The portfolio brings together the two site-based projects and any additional information that students may wish to offer regarding their competence as school leaders and managers.
The portfolio brings together the two site-based projects and any additional information that students may wish to offer regarding their competence as school leaders and managers
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...Prof. Tafida Ghanem
This document outlines a research project that aims to design a multidisciplinary unit of study for 6th grade students in Egypt. It aims to promote skills like productivity and accountability through a project-based learning approach. The current curriculum is analyzed as breaking down knowledge and neglecting 21st century skills. The research methodology includes developing a skills questionnaire, studying an experimental group versus a control using the new unit, and determining the multidisciplinary unit framework. The unit would integrate subjects like language arts, science, math, arts and technology around the theme of exploring life in the agriculture environment.
This document outlines the steps for participants to collaboratively develop open educational resources based on a competence framework. Participants will be required to produce Moodle courses and learning objects to be used with their students. They will work in teams to 1) determine the theme or learning outcomes, 2) define the competencies, knowledge and skills, 3) develop learning activities and resources, and 4) create and share the open educational resources using tools like Moodle and FreeLOms.
International Cooperation Programs for ICT Application in Basic Education of ...Bodong Chen
This document summarizes and evaluates several international cooperation programs that aimed to promote the application of information and communication technologies (ICT) in basic education in China. It finds that the programs helped train millions of teachers, improve ICT literacy, introduce new educational philosophies and concepts, and develop educational resources. However, it also notes that some programs lacked sustainability and failed to fully understand the local context.
The Dynamic Instructional Design (DID) model is a 6-step iterative process for instructional design based on continual feedback. The 6 steps are: 1) Know the Learners, 2) Articulate Objectives, 3) Establish the Learning Environment, 4) Identify Teaching and Learning Strategies, 5) Select Technologies, and 6) Evaluate and Revise the Design. Each step contains opportunities for feedback and revision within the step and across the entire process. The goal is to continually improve the design based on assessment of student learning and reflection on the design process.
The document provides an overview of the Massachusetts Model System for Educator Evaluation, specifically the Teacher Rubric. The rubric contains 4 standards - curriculum, planning and assessment; teaching all students; family and community engagement; and professional culture. Each standard has multiple indicators and elements that further define the actions and behaviors of teachers at different performance levels of unsatisfactory, needs improvement, proficient and exemplary. The rubric is intended to guide self-assessment, goal setting, evidence collection and performance ratings for teachers throughout the evaluation cycle.
This document outlines a training program for faculty at the Community College of Baltimore County to become effective facilitators for distance learning courses. The program will train instructors from various disciplines in skills like online student engagement, interactive teaching techniques, and using the course management system. Trainees will progress through stages of learning about distance education technologies and pedagogies, experimenting with implementing activities in their own online course, collaborating with peers, and eventually becoming leaders who can train other instructors. The effectiveness of the training will be evaluated through surveys of facilitators and students.
The document outlines staff development plans for training teachers on the ClassWorks and AWARE technology programs. It includes two staff development sessions, one focused on ClassWorks and one on AWARE. Each session includes the trainers, goals, attendees, length, activities, and assessment. The document also includes information from the Campus Improvement Plan relating to using funds to create a ClassWorks lab, train teachers on the programs, and use the tools to support math and reading skills.
The portfolio brings together the two site-based projects and any additional information that students may wish to offer regarding their competence as school leaders and managers
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...Prof. Tafida Ghanem
This document outlines a research project that aims to design a multidisciplinary unit of study for 6th grade students in Egypt. It aims to promote skills like productivity and accountability through a project-based learning approach. The current curriculum is analyzed as breaking down knowledge and neglecting 21st century skills. The research methodology includes developing a skills questionnaire, studying an experimental group versus a control using the new unit, and determining the multidisciplinary unit framework. The unit would integrate subjects like language arts, science, math, arts and technology around the theme of exploring life in the agriculture environment.
This document outlines the steps for participants to collaboratively develop open educational resources based on a competence framework. Participants will be required to produce Moodle courses and learning objects to be used with their students. They will work in teams to 1) determine the theme or learning outcomes, 2) define the competencies, knowledge and skills, 3) develop learning activities and resources, and 4) create and share the open educational resources using tools like Moodle and FreeLOms.
