network (PSTN), dial up, local loops
and anything under International Telecommunication
Union. IP networks are based on packet switching and
each packet follows different path, has its own header and
is forwarded separately by routers. VoIP network can be
constructed in various ways by using both proprietary
protocols and protocols based on open standards.
1.1 VoIP Layer Architecture
VoIP communication system typically consist of a front
end platform (soft-phone, PBX, gateway, call manager),
back end platform (server, CPU, storage, memory, net-
work) and intermediate platforms such as VoIP protocols,
database, authentication server, web server, operating sys-
tems etc. It is mainly divided into five layers as shown in
Figure1.
1.2 VoIP Cloud Architecture
VoIP cloud is the framework for delivering telephony
services in which resourc.
This study examined a problem, used a particular method to do so, and found results that were interpreted. It concluded by recommending future research on the topic.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
89 once you’ve written your outcomes and objectives and pla
1. 89
Once you’ve written your outcomes and objectives and planned
for the
methods you’ll use to assess student learning, the next step in
course
design is to look at the entire body of knowledge you intend to
cover over
the duration of the class and to break it down into logical units
spanning
all your class periods. Even though our first inclination might
be to let the
class evolve organically, disciplining ourselves to make and
stick to a sched-
ule ensures that we can achieve all our objectives by the end of
the course.
We can break the task of making a plan for our weekly
instruction into two basic
steps: (1) create a long-range plan and a (2) determine a day-by-
day schedule of
instruction, readings, assignments, and assessments.
LONG-RANGE PLANNING
Your first job is to map out a master plan of instruction for the
entire course.
The easiest place to start is to create a chart or calendar broken
into the number
Chapter 5
2. Planning for Effective
InstructionPlanning for Effective InstructionPlanning for
Effective Instruction
CHAPTER SUMMARY
n Long-Range Planning
n Modules
n Building Your Schedule
n Your Turn: Writing Your Assessments, Revisited
n Lesson Planning
n Scaffolding Instruction
n Your Turn: Planning Your Lessons
Mackh, B. M. (2018). Higher education by design : Best
practices for curricular planning and instruction. ProQuest
Ebook
Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
k') href='http://ebookcentral.proquest.com' target='_blank'
style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
Created from amridge on 2021-10-10 03:30:10.
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PLANNING FOR EFFECTIVE INSTRUCTION
90
of weeks of the course. You can divide the week’s tasks into
specific class periods
later on, after you’ve decided what you’ll cover. As you create
this master plan of
instruction, always keep your outcomes and objectives in mind.
Remember, if you have an instructional unit on your current
syllabus that
doesn’t relate to the objectives you’ve written, you’ll either
need to omit it or to
revise the objectives to include it. A chart such as the one
presented in Figure 5.1
is helpful in working through your plans.
MODULES
One of the best organizational methods involves dividing the
course into modules,
each ending in an assessment. Minimally, this would include a
5. midterm and a final,
as is common across the landscape of higher education. An even
better practice
would be to create four modules by dividing each half of the
semester into two
FIGURE 5.1 Semester Planning Grid
Week Date Topics and Activities Assignments and Assessments
1
2
3
4
5
6
7
8
9
10
11
12
13
8. 91
separate modules, each ending in an assessment. For example,
you could place an
assessment for Module 1 at Week 4, an assessment of the
content in Module 2 at
Week 8 (midterm), an assessment for Module 3 at Week 12, and
a final exam at the
end of Module 4 in Week 16. Modules can be of any length,
from 1 week to multi-
week divisions of study. They can build upon one another or can
present discrete
topics. The midterm and final assessments need not evaluate
student learning of the
entire half-term—they can measure only those modules with
which they’re asso-
ciated, if that makes the most sense in your particular course.
The point is to build
periodic assessment into your course by creating conceptual
groupings of instruc-
tional content.
1. Consider the entirety of your objectives.
2. Determine an appropriate assessment for each objective.
3. Input these assessments into your long-range plan, creating
module
groupings.
To illustrate this point, let’s return to Design Thinking for
Entrepreneurs. This
course blends lecture, discussion, and project-based learning.
Assessments in
this course include several assignments, quizzes, an extensive
project, and a final
9. exam. Modules were constructed around these course
benchmarks, aligning with
the steps of the design thinking process:
Module 1: Ideation (Weeks 1–3)
n Introduction to design thinking; Virtual crash course in design
thinking
n Why? How? What? Human-centered design and social
entrepreneurship
n Wicked problems and systems thinking
n Quiz 1—Design Thinking and Wicked Problems
Module 2: Innovation (Weeks 4–6)
n Problem solving and problem finding
n Lateral thinking
n Critical and computational thinking
n Quiz 2—Strategies for Ideation
Module 3: Implementation (Weeks 7–12)
n Entrepreneurship
n Business modeling
n Failure and risk
Mackh, B. M. (2018). Higher education by design : Best
practices for curricular planning and instruction. ProQuest
Ebook
Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
k') href='http://ebookcentral.proquest.com' target='_blank'
style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
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PLANNING FOR EFFECTIVE INSTRUCTION
92
n Prototyping and project management
n Information for innovators
n Funding and regulations
n Marketing, branding, and social media
n Quiz 3—Business Basics
Module 4: Evaluation (Weeks 13–16)
n Leadership
n Ethics, histories, and social context
n Project presentations
n Final exam
12. Modules in this course align with the stages of innovation that
students will ex-
plore in the course. As an instructor, you need to evaluate your
own course con-
tent to see what works best for you. No concrete rules govern
the creation of
modules within a course. Rather, these groupings should align
with conceptual
divisions in your course content and with your planned
assessments. If you’re not
used to this type of organization, beginning with two modules is
a good choice,
one ending at midterm and one ending with the final exam. You
can always refine
your plans later, once you’ve taught the course and see where
the natural stopping
points arise.
Materials Selection, Readings, and Assignments
Before you can create a plan of readings and assignments for
your students based
on the modules and assessments you’ve created, you must select
the print mate-
rials you’ll use in your course. Textbook publishers abound, and
many offer fea-
tures such as online resources, pre-made quizzes and exams, and
student study
guides, among others. Your selection of course texts and
supplementary materials
such as articles from professional journals, multimedia content,
guest lecturers,
and even field trips should be governed primarily by your
outcomes, objectives,
and assessments. If the book, item, or experience you’d like to
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PLANNING FOR EFFECTIVE INSTRUCTION
93
with both the reading load and the expense of asking them to
read that many
books in just one semester when the course project takes up the
lion’s share
of their time. Instructors must approach this topic judiciously,
as we’ll discuss
shortly.
Reading Schedule
When planning readings and assignments based on the materials
you’ve selected,
remember to keep student workloads manageable. Consider the
number of pages
of required reading very carefully. An average adult can read
about 300 words per
minute, and typical page is about 250–300 words in length,
(both of which can
vary widely, of course) for a rough calculation of about 1 page
per minute. Does
this mean if you assign students 50 pages of reading, it will take
about 50 minutes
16. to complete it? Unfortunately, that’s not actually true because
we also have to
factor in the difficulty of the reading material. If you ask
students to read some-
thing that’s immediately understandable, like a novel or
newspaper article, this
might be true, but textbooks or dense academic language will
require much more
intensive cognitive activity, not to mention the time required for
note-taking. This
increases the expected time for reading, sometimes double or
more what you’d
expect. In fact, technical reading rates might even be as low as
50 to 75 words
per minute.1 That means 50 pages of technical reading, or
15,000 words (at 300
words per page), could require as much as 5 hours for a
struggling student to
complete.
