A2 media ilp map 1
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This is a individual learning plan for A2 media; to track my progress throughout the phases of my project.
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A2 Media ILP - Map 1
Individual Learning Plan for Amy Jane Ivison Kirby in Media Studies. Her aspirational grade is a B but her induction assessment grade was a D. Her short term goals are to keep her blog updated by October 17th, attend every lesson, and spend time outside of lessons working on her blog. Her long term goal is to achieve her aspirational grade of B by the end of the course by sticking to her target goals and getting the most from each lesson.
1 ilp
Paige Stephens' individual learning plan identifies goals to improve her grade in A2 Media Studies. Her short term goals are to attend all lessons to maintain 95% attendance, arrive on time to stay caught up, and spend free time updating her blog to meet deadlines. Her long term goal is to achieve a grade B by the end of the A2 course by following her short term targets and completing all assignments to the highest standard.
As media ilp map 1
Tyler Salisbury's individual learning plan outlines goals and targets for their AS Media Studies course. Their aspirational grade is an induction assessment grade of C. Short term goals include continuing to develop analysis of texts, completing Photoshop tutorials to increase software confidence, and developing camera control. The long term goal is to improve analysis, camera techniques, and Photoshop skills to achieve their aspirational grade by the end of the course.
A2 media ilp map 1
Adam Day is a student taking A2 Media Studies. His aspirational grade is a B but his initial assessment scored a Level 1 (6/10). His individual learning needs include reworking parts of his coursework to achieve a higher grade. He learns best working alone without distractions. His short term goals are to do more work at home to meet deadlines, apply relevant media theories in his answers, and include more detail in his work, especially analyses. His long term goal is to dedicate free time at college and home to complete coursework to a high standard to achieve his target grade of a B by the end of the course.
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Lesson 7 Pre instructional Skills
This document discusses preinstructional skills and objectives for teaching. It emphasizes establishing clear objectives that describe what will be taught, teaching towards achieving those objectives, and then evaluating if the objectives were met. If objectives are not achieved, the teacher should choose a different approach or alter the objectives. Goals are broader statements about the overall purpose of schooling or a course, while objectives are more specific. The document also provides examples of instructional tools like films and mock-ups that should be used for a specific teaching purpose and with students informed of what to look for. Key grammar and vocabulary are defined. As homework, students are asked to observe classroom instructional media use.
Deliberate practice ppt draft
- Participants will create name tags with their name and school role. New staff should put a star by their title.
- The session will focus on deliberate practice, including reading about a swim coach example and developing a growth plan.
- Participants will understand deliberate practice and be able to execute it in schools by setting goals, engaging in focused practice, receiving feedback, and observing teaching.
- Groups will brainstorm a support plan for teachers using deliberate practice throughout the year.
Planning training
The document outlines the six steps of planning training courses which are to define the task, identify resources, consider alternatives, create a plan, work the plan, and evaluate in order to ensure training courses are well organized, have clear objectives, anticipate challenges, and continuously improve through evaluation. It also discusses the importance of planning, benefits of good planning, and the two types of plans - short-range and long-range - that are used for training.
Recommended
A2 Media ILP - Map 1
Individual Learning Plan for Amy Jane Ivison Kirby in Media Studies. Her aspirational grade is a B but her induction assessment grade was a D. Her short term goals are to keep her blog updated by October 17th, attend every lesson, and spend time outside of lessons working on her blog. Her long term goal is to achieve her aspirational grade of B by the end of the course by sticking to her target goals and getting the most from each lesson.
1 ilp
Paige Stephens' individual learning plan identifies goals to improve her grade in A2 Media Studies. Her short term goals are to attend all lessons to maintain 95% attendance, arrive on time to stay caught up, and spend free time updating her blog to meet deadlines. Her long term goal is to achieve a grade B by the end of the A2 course by following her short term targets and completing all assignments to the highest standard.
As media ilp map 1
Tyler Salisbury's individual learning plan outlines goals and targets for their AS Media Studies course. Their aspirational grade is an induction assessment grade of C. Short term goals include continuing to develop analysis of texts, completing Photoshop tutorials to increase software confidence, and developing camera control. The long term goal is to improve analysis, camera techniques, and Photoshop skills to achieve their aspirational grade by the end of the course.