International Cooperation Programs for ICT Application in Basic Education of ...Bodong Chen
This document summarizes and evaluates several international cooperation programs that aimed to promote the application of information and communication technologies (ICT) in basic education in China. It finds that the programs helped train millions of teachers, improve ICT literacy, introduce new educational philosophies and concepts, and develop educational resources. However, it also notes that some programs lacked sustainability and failed to fully understand the local context.
The Dynamic Instructional Design (DID) model is a 6-step iterative process for instructional design based on continual feedback. The 6 steps are: 1) Know the Learners, 2) Articulate Objectives, 3) Establish the Learning Environment, 4) Identify Teaching and Learning Strategies, 5) Select Technologies, and 6) Evaluate and Revise the Design. Each step contains opportunities for feedback and revision within the step and across the entire process. The goal is to continually improve the design based on assessment of student learning and reflection on the design process.
The document provides an overview of the Massachusetts Model System for Educator Evaluation, specifically the Teacher Rubric. The rubric contains 4 standards - curriculum, planning and assessment; teaching all students; family and community engagement; and professional culture. Each standard has multiple indicators and elements that further define the actions and behaviors of teachers at different performance levels of unsatisfactory, needs improvement, proficient and exemplary. The rubric is intended to guide self-assessment, goal setting, evidence collection and performance ratings for teachers throughout the evaluation cycle.
This document outlines a training program for faculty at the Community College of Baltimore County to become effective facilitators for distance learning courses. The program will train instructors from various disciplines in skills like online student engagement, interactive teaching techniques, and using the course management system. Trainees will progress through stages of learning about distance education technologies and pedagogies, experimenting with implementing activities in their own online course, collaborating with peers, and eventually becoming leaders who can train other instructors. The effectiveness of the training will be evaluated through surveys of facilitators and students.
The document outlines staff development plans for training teachers on the ClassWorks and AWARE technology programs. It includes two staff development sessions, one focused on ClassWorks and one on AWARE. Each session includes the trainers, goals, attendees, length, activities, and assessment. The document also includes information from the Campus Improvement Plan relating to using funds to create a ClassWorks lab, train teachers on the programs, and use the tools to support math and reading skills.
The document provides course information for various training programs offered by Rock Lilly Connections Courses. It describes accredited courses for Train the Trainer, Assessors, Moderators, Skills Development Facilitators, Learning Material Development, Coaching, Change Management, Communication Skills, Conflict Management, Diversity Management, Management Development, and Leadership. The courses range from NQF levels 3 to 6 and provide skills and qualifications for roles like trainers, assessors, moderators, skills development administrators, and managers.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
This document discusses research on effective professional development for STEM educators. It identifies nine key characteristics of high-performing schools, including clear focus, high standards, effective leadership, collaboration, aligned curriculum and instruction, monitoring of learning, professional development, supportive learning environments, and community involvement. The document emphasizes that simply working harder is not enough; schools must implement second-order changes like professional learning communities. It provides guidance on selecting goals for structural changes, STEM content, and learning processes to guide the design of STEM professional development programs. The goals should be aimed at research-based best practices and improving student learning outcomes.
The document discusses the implementation of an ePortfolio strategy for teacher training at Rovira i Virgili University in Spain. It aimed to (1) integrate the ePortfolio tool Mahara into classroom settings, (2) have students engage in reflective activities through their portfolios, and (3) assess student portfolios at the end of the course using a rubric. The experience found that portfolios can stimulate deeper learning when students make connections between their work and standards, and that adopting a deep approach to learning benefits portfolio creation. Next steps include more collaborative Web 2.0 activities, a conceptual framework for ePortfolios in higher education, and exploring teacher attitudes towards reflection.