Even though it might sound too obvious to mention, it’s also a
good idea for
the instructor to read the same pages as the students each time
she teaches the
course. A colleague shared a story with me about a summer
school literature
course she took during her undergraduate studies. As we know,
summer school
classes generally condense 16 weeks of learning into 8 or fewer
weeks of instruc-
tion, making for a challenging workload under the best of
circumstances. The
reading list for this class was quite long, comprised of rather
obscure works that
were all unfamiliar to the students. At the start of a class period
about 2 weeks
17. into the course, the instructor asked the students if they were
having trouble
keeping up with the readings. Feeling self-conscious, none of
them spoke up. The
instructor was crestfallen. “Oh,” he sighed, “I was hoping that
you were, because
I’m having trouble keeping up with them.” With that, all of the
students admitted
that they, too, found the reading expectations too demanding.
This instructor had
undoubtedly already read all of these novels when teaching past
sections of the
course, but by reading along with the students, he shared in his
students’ expe-
rience and kept the novels’ content fresh in his mind, allowi ng
him to be well
prepared for their class discussions. As the result of this
discussion, he cut some of
the selections from the syllabus, making the remainder of the
class a much better
learning experience for the students.
Mackh, B. M. (2018). Higher education by design : Best
practices for curricular planning and instruction. ProQuest
Ebook
Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
k') href='http://ebookcentral.proquest.com' target='_blank'
style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
Created from amridge on 2021-10-10 03:30:10.
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PLANNING FOR EFFECTIVE INSTRUCTION
94
Assignment Schedule
Besides scheduling your assigned readings, it’s important to
make a reasonable
estimate of the amount of time necessary for students to
complete each assign-
ment, project, or research paper. As a general rule, it ought to
take an average
student about an hour to write a page of text. For many
students, however, this
is only the time involved in the actual writing of the page, not
in researching
source material or creating correct citations or a reference list
(if required by
the assignment), nor does it include time spend to refine and
revise the paper
prior to submitting it. Some students write more quickly than
others, just as
20. some read more quickly than others. Allowing an hour per page
is a reasonable
rule of thumb, but you need to bear in mind that individual
students may find
the task of writing to be much more onerous than others. In fact,
some of us
(including me) will take 2 or 3 hours per page of text, including
research,
writing, rewriting, and re-researching until it begins to align
with our personal
expectations.
We usually presume that our undergraduate students should
spend 2 to
3 hours working outside of class for each clock hour in the
classroom. For an
average 3-hour course, therefore, students should be expected to
complete about
9 hours of work outside of class. Empathy dictates that we
should remember
that ours is not the only course in which our students are
enrolled. If the average
undergraduate student takes 5 courses for a total of 15 credit
hours per semester,
and if each of those five instructors assigns 9 hours of outside
work per week,
this expands the student’s workload to 60 hours per week.
Furthermore, an opti-
mal collegiate experience encompasses co-curricular
involvement such as clubs,
teams, performing arts groups, and so forth, each of which
makes demands on
students’ time. Our students can easily face 80-hour workweeks,
on top of their
social relationships and commitments to paying jobs.
21. None of this ought to prevent us from expecting our students to
complete the
work we assign. But it does mean that we should take the time
to calculate the
total hours it’s likely to take our students to read, write,
research, or otherwise
accomplish the tasks we require each week. If some weeks
require more than
9 hours outside of class, trading off with weeks that require less
is good practice.
It’s also a good idea to keep major events in mind when
planning students’ work.
Homecoming, Thanksgiving, Spring Break, and other days off
are scheduled years
in advance and most of us already work these into our plans.
However, major
sporting events, national conferences being held on campus, and
a host of other
campuswide happenings can impact even the most carefully
planned schedules.
If your institution’s most popular sports team is playing a home
game against its
greatest rival, it’s best to expect that your students will be
distracted and to adjust
your plans accordingly.
We should also be mindful of the monetary costs of projects we
ask students
to do, if this will require students to acquire supplies off
campus, and whether
Mackh, B. M. (2018). Higher education by design : Best
practices for curricular planning and instruction. ProQuest
Ebook
Central <a
onclick=window.open('http://ebookce ntral.proquest.com','_blan
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PLANNING FOR EFFECTIVE INSTRUCTION
95
they have the ability to do so. These hidden costs can have a
significant impact on
students’ learning experiences, sometimes even prohibiting
them from remaining
enrolled in our courses. In Surveying the Landscape, a professor
of architecture2
discussed this financial barrier:
24. We require these students to go buy and make stuff. We lose a
whole
percentage of population when we require them to buy
materials. Some
don’t have $50 or $1000! I’ve seen some projects cost $1000.
And this
causes problems in assessment—how to compare a $1000 dollar
pro-
totype vs a cardboard one that someone couldn’t afford. So this
is an
exclusive club; this is a real problem. It doesn’t affect retention,
but af-
fects engagement in first place. I’ve seen students walk in and
then leave
when seeing what they have to buy. Then we look around and
say, ‘Oh,
our diversity isn’t there. How do we become more inclusive?’
Well, that
cost is a big issue.
Your syllabus should include a reasonable estimate of the cost
of required materials
and a list of sources where students can obtain them. You
should also encourage
individuals to meet with you if they have problems meeting
these expectations.
I formerly taught an online course that asked students to
purchase the latest edi-
tion of the course textbook. Every time I taught the course,
panicked students
would email me saying they couldn’t afford a $75 book,
especially on short no-
tice. The newest version of the book was good, to be sure, but
in my opinion as
the course instructor, any of the prior editions of the book could
suffice if nec-
25. essary. I directed these students to Amazon, where used copies
of older editions
were available for less than $5.
I sincerely believe that we should do everything in our power to
make our
courses accessible and to place the fewest possible burdens on
our students. If
these costs are unavoidable, we need to make this information
known to students
well in advance. I know a student who was informed that the
cost of tuition and
books for the first semester of a community college nursing
program would be
about $1,900. On the first day of class, however, students were
informed that
there would be an additional $1,000 program fee and books
would cost $500
more than they’d been told to expect. This student was
distraught, very nearly
having to drop out of the program when faced with nearly
double the cost he’d
been told to expect. Would we react any differently ourselves?
If you wanted to
install new carpeting in your home, agreeing to an estimate of
$1,900 for the
project, but were told on the day of installation that it would
actually cost $3,400,
you’d be enraged, right? Clearly, education isn’t a commodity
like carpeting, but
unfair or inaccurate representation of costs and expenses are
just as unethical,
even if they’re inadvertent.
Mackh, B. M. (2018). Higher education by design : Best
practices for curricular planning and instruction. ProQuest
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PLANNING FOR EFFECTIVE INSTRUCTION
96
Implicit and Explicit Expectations Every instructor holds a set
of expectations
for students, which commonly involve things like meeting
deadlines, classroom
civility, correct formatting of written work, and appropriate use
28. of college-level
English. These are sometimes published in the syllabus, but
many of us believe
them to be self-evident. Of course, college students should use
college-level
English. Obviously, an assignment with a stated due date should
be completed by
that due date. Whether or not these expectations are made
explicit on a syllabus,
many instructors simply assume that their students will
understand these as
conventions of academic life.