A2 media ilp map 1
Adam Day is a student taking A2 Media Studies. His aspirational grade is a B but his initial assessment scored a Level 1 (6/10). His individual learning needs include reworking parts of his coursework to achieve a higher grade. He learns best working alone without distractions. His short term goals are to do more work at home to meet deadlines, apply relevant media theories in his answers, and include more detail in his work, especially analyses. His long term goal is to dedicate free time at college and home to complete coursework to a high standard to achieve his target grade of a B by the end of the course.
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Lesson 7 Pre instructional Skills
This document discusses preinstructional skills and objectives for teaching. It emphasizes establishing clear objectives that describe what will be taught, teaching towards achieving those objectives, and then evaluating if the objectives were met. If objectives are not achieved, the teacher should choose a different approach or alter the objectives. Goals are broader statements about the overall purpose of schooling or a course, while objectives are more specific. The document also provides examples of instructional tools like films and mock-ups that should be used for a specific teaching purpose and with students informed of what to look for. Key grammar and vocabulary are defined. As homework, students are asked to observe classroom instructional media use.
Deliberate practice ppt draft
- Participants will create name tags with their name and school role. New staff should put a star by their title.
- The session will focus on deliberate practice, including reading about a swim coach example and developing a growth plan.
- Participants will understand deliberate practice and be able to execute it in schools by setting goals, engaging in focused practice, receiving feedback, and observing teaching.
- Groups will brainstorm a support plan for teachers using deliberate practice throughout the year.
Planning training
The document outlines the six steps of planning training courses which are to define the task, identify resources, consider alternatives, create a plan, work the plan, and evaluate in order to ensure training courses are well organized, have clear objectives, anticipate challenges, and continuously improve through evaluation. It also discusses the importance of planning, benefits of good planning, and the two types of plans - short-range and long-range - that are used for training.
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1) Self-reflection on connecting with students through communication and participation in meetings and training.
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3) Conferences with Division Directors or Instructional Leaders to discuss performance and questions.
4) Spot checks by Instructional Leaders to evaluate asynchronous and synchronous student connections.
5) Bi-weekly coaching feedback from Instructional Leaders and occasional coaching from other leaders.
Merit 2
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ILP
Gillian Ferries is taking an A2 Media Studies course and her initial assessment grade was 60%, a C. Her aspirational grade is a B or A. To improve, she will attend weekly additional support sessions and focus on her attendance, concentration, and completing extra work outside of lessons. Her short-term goals are to attend all lessons, avoid distractions while working, and finish work that cannot be completed in lessons. Her long-term goal is to achieve her aspirational grade by putting full effort into all tasks, including detailed research, and being creative in planning and production.
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Introducing NTU Libraries’ outcomes based learning approach
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29 January 2015
NTU Art, Design & Media (ADM) subject librarians implemented outcomes-based learning for their workshop design where previously the workshops were content-driven and focused heavily on slides. They began writing learning outcomes when planning library instructional programs. The librarians implemented learning outcomes when they were invited to conduct a workshop for all first year students in the foundation course, “Introduction to histories of Western art” in August 2013 and subsequent workshops.
At the end of the academic year, the university’s Teaching, Learning & Pedagogy Division conducted 3 half-day training sessions for all NTU Librarians. The training sessions included a refresher on writing learning-outcomes and also went more in-depth by introducing Bloom’s Taxonomy, formative assessment, and assessment criteria.
This prompted ADM Librarians to further refine the design of the future outcomes-based workshops for by introducing these three new items:
1) Envisioning the ‘successful student’ - The librarians wrote a description of a ‘successful student’ when planning the library workshop to help determine the overall purpose of the library workshop. The statement was also shared with the course instructors and tutors to make sure that the library’s objectives aligned with theirs.
2) Matching the learning outcomes to cognitive skills from Bloom’s Taxonomy - In doing so, it was determined that the learning outcomes for the second round of workshops were adjusted accordingly to achieve higher cognitive skills for the students.