brings together the important links between strategic thinking and planning, professional learning and the preparation of the annual School Improvement Plan
A chapter on using the College Library from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
An introductory chapter from the textbook, Communication Skills, developed by the Language Communication for Development Department at Bunda College of Agriculture, University of Malawi
Being a Teacher: Cover, title and imprint pages, with contents list and prefaceSaide OER Africa
Being a Teacher, Professional Challenges and Choices. Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for
in-service programmes in which practising teachers could valuably compare their own experiences
with this systematic overview of the role of a teacher and teaching as a profession. The
contextual setting in South Africa is readily adaptable to other settings: the core issues are the
same.Series Editor, John Gultig
Being a Teacher: Section Six - Teachers, values and societySaide OER Africa
Nothing in teaching is free of social dimensions and value questions. Teaching can therefore not be ‘neutral’, and teachers cannot sidestep the issue of their role in relation to sets of values. This section explores the role of the teacher in exercising and encouraging particular values.
Compulsory schooling means placing vast numbers of learners behind desks approximately 170 mornings a year. We know that the content that we teach is a selection from many things that could be taught. Under such circumstances, this selection has economic, social and even moral consequences for the learners and for society.
A chapter on writing skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Farmer's Agribusiness Training Course: Module 3 - Entrepreneurship. Lesson 4:...Saide OER Africa
This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. In this lesson the importance of keeping records in a business is discussed as well as the types of records an entrepreneur should keep and processes to do this.
Ace Maths Unit Three: Teaching Through Problem Solving (word)Saide OER Africa
In this unit, the shift from the rule-based, teaching by telling approach to a problem-solving approach to mathematics teaching is explained and illustrated with numerous mathematics examples.
This document provides guidance on caring for normal newborn infants. It defines what constitutes a normal infant and outlines appropriate care practices. Key points include:
- A normal infant has no problems at birth, weighs between 2.5-4kg, and appears healthy.
- All normal infants should room-in with their mothers to encourage bonding and breastfeeding.
- Infants do not need baths right away as vernix protects their skin. The first bath can wait until a few hours old.
- Breastfeeding provides optimal nutrition and lowers infant mortality rates. Supporting successful breastfeeding is important.
- Common minor issues like blocked noses, enlarged breasts, and umbilical
Learners and Learning: Section Six. Talking about theorySaide OER Africa
In this module we have explored how people learn and then drawn some lessons from this understanding about how we can teach to maximize learning. We have deliberately not taken you through a series of famous educational theorists. Instead we have tried to use their ideas in action. In this section we will look more closely at how both famous theorists and teachers make sense of their ideas about learning. In other words, we will be examining how they theorize their practices. How can teachers use different theories of learning to understand and promote learning?
Primary Maternal Care: Skills workshop Virginal examination in pregnancySaide OER Africa
Primary Maternal Care addresses the needs of healthcare workers in level 1 district hospitals and clinics who provide antenatal and postnatal care, but do not conduct deliveries. It is adapted from theory chapters and skills workshops from Maternal Care. This book complements the national protocol of antenatal care in South Africa. It covers: booking for antenatal care, assessing fetal growth and well being, hypertensive disorders of pregnancy, antepartum haemorrhage, preterm labour, important medical conditions
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a “how to” manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
Develop a portfolio to demonstrate school leadership and management competenc...Saide OER Africa
The main purpose of this module is to assist you to compile a reflective portfolio with evidence of your competence in school leadership and management. The secondary purpose is to enable you to understand the use of portfolios as an assessment instrument, so that you will be able to promote their use for assessing learners in your school.
In this brief article, Professor Morrow states strongly that teachers are
central to the transformation of education and the reconstruction of
society in South Africa. But in order to carry out this role, teachers
themselves must rediscover their special professional responsibilities, and
come to see themselves as agents, not as victims.
Health OER Inter-Institutional Project Formative Evaluation of Health OER Des...Saide OER Africa
The project management of the Health OER Design Phase has been highly effective in enabling the realization of specified activities. A well-documented website tracks all project activities and resources. The dScribe model for converting materials to OERs is an innovative asset. There is widespread approval of the project management. While the University of Michigan plays a lead role, participants feel they are driving the project rather than being controlled. The four African universities have differing prior experiences with open learning and ICT, and academics have had varying exposure to OERs. This has resulted in the project developing differently across the varied institutional contexts.