Problems arise when any of these implicit expectations carries a
poten-
tially negative impact on students’ grades. Therefore, best
practice requires us
to include these expectations in our course objectives and
proactively provide
explicit classroom instruction in these standards. If a student
could be penalized
for using an incorrect style guide when writing a research paper,
such as format-
ting the paper in APA when MLA was expected, then the
instructor must address
this expectation by overtly teaching a lesson about MLA
formatting. If a student
could lose points for submitting a project after the published
deadline, then best
practice requires the instructor to first clearly and directly
address this require-
ment in class, providing a lesson on why meeting deadlines is
an important aspect
of professional practice in the given academic discipline. We
cannot assume our
students will automatically understand why we require them to
29. meet our expec-
tations unless we deliberately teach them what we want them to
do and how to do
it. We need to show our students what success looks like and
provide them with
the tools to actually achieve this success.
Many instructors whom I’ve met, whether consciously or not,
subscribe to
the idea of in loco parentis. That is, they feel it is their duty to
take on the role of
parent with their students, guiding them toward correct adult
behavior. State-
ments in defense of late penalties such as, “I need to prepare my
students for the
real world!” or “In the real world, nobody is going to make
exceptions for you,”
are common. This belief is incorrect on at least two levels.
First, our students
are generally at least 18 years old, which legally makes them
adults. It is not
appropriate to treat them as children. Next, the “real world”
does provide some
exceptions or exemptions for deadlines. Mortgage payments, for
example, are
due on the first of the month, but most lenders include a 10-day
or 15-day grace
period before late penalties are assessed. In cases where no such
grace period
exists, failure to meet institutional or contractual obligations
carries an intrinsic
consequence. If we fail to renew our drivers’ licenses or vehicle
registrations, we
could receive a costly ticket. If we consistently arrive late for
work, we’ll receive
poor employee reviews or perhaps even face losing our jobs, as
32. PLANNING FOR EFFECTIVE INSTRUCTION
97
present in our course objectives, and the topic of direct
instruction that not only
explains our classroom requirements but conceptually links
them to the type of
workplace most of your students will enter upon graduation.
As you begin planning for instruction, make sure that you
schedule class time
for these lessons, including every expectation or requirement
that holds the
potential to significantly alter a student’s grade. For example,
you might decide
to include an objective related to professionalism that covers
punctuality, use of
appropriate professional language, and strict adherence to
published deadlines.
These expectations should be supported by explanatory material
in the course
syllabus and written into your grading rubrics, checklists, and
assignment direc-
tions. We’ll revisit this topic in subsequent chapters, but it
should be part of your
plans from the very beginning of the process.
BUILDING YOUR SCHEDULE
Now that we’ve established our baseline expectations for what
should be included
in our courses, we can turn our attention toward mapping the
structure of the
course itself.
33. Step 1: The first step in building your schedule is to block out
any scheduled
time off, such as Thanksgiving or Spring Break. Then input
your planned assess-
ments for each of the modules you’ve created.
Step 2: Next, think back from each assessment to the teaching
and instruction
that should precede it, filling in the schedule with the specific
topics and activities
for each week of each module. You’ll need to anticipate:
n Lectures, demonstrations, work time, readings, and
discussions that must
occur before students can complete a project or take a written
assessment
n The amount of time you feel is reasonable for students to
complete a
task, such as a creative project or research paper
n The number of in-class and out-of-class hours available to
deliver requi-
site instruction or complete these tasks
n Instruction in important classroom policies or assignment
expectations
This schedule of assignments and assessments is just a skeleton,
which you’ll flesh
out with additional planning later on. Upon further analysis, you
might want to
re-order assignments or make any number of other changes
depending on your
previous experience with the course content or teaching in
36. .
PLANNING FOR EFFECTIVE INSTRUCTION
98
Figure 5.2 shows a partial course schedule for Design Thinking
for Entrepre-
neurs. The grid has been divided into two class periods per
week, with the first
class of the week designated as a lecture section, and the second
class dedicated to
discussion and active learning.
FIGURE 5.2 Design Thinking for Entrepreneurs—Schedule
Excerpt
Week Date Topics Assignments
MODULE 1—IDEATION
1 Course introduction
Introduction to design thinking
Read Brown Ch. 2 & 4; Kelly
Ch. 4
Virtual Crash Course in Design
Thinking
2 Why? How? What?
Human-centered design and social
entrepreneurship
37. Read Brown Ch. 9; Collins;
Liedtka et al.
Assignment 1: 30 under 30
Discuss relationship between design
thinking and social entrepreneurship
based on students’ responses to
Assignment 1 (due today)
3 Wicked problems and systems
thinking
Read Cabrera
Quiz 1: Design Thinking and
Wicked Problems
Complete “Draw Toast” activity
MODULE 2—INNOVATION
4 Problem solving and problem
finding
Read Michalko—all
Read articles: “Sitting is the
New Smoking” and “The Best
Chair is No Chair”
Assignment 2—The Chair
Problem
Problem-solving activity
Discussion of “the chair problem”
5 Lateral Thinking Assignment 3: Easy Company
Tea—a Rube Goldberg Puzzle
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PLANNING FOR EFFECTIVE INSTRUCTION
99
YOUR TURN: WRITING YOUR ASSESSMENTS, REVISITED
Before we move on to developing individual lessons, this might
be a good oppor-
tunity for you to write the assessments you’ve scheduled.
Remember: Every-
thing that happens in your classroom should lead directly to
student learning,
and all learning should be measured. It is your responsibility to
ensure that your
assessments fairly …
CASE of AIDEN
INTAKE DATE: August 2020
IDENTIFYING/DEMOGRAPHIC DATA: Aiden is a 24 year old
Black English male. Aiden’s religion is Protestant. He is
single and attending the University of Maine for his Masters
Degree in Finance. Aiden was born and raised in Liverpool,
England and came to the United States 6 months ago to attend
school.
CHIEF COMPLAINT/PRESENTING PROBLEM: Over the past
three monthsAiden reported things were becoming strange and
he cannot explain it. He heard voices of an angel. It confused
41. him since the angels’ voice was telling him to kill his roommate
by suffocation. Aiden claimed that he heard fireflies telling
him the roommate is influenced by Satan.
HISTORY OF PRESENT ILLNESS: In the last several
weeks,Aiden began to become socially withdrawn (keeping
himself in his room) because he was suspicious of his peers in
the dorm. With collateral discussion with his roommate, it was
reported that Aiden had signs of disorganized speech & thought.
The roommate complained about Aiden being disorganized in
the dorm with papers all over. Aiden began spending his time
browsing and chatting in Facebook about God and UFO’s. He
would spend a lot of time online until he passed out.
PAST PSYCHIATRIC HISTORY: Aiden denies any past
psychiatric history.
SUBSTANCE USE HISTORY: Aiden denies any use of illicit
drugs. He does report occasional use of alcohol. He has been
drunk as a teenager but prefers not to indulge that much.
PAST MEDICAL HISTORY: Aiden had been admitted to a
hospital to get treatment as his wrist was injured due to a
suicide attempt, six weeks ago.