3) Designing activities based on the ‘formative assessment’ and ‘expected outcomes’ concepts- The assessment activities helped to determine whether the students actually achieved the learning outcomes. If it did not, the feedback received was useful to refine future workshops
These have become the basis whenever library workshops are designed by ADM Librarians. The workshops’ activities and presentations had to align with the set of learning outcomes. By working on these together with the course instructors, this ensured that the workshops were more focused rather than covering a wide range of topics. It also ensured that the students learn what the librarians and instructors had decided upon and provides feedback and assessment on whether the lessons taught were useful for the students. The feedback received from the students is encouraging as they mention that they had picked up useful information and tips even beyond the learning outcomes.
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- Observing teachers' classes to assess needs and classify teachers into tutors/coaches or those needing training
- Preparing for observations by understanding class level, size, objectives and setting
- Conducting 1-2 hour observations and providing structured feedback using a rubric
- Discussing feedback by highlighting strengths, areas for improvement, and setting an action plan
- Providing up to 4 months of additional training if needed but removing teachers who refuse changes
- Conducting a follow up observation with the same trainer to assess improvement
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This document outlines the learning objectives and content of a Train the Trainer course. The course aims to teach participants how to identify the characteristics of an exceptional trainer, conduct engaging training sessions, and design effective training programs. It covers topics such as learning styles, communication skills, instructional design, and evaluation. The course is divided into two parts: the first focuses on facilitation skills like presentation techniques, creating an interactive environment, and using training aids. The second part teaches how to develop a training course by addressing principles of adult learning, writing objectives, planning workshops, and assessing outcomes. Participants will give practice presentations to demonstrate their understanding.
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Diagnostic testing & remedial teaching
1. Diagnostic testing identifies specific learning difficulties or errors students are making through detailed analysis.
2. The areas of difficulty are then located to diagnose the underlying cause of slow learning.
3. Remedial teaching provides targeted instructional material and drills to help students improve the deficient skills revealed by diagnostic testing.
How to handle weak students
Slow learners have normal physical abilities but struggle with schoolwork. They want to learn but have difficulties with the learning process. Teachers must be patient and use repetition, success-oriented activities, relating topics to real life, and varying instructional techniques. Assessments for slow learners should be step-by-step and focus on building confidence.
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This social studies lesson plan evaluation provides feedback on several areas. It notes that the curriculum expectations are taken from ministry documents but are not well addressed. It recommends using the achievement chart to create clear learning goals focused on knowledge, thinking, communication or application. The assessment strategies and tools should capture whether expectations and goals are fulfilled but these are not provided. Differentiation strategies of accommodation and extension are mentioned but not explained. Required materials are listed but a professional looking plan is recommended. The instructional plan outlines time allotted to setting the stage, the core activity, consolidation, applying the new learning and debriefing but connections between elements are missing and Bloom's taxonomy level is not clear. The reflection cites a need for specific evidence when discussing
Teacher Evaluation Process
The NCVPS teacher evaluation process has 5 parts to help determine support and professional development needs:
1) Self-reflection on connecting with students through communication and participation in meetings and training.
2) Setting goals and objectives in a VTAP plan to focus on for the semester related to self-reflection.
3) Conferences with Division Directors or Instructional Leaders to discuss performance and questions.
4) Spot checks by Instructional Leaders to evaluate asynchronous and synchronous student connections.
5) Bi-weekly coaching feedback from Instructional Leaders and occasional coaching from other leaders.
Merit 2
This document outlines the objectives and tasks for a personal and professional development course. The objectives are to:
1) Identify skills and knowledge gained from the course and placement.
2) Compare and contrast knowledge gained from the course and placement.
3) Consider skills and knowledge still needed to be acquired in the future.
The tasks involve cataloging current skills and knowledge, and those gained from the course and placement. Students also reflect on progress towards goals and skills still needed for the future.
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This document outlines the objectives and tasks for Pass 4 of a personal and professional development course. Students are asked to review their progress towards goals set in Pass 3, provide evidence of progress, and discuss whether goals have been met or need to be adjusted. If goals have not been met, students should set a new target date. The task is to write a review of progress towards originally set goals and how priorities may have changed.
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this presentation is all about the some types of lesson plan from the definition of each types and each parts and functions...
Blended Course Wkbk chap 2
The document provides guidance on writing course goals and learning objectives for blended course design. It advises reflecting on how course goals and learning objectives will be communicated to students. Course goals should reflect overarching ideas and essential questions for the course, while learning objectives should be measurable and target specific aspects of student performance. The document also recommends aligning goals and objectives with department/program goals and considering technology-specific objectives.