Learners and Learning: Section One: About this moduleSaide OER Africa
This covers the writers’ understanding of learning and how this informs the learning guide. It also explains how the writers intended the module to be studied. Learners and Learning aims to develop your understanding of learning. It seeks to assist you, as a teacher, to be able to analyse learning, and in so doing, to reflect on what you can do to improve it. We have divided the module into six sections.
This first section:
• introduces the module;
• discusses how we’d like you to study;
• explains how we understand learning;
• begins to explore, at a simple level, how learning is initiated
Learning Guide: Unit 3 - Care for vulnerable learnersSaide OER Africa
In Unit 3 we place the spotlight on learners and investigate what we mean by vulnerable learners, what challenges they face, and why the school can be such a powerful and positive influence in their lives. We hope that deeper insight into the plight of vulnerable learners will motivate you and your management team to put in place simple information gathering system that enables you to pinpoint accurately who is vulnerable in your school. Dependable management information will enable you to make informed decisions about the support and care strategies that are best suited to your school context. Managing information about vulnerable learners and their needs is an integral part of an overall plan to respond proactively to the dire situation that many of your learners have to cope with.
The document provides course information for various training programs offered by Rock Lilly Connections Courses. It describes accredited courses for Train the Trainer, Assessors, Moderators, Skills Development Facilitators, Learning Material Development, Coaching, Change Management, Communication Skills, Conflict Management, Diversity Management, Management Development, and Leadership. The courses range from NQF levels 3 to 6 and provide skills and qualifications for roles like trainers, assessors, moderators, skills development administrators, and managers.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
This document discusses research on effective professional development for STEM educators. It identifies nine key characteristics of high-performing schools, including clear focus, high standards, effective leadership, collaboration, aligned curriculum and instruction, monitoring of learning, professional development, supportive learning environments, and community involvement. The document emphasizes that simply working harder is not enough; schools must implement second-order changes like professional learning communities. It provides guidance on selecting goals for structural changes, STEM content, and learning processes to guide the design of STEM professional development programs. The goals should be aimed at research-based best practices and improving student learning outcomes.
The document discusses the implementation of an ePortfolio strategy for teacher training at Rovira i Virgili University in Spain. It aimed to (1) integrate the ePortfolio tool Mahara into classroom settings, (2) have students engage in reflective activities through their portfolios, and (3) assess student portfolios at the end of the course using a rubric. The experience found that portfolios can stimulate deeper learning when students make connections between their work and standards, and that adopting a deep approach to learning benefits portfolio creation. Next steps include more collaborative Web 2.0 activities, a conceptual framework for ePortfolios in higher education, and exploring teacher attitudes towards reflection.
brings together the important links between strategic thinking and planning, professional learning and the preparation of the annual School Improvement Plan
A chapter on using the College Library from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
An introductory chapter from the textbook, Communication Skills, developed by the Language Communication for Development Department at Bunda College of Agriculture, University of Malawi
Being a Teacher: Cover, title and imprint pages, with contents list and prefaceSaide OER Africa
Being a Teacher, Professional Challenges and Choices. Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for
in-service programmes in which practising teachers could valuably compare their own experiences
with this systematic overview of the role of a teacher and teaching as a profession. The
contextual setting in South Africa is readily adaptable to other settings: the core issues are the
same.Series Editor, John Gultig
Being a Teacher: Section Six - Teachers, values and societySaide OER Africa
Nothing in teaching is free of social dimensions and value questions. Teaching can therefore not be ‘neutral’, and teachers cannot sidestep the issue of their role in relation to sets of values. This section explores the role of the teacher in exercising and encouraging particular values.
Compulsory schooling means placing vast numbers of learners behind desks approximately 170 mornings a year. We know that the content that we teach is a selection from many things that could be taught. Under such circumstances, this selection has economic, social and even moral consequences for the learners and for society.
A chapter on writing skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Farmer's Agribusiness Training Course: Module 3 - Entrepreneurship. Lesson 4:...Saide OER Africa
This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. In this lesson the importance of keeping records in a business is discussed as well as the types of records an entrepreneur should keep and processes to do this.