FAMILY MEDICAL AND PSYCHIATRIC HISTORY: Aiden is
the second from five siblings. Aiden denies any mental illness
in the family.
CURRENT FAMILY ISSUES AND DYNAMICS: Aiden attends
school for finance. His family continues to reside in England.
His parents are very supportive of his attendance at an
American school. Aiden was able to socialize with other
students and professors. Before this onset he engaged in leisure
activity such as surfing the Internet, kept his room tidy, did
household activity such as washing clothes, and kitchen
42. preparation.
MENTAL STATUS EXAM: Aiden appeared disheveled with
poor hygiene. He was properly attired with hospital attire and
had adequate eye contact. Aiden was able to cooperate during
interview. There were some signs of anhedonia and
inappropriate behavior. He raised his voice at one time during
the interview. His mood was irritable with upset speech. He
was not coherent at times. Sometimes there appeared irrelevant
talk. Thoughts were preoccupied with obsessions, and
persecutory delusions and ideas of reference. Perceptions
showed auditory hallucinations. He was oriented: able to state
person, place and time correctly. His short term memory was
intact: able to retrieve game rules. His long term memory was
good: able to recall previous history. Insight was good.
15
Chapter 2
Understanding Educational
TheoryUnderstanding Educational TheoryUnderstanding
Educational Theory
As we discussed in Chapter 1, all faculty members, regardless
of our
primary academic discipline, are educators. However, few of us
have spe-
cifically studied the ontologies and epistemologies of education,
including
study of educational or developmental psychology. These
concepts are
fundamental to understanding how our students think and learn.
43. This
chapter provides a basic overview, particularly with regard to
young
adults. Some of these theories are decades old, yet they remain
staples
of textbooks used in current educational psychology courses,
such as
the widely used Essentials of Educational Psychology (Ormond,
2014),
among many other mainstays of teacher-training programs. We
need not
become experts on educational theory or developmental
psychology, but
gaining a working familiarity with these concepts can facilitate
our un-
derstanding of why we should implement the approaches to
teaching and
learning presented in subsequent chapters.
Nearly everything we human beings do is supported by theory
and philosophy,
although many of us remain unaware of it. In higher education,
our actions are par-
ticularly influenced by two branches of philosophy: ontology
and epistemology.
CHAPTER SUMMARY
n Student Development Theory
n Related Theories
n Theories and Practices of Teaching and Learning
n Theories and Practices of Diversity, Equity, and Inclusion
46. nature of being,
which involves attempting to categorize and understand the
kinds of things that
exist. Epistemology is the study of knowledge, or as a professor
under whom
I studied for my PhD explained, it’s “how we know what we
know and why we
know it.”
Scholars are concerned with both of these philosophical
concepts, but their
applications across academic disciplines vary widely. Moreover,
the more deeply
we study any given discipline, the narrower our focus becomes.
Once we reach
the “terminal degree” stage, we’ve become super-specialists in
just one knowledge
area, understanding what exists within it and why this
knowledge is important. In
other words, we’ve mastered the ontology and epistemology of
our disciplines.
Therein lies our claim to disciplinary expertise. At this level of
super-specialization,
the ontologies and epistemologies of quantum physics would be
self-evident to
a quantum physicist, but they would be largely opaque to a
political historian of
Renaissance Italy. Likewise, the quantum physicist would lack
sufficient under-
standing of the ontologies and epistemologies of historical
study of the Italian
Renaissance. We know what we know, but we don’t know what
other scholars
know. Therefore, we gather together in colleges and universities
so that collec-
tively, we form a comprehensive assemblage of knowledge.
47. To better understand the ideas that support all of our work as
educators, we’ll
take a brief look at a selection of relevant theories of education.
Since our design
process begins with understanding our students, we’ll first
consider some theo-
ries of student development.
STUDENT DEVELOPMENT THEORY
From approximately ages 18 to 26, college students undergo a
period of intense
intellectual, social, and emotional growth. They enter college as
teenagers,
but they leave as adults who are presumably ready to find their
own way in the
world. Theories related to human development occurring during
this age range
include student development theory, developmental psychology,
and educational
psychology.
Jean Piaget
Jean Piaget (1936) was the first psychologist to make a
systematic study of cog-
nitive development. His work disrupted longstanding beliefs
that children were
unable to answer questions correctly only because they lacked
proper training.
Piaget revealed that development progresses in discrete stages,
influenced both by
the growing maturity of children’s brains and through
environmental input. He
proposed that human beings acquire and use knowledge
50. for a basic task such as going to a movie: arrive at the theater,
decide which movie
to see, purchase a ticket, enter the theater, find a seat, wait for
the lighting to dim,
watch the coming attractions, and finally watch the movie. The
environment of
the theater, the progression of actions, and the experience as a
whole would each
be part of this schema. Young children have few schemas to
explain the world
around them, but these form as the child progresses toward
adulthood.
Intellectual growth is a process of adapting to the world around
us, and
according to Piaget, it progresses through four distinct stages.
First, infants begin
life in the sensorimotor stage, marking a major developmental
milestone when
they are able to understand than an object hidden from view still
exists (object
permanence). Toddlers and very young children enter the
preoperational stage,
where they are able to think about things symbolically—a word
or other symbol
is understood to stand for the object itself. Older school-age
children are in the
concrete operational stage. They can think logically and work
out problems men-
tally instead of having to solve them manually. For example, a
child in the preop-
erational stage might not be able to associate the symbol “5”
without counting the
number on the fingers of her hand, but a child in the concrete
operational stage
51. can use the logical idea of “5” to perform mathematical
calculations mentally.
Piaget’s last developmental stage is formal operations, lasting
into adulthood.
During this time, human beings can develop abstract concepts
and logically test
hypotheses (Piaget, 1936, 1957).1
Although we in higher education might presume that all of our
students have
achieved the “formal operations” stage of development, this
may not actually be
the case. Keating (1979)2 found that between 40% and 60% of
college-age stu-
dents failed when attempting formal operation tasks. Dasen
(1994)3 found that
only one-third of adults ever reached the formal operational
stage. For those of
us working in higher education, this means we would be wise to
implement some
of Piaget’s recommendations for teaching an audience of
learners in the concrete
operations stage. Interestingly, these continue to exist among
best practices in
teaching and learning today. Figure 2.1 matches Piaget’s
recommendations in the
left column with some higher educational applications on the
right.
Piaget’s theories remain a cornerstone of developmental
psychology, although
not uncontested. For example, Vygotsky (1934)4 and Bruner
(1957)5 preferred to
think of development as a continuous process and linked more
closely with social
interaction and language development. Nevertheless, Piaget’s
54. d
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UNDERSTANDING EDUCATIONAL THEORY
18
behavior, values, and the ways in which they relate to
themselves and others.
Erikson proposed that we can identify eight developmental
stages, of which many
undergraduates may still be in late adolescence and moving into
early adulthood
or beyond. Adolescence is marked by establishing one’s
identity, setting goals and
finding one’s purpose. Young adulthood involves developing
lifelong relationships
such as finding a life partner and making lasting adult
friendships. These devel-
opmental stages also include the development of fidelity, which
Erikson defines
as the ability to accept and make commitments to others even
when differences
are recognized.