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This document provides guidance for an assignment evaluating a student's personal and professional development over a two-year health and care program. Students are instructed to identify their personality traits when starting the program and how these relate to their career choice. They should then evaluate how their personality and experiences with the college, course units, and placements have influenced their development. For each category, students are asked to discuss what was positive or negative, suggestions for improvement, and how the experiences helped their development. The overall aim is for students to professionally evaluate their growth during the program.
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This document outlines the tasks and objectives for a student's final assignment to earn a distinction in a health and social care course. The student must evaluate their own personal and professional development over the two-year program. They are instructed to consider how their personality traits led them to this career, and if those traits have changed. The student must also evaluate their experience at Middlesbrough College, the course and units, and their placements. They need to judge what was positive or negative about each, and how each influenced their professional growth. The overall aim is for the student to write a professional evaluation of their development through the program.
ILP
Gillian Ferries is taking an A2 Media Studies course and her initial assessment grade was 60%, a C. Her aspirational grade is a B or A. To improve, she will attend weekly additional support sessions and focus on her attendance, concentration, and completing extra work outside of lessons. Her short-term goals are to attend all lessons, avoid distractions while working, and finish work that cannot be completed in lessons. Her long-term goal is to achieve her aspirational grade by putting full effort into all tasks, including detailed research, and being creative in planning and production.
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This document provides an overview of the "Navigation 101" curriculum which aims to develop 5 attributes in middle school students to make them college and career ready. The 5 attributes are self awareness, knowledge of post-secondary options, having a meaningful post-secondary plan, attaining necessary credentials, and acquiring financial readiness. The middle school focus is on self awareness, awareness of work/education, academic skills, creating a high school plan. Lessons have 3 parts and produce work for a student portfolio with 4 sections. Students will lead conferences discussing their life plans using the portfolio and 5 attributes.
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The document outlines a 7 step financial planning process, with the 4th step focusing on creating a college financial plan with a financial aid advisor to be comfortable with, and also creating a personal budget to track income and spending during college.
Guide to Student Portfolios
Student portfolios are used at Cascade Middle School to celebrate student achievement throughout the year. Portfolios allow students to keep a permanent record of their work and demonstrate mastery of learning goals. Students take ownership of their learning by setting goals, evaluating their own progress, and reflecting on what they have learned. In contrast to traditional grading, portfolios emphasize student self-assessment and show documentation that learning standards have been met.
Introducing NTU Libraries’ outcomes based learning approach
Presented at the Information Literacy Seminar @ Li Ka Shing Library, Singapore Management University
29 January 2015
NTU Art, Design & Media (ADM) subject librarians implemented outcomes-based learning for their workshop design where previously the workshops were content-driven and focused heavily on slides. They began writing learning outcomes when planning library instructional programs. The librarians implemented learning outcomes when they were invited to conduct a workshop for all first year students in the foundation course, “Introduction to histories of Western art” in August 2013 and subsequent workshops.
At the end of the academic year, the university’s Teaching, Learning & Pedagogy Division conducted 3 half-day training sessions for all NTU Librarians. The training sessions included a refresher on writing learning-outcomes and also went more in-depth by introducing Bloom’s Taxonomy, formative assessment, and assessment criteria.
This prompted ADM Librarians to further refine the design of the future outcomes-based workshops for by introducing these three new items:
1) Envisioning the ‘successful student’ - The librarians wrote a description of a ‘successful student’ when planning the library workshop to help determine the overall purpose of the library workshop. The statement was also shared with the course instructors and tutors to make sure that the library’s objectives aligned with theirs.
2) Matching the learning outcomes to cognitive skills from Bloom’s Taxonomy - In doing so, it was determined that the learning outcomes for the second round of workshops were adjusted accordingly to achieve higher cognitive skills for the students.
3) Designing activities based on the ‘formative assessment’ and ‘expected outcomes’ concepts- The assessment activities helped to determine whether the students actually achieved the learning outcomes. If it did not, the feedback received was useful to refine future workshops
These have become the basis whenever library workshops are designed by ADM Librarians. The workshops’ activities and presentations had to align with the set of learning outcomes. By working on these together with the course instructors, this ensured that the workshops were more focused rather than covering a wide range of topics. It also ensured that the students learn what the librarians and instructors had decided upon and provides feedback and assessment on whether the lessons taught were useful for the students. The feedback received from the students is encouraging as they mention that they had picked up useful information and tips even beyond the learning outcomes.