Ace Maths Unit Three: Teaching Through Problem Solving (word)Saide OER Africa
In this unit, the shift from the rule-based, teaching by telling approach to a problem-solving approach to mathematics teaching is explained and illustrated with numerous mathematics examples.
This document provides guidance on caring for normal newborn infants. It defines what constitutes a normal infant and outlines appropriate care practices. Key points include:
- A normal infant has no problems at birth, weighs between 2.5-4kg, and appears healthy.
- All normal infants should room-in with their mothers to encourage bonding and breastfeeding.
- Infants do not need baths right away as vernix protects their skin. The first bath can wait until a few hours old.
- Breastfeeding provides optimal nutrition and lowers infant mortality rates. Supporting successful breastfeeding is important.
- Common minor issues like blocked noses, enlarged breasts, and umbilical
Learners and Learning: Section Six. Talking about theorySaide OER Africa
In this module we have explored how people learn and then drawn some lessons from this understanding about how we can teach to maximize learning. We have deliberately not taken you through a series of famous educational theorists. Instead we have tried to use their ideas in action. In this section we will look more closely at how both famous theorists and teachers make sense of their ideas about learning. In other words, we will be examining how they theorize their practices. How can teachers use different theories of learning to understand and promote learning?
Primary Maternal Care: Skills workshop Virginal examination in pregnancySaide OER Africa
Primary Maternal Care addresses the needs of healthcare workers in level 1 district hospitals and clinics who provide antenatal and postnatal care, but do not conduct deliveries. It is adapted from theory chapters and skills workshops from Maternal Care. This book complements the national protocol of antenatal care in South Africa. It covers: booking for antenatal care, assessing fetal growth and well being, hypertensive disorders of pregnancy, antepartum haemorrhage, preterm labour, important medical conditions
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a “how to” manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
Develop a portfolio to demonstrate school leadership and management competenc...Saide OER Africa
The main purpose of this module is to assist you to compile a reflective portfolio with evidence of your competence in school leadership and management. The secondary purpose is to enable you to understand the use of portfolios as an assessment instrument, so that you will be able to promote their use for assessing learners in your school.
In this brief article, Professor Morrow states strongly that teachers are
central to the transformation of education and the reconstruction of
society in South Africa. But in order to carry out this role, teachers
themselves must rediscover their special professional responsibilities, and
come to see themselves as agents, not as victims.
Health OER Inter-Institutional Project Formative Evaluation of Health OER Des...Saide OER Africa
The project management of the Health OER Design Phase has been highly effective in enabling the realization of specified activities. A well-documented website tracks all project activities and resources. The dScribe model for converting materials to OERs is an innovative asset. There is widespread approval of the project management. While the University of Michigan plays a lead role, participants feel they are driving the project rather than being controlled. The four African universities have differing prior experiences with open learning and ICT, and academics have had varying exposure to OERs. This has resulted in the project developing differently across the varied institutional contexts.
Learners and Learning: Section One: About this moduleSaide OER Africa
This covers the writers’ understanding of learning and how this informs the learning guide. It also explains how the writers intended the module to be studied. Learners and Learning aims to develop your understanding of learning. It seeks to assist you, as a teacher, to be able to analyse learning, and in so doing, to reflect on what you can do to improve it. We have divided the module into six sections.
This first section:
• introduces the module;
• discusses how we’d like you to study;
• explains how we understand learning;
• begins to explore, at a simple level, how learning is initiated
Learning Guide: Unit 3 - Care for vulnerable learnersSaide OER Africa
In Unit 3 we place the spotlight on learners and investigate what we mean by vulnerable learners, what challenges they face, and why the school can be such a powerful and positive influence in their lives. We hope that deeper insight into the plight of vulnerable learners will motivate you and your management team to put in place simple information gathering system that enables you to pinpoint accurately who is vulnerable in your school. Dependable management information will enable you to make informed decisions about the support and care strategies that are best suited to your school context. Managing information about vulnerable learners and their needs is an integral part of an overall plan to respond proactively to the dire situation that many of your learners have to cope with.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
Reading: Understanding Intrapersonal Characteristics (Word)Saide OER Africa
Here are a few key points about Joseph based on the description:
- He struggles to focus, follow instructions, and complete work. This suggests difficulties with attention, executive functioning, and/or self-regulation.