Arthur Chickering (1969)7 built upon Erikson’s theories,
proposing seven
“vectors” or non-sequential developmental tasks that all
individuals work through
in their journey toward adulthood. These include developing
competence,
Piaget Higher Education
55. Focus on the process of learning, not only
the end result.
Instruction in strategies for ideation (e.g.,
critical thinking, design thinking, lateral
thinking); institution-wide emphasis on
teaching students to become “lifelong
learners” and to acquire critical thinking
skills
Use active methods that allow students to
discover or reconstruct knowledge.
Discussion groups (humanities); studio-
based learning (the arts); laboratory
requirements (the sciences)
Use both collaborative and individual
activities.
Project-based learning; collaborative
learning; independent research
Match tasks to the student’s level of
development.
Scaled courses of instruction with simpler
content or tasks for freshmen, progressing
in complexity to upper-class or graduate-
level students
The role of the teacher should be that of a
facilitator.
Student-centered pedagogies; flipped
classrooms; online learning; independent
58. rv
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UNDERSTANDING EDUCATIONAL THEORY
19
managing emotions, moving through autonomy to independence,
increasingly
mature interpersonal relationships, establishing identity,
establishing purpose,
and emerging integrity.
Student development theories are evident in our everyday
observations of our
students, whom we know to be highly relational and intensely
focused on inter-
actions with their peers. The communities in which students
choose to associ-
ate shape their collegiate experience significantly, such as co-
curricular groups,
roommates or housemates, romantic partners, or membership in
athletic teams
or performing arts organizations. This relational focus affects
their performance
in our classrooms. Knowing it’s normal for our students to be
preoccupied by
human relationships, we can plan learning experiences that tap
into this power-
ful motivator, such as collaborative learning and group projects.
This knowledge
59. also prepares us to exercise understanding and empathy when
these relationships
impinge on what we expect our students to accomplish. Mature
adults learn how
to manage their personal relationships and still perform their
jobs adequately,
but this is a developmental task most college-age students have
not yet mastered.
Cognitive and Moral Development Theories
Cognitive and moral development theories focus on the ways
people think. Law-
rence Kohlberg’s Theory of Moral Development8 explained that
human beings
progress through six stages occurring at three levels.
Elementary school students
move through the preconventional level, characterized by
obedience to rules set
forth by authority figures. In the second stage, conventional
morality, individu-
als follow social norms, first because they seek the approval of
others and later
because they accept the existence of law and order. The third
stage involves learn-
ing that morality is a social contract and developing a genuine
interest in the wel-
fare of others, leading to an understanding of ethics as a set of
universal principles
such as justice, equality, and respect for human dignity.9
Perry’s Theory of Intellectual and Ethical Development10 also
posits that indi-
viduals move through stages, beginning with Dualism, an
interpretation of the
world as governed by unqualified absolutes of right/wrong or
60. good/bad. This
is followed by Relativism, in which the individual recognizes
multiplicity in the
world and understands that all knowledge is contextual and
relative, developing
analytical thinking skills and the ability to evaluate different
perspectives. Author-
ity is seen as open to question, and individuals are able to
evaluate their own
thinking and to assess their own ideas and the ideas of others.
Perry’s model is
widely accepted among student development professionals, who
regularly see
the important transition between Dualism and Relativism
occurring among the
college students with whom they work.
Students who are still in the dualism phase of their development
are generally
willing to accept whatever their professor has to say as
unmitigated truth, since
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UNDERSTANDING EDUCATIONAL THEORY
20
they retain a belief in authority figures. Students who have
entered the phase of
relativism, however, are more likely to evaluate an instructor’s
statements criti-
cally and to seek additional corroboration, input, or verification
before accepting
information as fact. They are more likely to question course
content, to disagree
with assigned readings, or fail to view the instructor as a source
of consistently
reliable information.
Instructors and university administrators often say they want to
teach
students how to think critically, which is the fundamental skill
of relativ-
ism. Therefore, we cannot simultaneously become offended
63. when we find
ourselves on the receiving end of our students’ questions. Our
best course
of action in those situations is to provide cogent, thorough, and
convincing
explanations, just as we would if we were challenged by a
colleague or by one
of our administrators.
Typology Theories
Typology theories focus on individual differences in how people
view and relate
to the world. These include, or are based on, Carl Jung’s theory
of psycholog-
ical types.11 Jung proposed that human beings primarily receive
information
through either their senses or through intuition. They make
decisions based on
either objective knowledge or subjective feelings. They also
tend to be either
introverted or extroverted. Based on these categories, Jung
identified eight per-
sonality types, which were further developed by Katherine and
Isabel Briggs who
proposed that humans have four primary operational modes that
govern their
flow of energy, how they receive information, how they make
decisions, and the
everyday lifestyle they prefer (extravert/introvert,
sensing/intuitive, thinking/
feeling, judging/perceiving). These theories of personality types
remain prev-
alent, often implemented through assessments such as the
Myers–Briggs Type
Indicator, a self-assessment tool that leads individuals to
64. identify their dominant
personality characteristics.12
Several other typology theories pertain directly to college-age
individuals. For
instance, Astin’s Theory of Involvement states that the greater a
student’s involve-
ment on campus, the more they will persist in their pursuit of
academic success,
influenced by their satisfaction with the campus environment: in
other words,
student involvement is directly linked to learning.13 Typology
theories and their
applications can be useful, especially when advising students
about their choice
of major or career, but assessments such as the Myers–Briggs
Type Indicator,
although popular, might not be generally applicable to a
classroom setting. Rather,
it’s wise for instructors to understand the following:
1. Students have many different personality types, which
subsequently affect
their learning in our classrooms.
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UNDERSTANDING EDUCATIONAL THEORY
21
2. Students’ involvement on campus can help them to be more
successful in
their educational journey.
3. Students bring a number of preexisting cognitive and
experiential
conditions with them when they come to our classrooms, all of
which
affect their learning: past academic experience, family
dynamics, personal
preferences, and much more.
4. The institutional environment, the frequency and quality of
our interac-
67. tions with our students, and the character of students’ individual
effort
will all affect their performance in our classrooms.
To be even more concise: These theories tell us that treating all
students as though
they were the same is mistaken. Just as you and I are different
from one another,
and both of us are different from our colleagues, our students
come to us as indi-
viduals, not as a group. High-quality teaching and learning
require that we offer
the same kind of individual consideration to our students that
we would wish for
ourselves. Sometimes this includes offering the student
additional help or tutor-
ing when course content proves difficult, sometimes we need to
exercise leniency
and compassion, and sometimes the best choice is to stand firm
on course poli-
cies. Speaking from my own experience, I’ve discovered that
erring on the side of
empathy is seldom wrong.
Person-Environment Theories
Person-environment theories consider the relationships that can
be identi-
fied between the individual and the environment. John Dewey’s
Education and
Experience (1938)14 remains a seminal work in this field.
Dewey proposed that
the environment holds a profound and usually unacknowledged
influence on
the individual, leading to formation of habits that control our
behavior and our
68. thinking. Educators who shape the learning environment to
encourage student
participation increase engagement in the task of learning. Social
environments
shape human behavior by involving people in purposeful
activities that entail
specific consequences. Students must learn introspection and
self-awareness to
recognize the impact of the environment on their thinking and
behavior, to eval-
uate this influence, and then to gain a measure of control over
their thoughts
and actions. Dewey was a strong supporter of experiential
education, empha-
sizing the importance of learning by doing rather than by
passive listening. He
also proposed that educators must take into account the
individual differences
between their students, opposing traditional approaches to
education in which a
defined body of preordained knowledge was conveyed
uniformly to all students.