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The document discusses how to introduce peer lesson observations for teacher training. It provides details on:
- Observing teachers' classes to assess needs and classify teachers into tutors/coaches or those needing training
- Preparing for observations by understanding class level, size, objectives and setting
- Conducting 1-2 hour observations and providing structured feedback using a rubric
- Discussing feedback by highlighting strengths, areas for improvement, and setting an action plan
- Providing up to 4 months of additional training if needed but removing teachers who refuse changes
- Conducting a follow up observation with the same trainer to assess improvement
Training the trainers course outline
This document outlines the learning objectives and content of a Train the Trainer course. The course aims to teach participants how to identify the characteristics of an exceptional trainer, conduct engaging training sessions, and design effective training programs. It covers topics such as learning styles, communication skills, instructional design, and evaluation. The course is divided into two parts: the first focuses on facilitation skills like presentation techniques, creating an interactive environment, and using training aids. The second part teaches how to develop a training course by addressing principles of adult learning, writing objectives, planning workshops, and assessing outcomes. Participants will give practice presentations to demonstrate their understanding.
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Introducing NTU Libraries’ outcomes based learning approach
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Teaching is an art. It demands a lot of expertise and patience while checking notebooks. Errors are integral parts of learning process. Do not create error threatening environment; at the same time sensitize your learners gradually to write accurately and fluently. In order to achieve an effective error correction method, it is very important for teachers to have a clear understanding of the nature of errors. As Corder (1967, cited in Cook, 1995: 22) Rajeev Ranjan
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The document describes characteristics of slow learners and learning disabilities. Slow learners function below grade level, have poor social skills, struggle with multi-step tasks, live in the present, and learn slowly. Learning disabilities can affect language, sensory perception, executive functions, memory, reasoning, and spatial skills. The document provides tips for teaching slow learners such as emphasizing strengths, short lessons, hands-on work, and repetition.
Slow learner
The document discusses characteristics and techniques for teaching slow learners and backward children in mathematics. It defines backward children as those unable to do work at the level of their peers and whose educational attainment is lower than their capabilities. Characteristics include lower mental than chronological age, inability to keep pace in class, and difficulties with abstraction, logic, and detecting errors. The document recommends techniques for teachers such as not overloading slow learners, using audiovisual aids, extra classes, deductive teaching methods, and breaking questions into simple parts.
Diagnostic testing & remedial teaching
1. Diagnostic testing identifies specific learning difficulties or errors students are making through detailed analysis.
2. The areas of difficulty are then located to diagnose the underlying cause of slow learning.
3. Remedial teaching provides targeted instructional material and drills to help students improve the deficient skills revealed by diagnostic testing.
How to handle weak students
Slow learners have normal physical abilities but struggle with schoolwork. They want to learn but have difficulties with the learning process. Teachers must be patient and use repetition, success-oriented activities, relating topics to real life, and varying instructional techniques. Assessments for slow learners should be step-by-step and focus on building confidence.
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Similar to A2 media ilp map 1
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This document outlines Lydia Marley-Lawson's individual learning plan for her AS Level Media Studies course. It identifies her preferred learning style of working independently after being instructed. Her short term goals are to maintain 95% attendance, update her class blog to be current, and ensure all homework is completed on time and to a high standard. Her long term goal is to achieve an A grade by the end of the AS course by working hard in lessons, completing extra work, and maintaining excellent attendance and punctuality.
1 ILP
Paige Stephens' individual learning plan outlines goals to improve her grade in A2 Media Studies. Her short term goals are to attend all lessons to maintain 95% attendance, arrive on time to stay caught up, and spend spare time updating her blog to meet deadlines. Her long term goal is to achieve a grade B by the end of the A2 course by following her short term targets and completing all assignments to the highest standard.
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Tyler Salisbury is taking AS Level Media Studies and has identified areas for improvement based on an initial assessment. His short term goals are to continue developing his level of analysis when discussing texts, complete Photoshop tutorials to increase his skills with the software, and develop better control of the camera. His long term goal is to achieve a grade of C or higher in AS Media Studies by the end of the course.