- He is easily distracted and fidgety. This could indicate an attention issue like ADHD.
- He has quick temper outbursts. This points to potential difficulties with emotional regulation.
- The water spill incident triggered an extreme reaction, rather than a calm response like Martha's. This reinforces the idea of challenges with emotional control.
Overall, Joseph seems to exhibit signs of difficulties with attention, self-control, and emotional regulation - all of which could interfere with his ability to function
Assessing Algebra in the Senior Phase: A Practical GuideSaide OER Africa
This booklet was first developed in 2004, shortly after the introduction of the Revised National Curriculum Statement in South Africa. The intention of the booklet was to help teachers of senior phase (junior secondary) to integrate assessment into their teaching and learning.
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...Saide OER Africa
The project management of the Health OER Design Phase has been highly effective in enabling the realization of specified activities. A well-documented website tracks all project activities and resources. The dScribe model for converting materials to OERs is an innovative asset. There is widespread approval of the project management. While the United States-based University of Michigan plays a lead role, participants feel the project is firmly "for Africa and by Africans" and view U-M as facilitators rather than controllers. The four African universities have differing prior experiences with open learning and ICT in teaching, resulting in the project taking hold in varied ways across institutional contexts.
chapter 6 instructional planning and development by Dwein D.dwaynedumopoy
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides an introduction, conceptual framework, and curriculum guide for Mathematics I as part of the 2010 Secondary Education Curriculum in the Philippines. It was created by the Department of Education's Bureau of Secondary Education and Curriculum Development Division. The guide outlines the curriculum design process, which follows the Understanding by Design model. It also describes the results of refining the curriculum through pilot testing and stakeholder consultations to improve its relevance, rigor, and ability to promote student mastery.
This document discusses merging curriculum and skills for productive education. It defines skills as the level of performance on a particular task or the ability to perform a job well. Skill development is the process of improving specific skills to be more effective in the workplace. Skills can be classified as soft skills like communication and teamwork, or hard skills like technical abilities. A componential flexible curriculum is proposed that breaks the curriculum into modular components to allow for personalized learning pathways and connections across disciplines. This approach fosters engagement and relevance while allowing continuous improvement.
This document provides an overview of the ACAD 1287 Learning Design and Evaluation course. It outlines the structure, tasks, and timeline of the course. The course involves both individual and group work, including two formative and two summative tasks. Formative tasks involve investigating quality assurance processes and designing a course module. Summative tasks include evaluating a program's quality assurance and justifying a designed course module. The document provides guidance on time management and engaging with course activities through inquiry-based learning approaches.
This document provides an assessment report of course outcomes and program outcomes for the Faculty of Applied Science at Inverities University. It begins with an introduction to outcome-based education and its importance. It then outlines the university's and applied science department's visions and missions. It describes the different levels of outcomes, including course outcomes, program outcomes, program specific outcomes, and program educational objectives. Finally, it discusses course outcome attainment and assessment methods.
Criteria for selection of educational objects in the process of curriculum de...International advisers
This document discusses the criteria for selecting educational content in the curriculum development process. It defines curriculum as the sum of a learner's experiences under school guidance. The main elements of curriculum development are aims and objectives, content/subject matter, methods, and evaluation. The process involves situational analysis, formulating objectives, selecting content based on priorities, balance, completeness, and sequence. Content selection criteria include being philosophical, psychological, and sociological/cultural. Characteristics of good curriculum development include developing social understanding, promoting personal development, and promoting continuity of experiences.
1) The document discusses guidelines for classroom assessment in the Philippine K-12 basic education program.
2) Classroom assessment is formative and aims to track learner progress, provide feedback, and ensure students can demonstrate knowledge and skills based on learning standards.