Sandeen (1991)15 built upon Dewey’s work, studying the
environment of higher
education, identifying the sources of influence on college
students as including
clarity and consistency of objectives; institutional size;
curriculum, teaching, and
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UNDERSTANDING EDUCATIONAL THEORY
22
evaluation; residence halls; faculty and administration; and
friends, groups, and
student culture.
The structures of higher education continue to operate on a
model befitting
the Industrial Age rather than the Information Age in which we
now live, elo-
quently explained by Sir Ken Robinson.16 Consider any large
lecture section of
71. a general education course, no matter what academic field:
Students sit in an
auditorium-style room, all facing a stage with a lectern, where
the instructor
stands and delivers course content by talking, sometimes
assisted by visual aids.
Students take notes as quickly as possible, and interaction
between students and
the instructor is minimal, perhaps limited to 5 minutes at the
end of the class
period where the instructor acknowledges a few students’
questions. All students
complete the same assigned readings, take the same
standardized exams, and
write the same papers. The traditional classroom is effectively a
factory designed
to convey knowledge provided by the instructor, ensuring
uniformity. Dewey,
among theorists for the past 80 years, says that we should
question this model of
instructional delivery. As Graham Gibbs (2013) reported,
More than 700 studies confirmed that lectures are less effective
than a wide
range of methods for achieving almost every educational goal
you can think
of. Even for the straightforward objective of transmitting
factual informa-
tion, they are no better than a host of alternatives, including
private read-
ing. Moreover, lectures inspire students less than other methods,
and lead
to less study afterwards.17
We should question, then, why we continue to rely on a method
of instruction
72. that has soundly been proven to be less effective than other
tools at our disposal.
The work of Dewey, Robinson, and Sandeen, among many
others, asks us to con-
sider our practices as educators more thoughtfully.
RELATED THEORIES
Two further theoretical models factor significantly into
discussions of educational
theory.
Maslow’s Hierarchy of Needs
Psychologist Abraham Maslow’s “Hierarchy of Needs”
(1954)18 remains an influ-
ential explanation of human motivation. Maslow proposed that
an individual’s
needs exist in two categories. Deficiency needs must be
satisfied in order of
importance, beginning with the most basic physiological needs:
hunger, thirst,
or other bodily comforts. Next, the need for safety and security
must be met,
followed by the need to belong and to be loved. Finally, an
individual must meet
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UNDERSTANDING EDUCATIONAL THEORY
23
their need for esteem: to achieve, to be competent, and to find
approval and rec-
ognition. Once these deficiencies have been addressed, an
individual can act upon
growth needs. These include cognitive needs to know,
understand, and explore,
followed by an aesthetic need for symmetry, order, and beauty.
An individual can
then move toward self-actualization, or realizing one’s
potential, and finally to
self-transcendence where the individual is able to connect to
something beyond
75. the self and help others to find self-fulfillment. These highest
levels result in wis-
dom, or the ability to know what to do in virtually any situation.
Maslow’s ideas have had a lasting impact on educational theory
because they
align with universal experiences and common sense, which is
why we can eas-
ily see their impact on what we do in our classrooms. We know
from our own
experiences that being physically distressed—hungry, thirsty,
exhausted, too hot
or too cold, among other things—prevents us from learning or
from doing our
jobs well. We know that students who don’t feel safe are too
anxious to learn. We
know that a sense of belonging and the presence of strong
caring relationships in
our lives help us to be more successful in whatever we choose
to do. Every one
of the levels of the hierarchy conveys something we’ve
experienced ourselves.
We should note that Maslow’s work has been criticized as being
too simplistic
and subjective, with some theorists making a point that a person
can become self-
actualized even in poverty, danger, or in other conditions that
prevent basic needs
to be met prior to moving up through the hierarchy.
Nevertheless, it is helpful to
understand Maslow’s concept in order to think about our
students’ needs from a
more comprehensive and holistic perspective.
Bloom’s Taxonomy
76. Next, Benjamin Bloom was an educational psychologist who
created a well-
known and widely accepted structure for classifying levels of
knowledge in higher
education, partially in response to his observation that
university educators relied
much more heavily on lecture and student memorization of
information than on
higher-order cognitive activities.
The taxonomy, originally produced in 1956, organized the goals
of learning,
ranging from the most basic to the most complex: Knowledge,
Comprehension,
Application, Analysis, Synthesis, and Evaluation. This structure
has been widely
used in education for decades, undergoing revision by Lorin
Anderson and David
Krathwohl19 that changed the nouns to verbs, renamed
Synthesis as Creating, and
reordered the categories slightly.
Figure 2.2 shows the current form of the taxonomy.
Bloom observed that the majority of university courses featured
the lower
levels such as recalling facts, while students had fewer
opportunities to demon-
strate higher-order thinking found in the upper levels of this
taxonomy. The low-
est levels of knowledge exist at the base of the pyramid,
ascending to the highest
Mackh, B. M. (2018). Higher education by design : Best
practices for curricular planning and instruction. ProQuest
Ebook
79. Bloom’s taxonomy is foundational to the task of writing
outcomes and objec-
tives for student learning in higher education, so we’ll revisit
this topic in the
chapters that …
1
Chapter 1
Beginning With the
End in MindBeginning With the End in MindBeginning With the
End in Mind
Higher education is populated by dedicated professional
educators who
deliver a high-quality academic experience to their students.
However,
professional development activities related to teaching are
usually lim-
ited to occasional workshops featuring a single skill, such as
creating
a syllabus, techniques for assessment, or new instructional
technolo-
gies. Many of us attended required onboarding seminars for new
faculty
members that provided basic instruction in the teaching
component of
our jobs. Nevertheless, no matter how many workshops or
seminars we
attend, or how experienced we may be, it is not the same as
undergoing
a formal program of study into the art, science, practice, and
skill of
80. teaching.
Faculty members come to their positions as subject-matter
experts, having
earned the highest degrees available in their respective fields
and achieving rec-
ognition as producers of new knowledge through research or
contributors to
culture through creative practice. In fact, these are standard
criteria for virtually
all faculty job postings. Members of the professorate continue
their disciplinary
CHAPTER SUMMARY
n Educational Philosophy
n Backwards Design: Beginning With the End in Mind
n Learning-Centric Teaching and Instructional Design
n Empathy, Definition, Ideation, and Iteration
n Where Next?
n The Design Process
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BEGINNING WITH THE END IN MIND
2
activity throughout their professional lives, with an expectation
that each person
will make ongoing contributions to knowledge or culture.
Furthermore, all faculty members are educators because we
teach stu-
dents the essential skills and knowledge of our academic
disciplines. Our
achievements in research or creative activity strengthen this
expertise, which
we then bring to our classrooms. Professional service further
supports our
83. disciplines and our college or university, consequently
enriching our teaching
as well.