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Lesson Planning
This document provides an overview of how to plan an effective English language lesson. It discusses key components of a lesson plan including objectives, stages (warm-up, introduction, presentation, etc.), materials, procedure, timing and assessment. An effective lesson plan sets out what the teacher aims to achieve, how they will structure the lesson through its various stages, and how they will evaluate if the objectives were met.
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Emel Combey-Yildiz's Individual Learning Plan outlines her targets and action plan for Media Studies. Her aspirational target grade is a B by the end of her AS course. Her long term goal is to pass the AS course. Her SMART targets to achieve this goal include handing in her history of a genre assignment by Tuesday, completing all work when due to the highest standard possible. Her action plan is to revise and complete work when needed to ensure she passes her AS Media Studies course.
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The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
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[1] The document discusses instructional planning frameworks, specifically comparing a traditional framework (B) to Understanding by Design (UbD) (framework A).
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Activity 4.5 Form B Blueprint for a Selected Response Assessmen.docx
Activity 4.5 Form B: Blueprint for a Selected Response Assessment
1
Appendix
2
Appendix
5
Learning Targets
Problem #s
Total Points
Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2e
Learning Teams Facilitation Guide and Activities & Resources
Copyright © 2012 by Pearson Education, Inc., All rights reserved.
Activity 4.5 Form A: Blueprint for a Test with Multiple Assessment Methods
1
Appendix
2
Appendix
5
Unit:
Learning Targets
Target Type
Assessment Method
Percent Importance
Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2e
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Copyright © 2012 by Pearson Education, Inc., All rights reserved.
Activity 4.4 Audit an Assessment for Clear
1
Learning Targets
Activity 4.4 Audit an Assessment for Clear Learning Targets
2
Appendix
3
1.Analyze the assessment item by item or task by task.
Problem
or Task
Learning Assessed
# of Points
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
2.Organize the learning targets into a test blueprint.
Learning Target
Item #s
# of Points
3.Question the blueprint.
Does this match what you taught and what you expected students to learn?
· Are some learning targets overrepresented? If so, which one(s)?
· Are some learning targets underrepresented? If so, which one(s)?
· Are any important learning targets you taught left out? If so, which one(s)?
· Do all items on the test align directly with the content standards you have taught?
Does the sample represent the learning appropriately?
· Does the number of points for each learning target represent the amount of time you spent on it relative to the whole? If not, which ones are out of balance?
· Does the number of points for each learning target represent its relative importance within the whole? If not, which ones are out of balance?
4.Adjust the blueprint, as needed.
· Add or delete learning targets to reflect what you taught and what you deemed most important to learn and assess.
· Adjust the numbers in the “# of Points” column on the table to reflect the amount of time you spent teaching each learning target and each target’s relative importance to the content as a whole.
Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2e
Learning Teams Facilitation Guide and Activities & Resources
Copyright © 2012 by Pearson Education, Inc., All rights reserved.
Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2e
Learning Teams Facilitation Guide and Activities & Resources
Copyright © 2012 by Pearson Education, Inc., All rights reserved.
Activity 4.3 Audit an Assessment for Clear Purpose
2
Appendix
2
Appendix
5
Name of Assessment:
FORMATIVE
Who will use the information?
FORMCHECKBOX
Teacher
FOR ...
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edited Leveling-of-Expectation FOR INSET
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1. The session objectives which are for participants to express expectations, identify outputs and outcomes, and understand training objectives.
2. An introductory activity where participants complete a worksheet individually to share what they know, what will make the training successful, expectations after training, and preparations made.
3. The training objectives which are to evaluate school progress and support teacher professional development and learning in 7 domains outlined in the Professional Standards for Teachers.
4. Target outcomes including understanding educational programs and projects, continuous professional learning, mid-year performance review, assisting all student types, and connecting teaching to learning outcomes.
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- A discussion of how to write SMART goals and learning objectives using Bloom's Taxonomy, including the ABCD method of specifying the Audience, Behavior, Condition, and Degree.
- Examples of well-written and poorly written objectives.
- An activity where participants work in pairs to write their own objective for a lesson using the guidelines discussed.
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