3) Assessment methods evaluate students' mastery of content and performance standards, as well as higher-order thinking skills, through tests, tasks, projects and other measures.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
The document provides information about a project on analyzing certified recruitment in the education sector for management faculty. It discusses the growing demand for management education in India and provides statistics on the increase in business schools. It then outlines the global trends seen in business school platforms, including an emphasis on real-world experience, specialized curricula with a global focus, and outcome-based pedagogical approaches. Finally, it describes the job responsibilities and requirements for three key roles: Program Director, Head of Department, and Placements and Corporate Relations Officer.
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1. Advanced Certificate: Education (School Management and
Leadership)
Portfolio Assessment Matrix
The portfolio brings together the two site-based projects and any additional information that
students may wish to offer regarding their competence as school leaders and managers.
The following matrix identifies the core learning outcomes of the programme for which evidence of
competence needs to be supplied.
Learning Evidence Verified Evidence Verified Other Verified
outcome from by: from by: evidence by:
Project 1 Project 2 in portfolio
(to be (to be (to be
completed completed completed
by student) by student) by student)
Demonstrate a
basic
understanding
of what is
involved in
school
management
and leadership
in South Africa
Make an
assessment of
own abilities in
management
and leadership
in terms of
current notions
of competence
and relevance
in South Africa
in relation to
management
and leadership
Demonstrate
competence in
reading,
writing,
listening and
1
2. Learning Evidence Verified Evidence Verified Other Verified
outcome from by: from by: evidence by:
Project 1 Project 2 in portfolio
speaking skills
appropriate for
school
leadership and
management
Demonstrate
the personal
qualities
necessary for
effective
management
of policy,
planning,
school
development
and
governance.
Develop and
communicate
school values,
vision, mission,
policies and
plans in a
collaborative
way and
secure
commitment to
these.
Develop and
maintain sound
working
relationships
with the School
Governing
Body as well
as parents,
learners, the
community and
the
department.
Understand
and be able to
apply relevant
content
knowledge in
leading and
managing
policy,
2
3. Learning Evidence Verified Evidence Verified Other Verified
outcome from by: from by: evidence by:
Project 1 Project 2 in portfolio
planning,
school
development
and
governance.
Demonstrate
the personal
qualities
necessary for
effective
leadership and
management
of people.
Plan, allocate,
support and
evaluate work
undertaken by
groups, teams
and individuals
ensuring clear
delegation of
tasks and
devolution of
responsibilities.
Develop the
professional
skills of self,
groups and
individuals to
enhance their
performance
and that of the
school.
Create an
environment
conducive to
collective
bargaining,
collaboration
and negotiation
(and conflict
resolution).
Understand
and be able to
apply relevant
content
knowledge in
leading and
managing
people.
3
4. Learning Evidence Verified Evidence Verified Other Verified
outcome from by: from by: evidence by:
Project 1 Project 2 in portfolio
Demonstrate
the personal
and
professional
qualities and
skills
necessary for
effective
management
of
organisational
systems and
financial and
physical
resources.
Set up,
implement,
maintain and
evaluate
organisational
systems for the
school where
possible
making use of
appropriate
information
and
communication
technology
ICT.
Manage the
financial
resources of
the school in a
transparent
and
accountable
way.
Understand
and be able to
apply relevant
content
knowledge and
skills in the
management
of
organisational
systems, and
physical and
financial
resources.
4
5. Learning Evidence Verified Evidence Verified Other Verified
outcome from by: from by: evidence by:
Project 1 Project 2 in portfolio
Create, manage
and sustain a
safe, caring and
disciplined
environment.
Demonstrate
the personal
and
professional
qualities
necessary for
effective
management
of teaching and
learning.
Manage the
planning and
implementation
and
monitoring/
evaluation of
teaching to
ensure quality
learning for all
in the context
of national,
provincial and
school policy.
Understand
and be able to
apply relevant
content
knowledge in
the design,
implementation
and evaluation
of teaching and
learning and
the
organisation of
the school
environment.
Create,
manage and
5
6. Learning Evidence Verified Evidence Verified Other Verified
outcome from by: from by: evidence by:
Project 1 Project 2 in portfolio
sustain a
caring and
disciplined
environment
and show
commitment to
following this
through in the
way in which
teaching and
learning is
organised.
Assessor verification ratings: NYC = Not yet competent; C = Competent; E = Exemplary
6