Traditional evaluative criteria for promotion and tenure
generally split fac-
ulty activities into 40% for research, 40% for teaching, and 20%
for professional
service, but in actual practice, we often spend the majority of
our time teaching
or on related tasks such as course development, grading, and
meeting with stu-
dents. According to the National Study of Postsecondary
Faculty (2003),1 teach-
ing and related tasks account for 62% of faculty members’ time,
with 18% spent
on research and 20% on administrative or other tasks. All of
these activities ought
to work in concert, and all of them ultimately support the
success of our alumni
as well as contributing to knowledge and culture. Even when
research is valued
above all other faculty pursuits (which is especially evident at
top-tier research
universities), it also contributes to our graduates’ success across
disciplines, as
shown in Figure 1.1.2
Research, teaching, and service each contribute to student
learning and our
graduates’ eventual success, either directly or indirectly.
1. Research builds upon existing knowledge to create new
learning.
2. Teaching improves and expands student learning.
3. Service translates learning into action that improves
84. communities and
citizens.
Isn’t it curious, then, that we seldom undergo formal training in
educational
theory or in curricular and pedagogical development, despite the
demonstrable
importance of our responsibility to teach? Yet instead of the
prerequisite study
and certification required of many other educators, faculty
members typically
learn to teach by teaching, sometimes assisted by colleagues
and mentors in our
academic disciplines.
Speaking from my own experience, the only preparation I
received for
the first course I taught as a graduate instructor occurred when
my academic
advisor handed me a copy of the former instructor’s syllabus.
He answered
my questions and dropped by my classroom on occasion, but for
the most
part, I was on my own. At the institution I attended for my
doctoral studies,
graduate instructors were first required to serve as teaching
assistants, a task
mainly involving taking attendance and grading papers for the
instructor of
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113. BEGINNING WITH THE END IN MIND
4
record. Once we were given a teaching assignment of our own, a
copy of the
previous instructor’s syllabus and perhaps some verbal advice
were treated as
sufficient preparation for independent teaching. I opted to take
my training a
step further by participating in a TEACH Fellowship, a
competitive program
offered through the university’s Teaching, Learning, &
Professional Devel-
opment Center.3 This yearlong experience included 18 hours of
workshops,
videotaped consultations, two midterm evaluations of teaching
performance,
completion of a teaching portfolio and curriculum design
project. None of
the other graduate instructors in my program chose to take this
step, but
I found it to be a valuable asset to my subsequent teaching both
then and in
my later faculty positions.
This book was written as a way to bridge the gap that I observed
between the
actual practice of teaching and the knowledge that can be
gained through focused
formal study. As a comparison, consumer electronics have
advanced to such high
levels that we can use them intuitively right out of the package.
114. Even so, many
of us have experienced moments of frustration where we can’t
make a device do
what we want it to do, wishing it had come with a detailed
user’s manual. Author
David Pogue and O’Reilly Media produce a series of
publications in response to
this need—the “Missing Manuals”—beginning with Windows
2000 Pro: The Missing
Manual and most currently Switching to the Mac: The Missing
Manual, El Capitan
Edition (2016).4 I’d like you to consider this book in the same
spirit—to be the
guide for teaching in higher education that most educators never
received when
we were given our first teaching assignments. The chapters that
follow will help
those at all levels of experience to design, develop, and deliver
excellent educa-
tional content to their students.
EDUCATIONAL PHILOSOPHY
Much of what we do in our classrooms depends on how we view
our role as
instructors. You’re probably familiar with the debate between
an instructor’s role
as “a sage on the stage” or “a guide on the side.” Some
instructors remain firmly in
the sage-on-the-stage camp, lecturing through every class
period, while students
listen attentively and take copious notes. Conversely, other
instructors rarely lec-
ture at all, allowing students to construct knowledge
independently, intervening
only when the student requests assistance.
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BEGINNING WITH THE END IN MIND
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instructor-centered classroom operates under the assumption
that the instructor
possesses knowledge that she transmits to the students through a
one-way com-
munication. The instructor is responsible for his or her
teaching, and students
are responsible for their own learning. In contrast, a student-
centered classroom
places the student at the forefront of this equation, but this
might raise troubling
issues such as whether the student is a consumer of education
and what respon-
sibility the instructor shares in the student’s acquisition of
knowledge. For exam-
ple, under a completely instructor-centered model, a student
who fails a course
is wholly responsible for his own failure. However, under a
completely student-
centered model, the instructor might be deemed to have failed to
provide ade-
quate instruction rather than the student failing to learn.
Taking a learning-centered approach avoids the problems of
118. these extremes.
In this model, students are neither passive recipients of
transmitted knowledge,
nor are they demanding clients. Likewise, the instructor is
neither the font of all
knowledge nor the students’ servant. The focus of a learning-
centered classroom
is the subject matter of the course as it occurs within a specific
disciplinary con-
text, engaging both the student and the instructor as active
participants. We might
frame learning-centered education as a pedagogical triangle (see
Figure 1.3), in
which the student, instructor, and subject matter exist within a
balanced yet
dynamic relationship occurring in the context of a given
academic discipline.
Therefore, this book adopts a learning-centered educational
philosophy. The
instructor’s primary responsibility is to create and deliver a
learning experience
in which the student is an active participant, aligned with a
particular academic
discipline’s norms and practices and shaped by the instructor’s
application of skill
and knowledge in teaching.
Listening/Note-taking Ac�ve Par�cipa�on
Independent Study
Lecture Facilita�on
Supervision
Instructor Ac�vity
121. BACKWARDS DESIGN: BEGINNING WITH
THE END IN MIND
In his bestseller Seven Habits of Highly Effective Peopl e,
author Stephen Covey rec-
ommends “Habit 2: Begin with the End in Mind.”5 Even though
it’s become some-
what cliché, this isn’t just good advice for life—it’s the first
step toward planning
and designing effective curriculum. Beginning with the end in
mind is like plan-
ning an expedition: First, you choose the destination, then you
plan how you’ll
get there.
In curriculum design, our destination depends on this question:
What skills
and knowledge should our students acquire by the time they
graduate? Just as we
can’t take a road trip without first planning our route, we can’t
achieve the goal
of producing well-educated graduates unless each course
deliberately aligns with
that goal, leading students step by step toward the excellence
we want them to
achieve. When applied to higher education, this is called
backwards design.6
Before we go further, let’s stop and consider why we’re talking
about this. In
higher education, where colleges and universities have clearly
defined educational
missions, we want our students to do more than just memorize
facts—we want
them to become accomplished disciplinary practitioners who
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BEGINNING WITH THE END IN MIND
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explain what our students must know and be able to do by the
time they gradu-
ate; in the learning experiences we design that facilitate our
students’ successful
attainment of these outcomes; and in the deepening of our
knowledge of educa-
tional theory and philosophy that will allow us to improve in
our instructional
delivery and better fulfill our duty as educators.
Understandably, research and creative practice receive a great
deal of empha-
sis as major contributors to our professional reputations and the
status of the
institutions where we teach, whereas excellence in teaching
lacks comparable
prestige. Nevertheless, the impact of our teaching extends far
beyond the final
exam, shaping our students’ academic experience for good or
ill. No matter how
renowned we may be in our chosen fields, these
125. accomplishments cannot benefit
our students at all if we lack the ability to translate our
disciplinary expertise into
relevant and impactful instruction. Shouldn’t we, therefore,
devote at least as
much passion, energy, and curiosity to our teaching as we do to
our other disci-
plinary engagements?
Nothing prohibits us from continuing to teach as usual.
Attempting to change
our professorial habits is a far greater challenge, yet there is
much to be gained in
the attempt. Certainly, it can be awkward and frustrating to
change longstanding
habits, but by choosing to reach beyond what’s comfortable to
what’s possible, we
will benefit our students, our institutions, and ourselves as well.
LEARNING-CENTRIC TEACHING AND
INSTRUCTIONAL DESIGN
Traditional approaches to teaching and learning focus on the
subject-matter
knowledge and expertise that an instructor conveys to his or her
students. When
we shift the emphasis to our students’ learning, we must also
enter into a mindset
of innovation since we are diverging from long-established
procedures and habits
of mind in higher education.
Innovation exists within a three-part framework, represented in
Figure 1.4.
Desirability is the human factor in innovation. The outcomes we
seek through
126. our teaching and curriculum design must be attractive and
beneficial to our stu-
dents and to the institution for which we work, but they must
also be of personal
benefit at some level. In other words, our efforts must lead to a
course that stu-
dents want to take, that our institution wants to offer, and that
we want to teach.
Viability refers to the institutional framework within which our
efforts occur.
Our plans and goals must be compatible with the mission,
vision, and values
of our institutions. They must also align with existing policies,
procedures, and
administrative requirements in our departments, colleges,
schools, and the insti-
tution at large. For example, a planned course relying on co-
teaching will not
be viable if one of the cooperating faculty member’s home
departments cannot
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BEGINNING WITH THE END IN MIND
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provide a way for the instructor to receive credit for a course
taught outside
normal channels.
Feasibility is the third side of our triangle. Even when we can
clearly envi-
sion what we hope to achieve and can prove it fits within our
given institu-
tional context, we must also be able to bring our vision to life.
This involves
financial resources, administrative support, faculty
participation, availability
of facilities, as well as things like scheduling and registration.
For instance, if
an elective course designed for students majoring in a particular
discipline is
129. scheduled at the same time as a course required for the major,
students cannot
enroll regardless of the careful planning and preparation that
went into the
course’s creation.
EMPATHY, DEFINITION, IDEATION,
AND ITERATION
Empathy is the cornerstone of innovation and the main
component in the desir-
ability of a product. Just think: Why do people stand in line for
days before a
new Apple product’s launch? Because Apple has mastered the
art of empathy. The
company’s focus on desirability leads to products that people
are passionate about
owning. This is atypical in most commercial ventures. For
instance, I used to own
a sedan that looked great on the outside, but it was so poorly
designed internally
that it took my mechanic 14 hours to dismantle the vehicle just
to change a leak-
ing $5 transmission gasket. He was so frustrated by the
attempted repair that he
refused to work on the car again. Apple’s focus on customer
experience trans-
lates into huge sales, whereas the automotive manufacturer’s
focus on making a
visually attractive yet internally flawed product was ultimately
self-destructive—
production on that model ceased after just a few years.
Viability
FeasibilityDesirability
132. 9
Higher education, of course, doesn’t operate under the same
parameters as
companies that produce telephones and automobiles, yet
empathy-driven inno-
vation occurs across a broad range of contexts. Service-based
settings like health
care, social services, and government agencies’ attempts to
envision the client’s
needs or wants result in a better user experience. Hospitals, for
example, now
allow patients to preregister for medical procedures, handling
paperwork over
the phone or online rather than making patients wait in line and
then sit at a reg-
istrar’s desk for an hour or more on the day of their procedure.
Attention to the
human element of a bureaucratic process increased efficiency
and reduced stress
for all concerned.
In this same way, higher education benefits from an empathy-
driven perspec-
tive. Curriculum designed with the student in mind more fully
aligns with a
learning-centered model of education. In the field of design,
this is known as user
experience—a process built on empathy.
Learning-centered course design requires that we know our
students as fully
as possible. Those of us who have been teaching for many years
know that stu-
dents today are much different than we were ourselves, and they
also differ from
133. the students we may have taught early in our careers. Higher
education itself has
also changed, especially in terms of public perception, which
directly impacts
how our students view their educational experience.
In the not-so-distant past, a bachelor’s degree in virtually any
field offered
sufficient proof that someone was well-equipped for
professional-level employ-
ment because this credential was comparatively rare: Just 25%
of the US pop-
ulation completed high school in 1940, and only 5% of the US
population held
a bachelor’s degree or higher,7 giving a college graduate a
distinct edge in the
job market. By 2015, however, 88% of the US population
attained a high school
diploma, and 33% earned a bachelor’s degree or higher.8 In
other words, it’s
more common to hold a bachelor’s degree today than it was to
graduate from
high school in 1940.
The increasing ubiquity of a college degree is exacerbated by
the rising cost
of higher education and by changing attitudes of parents,
students, and legisla-
tors. Many students and their parents incur significant debt to
finance the cost
of a degree, all in the hope that the student will exit college
with the ability to
secure a well-paying job. Whether or not we educators know
that the educational
experiences our courses offer are intrinsically valuable, it is
difficult for others
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BEGINNING WITH THE END IN MIND
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degree will prepare a student for a career, but our students
themselves place
less value on educational experiences when they cannot see how
they might be
personally relevant.
Educators, however, continue to believe that students should
accept our dis-
ciplinary expertise as sufficient reason to trust that what we
teach is important
and expect students to make their own connections between
classroom learning
and their eventual careers. Empathy exercised within a learning-
centered model
of education challenges this traditional stance. For just a
moment, let’s put our-
selves in the place of our students. Imagine you were told that
you had to under-
take mandatory professional development by completing a 3-
credit hour course.
Because you will not be reimbursed for tuition, you enroll in an
online course
through a public university, at a cost of $1,000. This is a
significant expense, not
137. to mention that you’ll have to pay for books and materials on
top of the tuition,
increasing your cost by an additional $200. Now imagine that
the course instruc-
tor never explains why this course is required and makes no
connection to your
professional development. Would you be frustrated and
annoyed? Perhaps even
resentful? I know I would.
When we imagine ourselves in a scenario such as the prior
example, we can
experience empathy for our students and, consequently, begin to
approach our
teaching from a more learning-centric model. If we were to
benefit from the
mandatory training in the previous example, we would need to
know why it’s
important, how we could apply the course content to our
professional lives, and
what we were actually supposed to learn. This why, how, and
what of instruction
is essential. Should it be any different for our own students?
On a macro level, our course planning must consider why our
students need
to know the concepts we intend to teach, how we will convey
this information
to them, and what learning experiences and assessments will
allow them to learn
what we’re teaching and let us measure their learning. This
process encompasses
all of the components we associate with course design: writing
outcomes and
objectives, textbook selection, creating assignments and
assessments, and so on.
138. As we work through these steps, we repeatedly engage empathy
and definition on
a micro level with each decision we make about the course.
Why will this par-
ticular textbook best help my students to learn? How should I
create this rubric
to evaluate their group presentations? What should students be
able to do by the
time they take the final exam?
The first time we teach the course that we planned can serve as
a prototype,
allowing us to test our instructional strategies to determine
whether students
successfully acquired the skills and knowledge we intended to
convey. Each time
we teach the course thereafter is a new opportunity to refine our
instructional
methods. These iterations allow us to …