An Example Of Alignment In Online Course Design
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The document outlines an example of aligning online course design with Bloom's Taxonomy. It provides learning objectives, resources, activities, and assessments mapped to each level of Bloom's Taxonomy. The learning objectives are for students to 1) explain Bloom's Taxonomy, 2) match learning objectives to taxonomy levels, and 3) create original objectives for each taxonomy level. Students engage with presentations, quizzes, discussions and assignments to practice and demonstrate their understanding of applying Bloom's Taxonomy.
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Bloom’s Taxonomy (complete)
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
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Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
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Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
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1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
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Flesch 1955
Gough 1985
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Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
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Attempts to combine the valid insights of bottom-up and top-down models.
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Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
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This lesson plan outlines 10 lessons to teach students about multiples, factors, prime and composite numbers, divisibility rules, factorization, exponents, least common multiples (LCM), and highest common factors (HCF). Each lesson includes the topic, time, location, content overview, and learning objectives. Methods for finding LCM, HCF, prime factorization, and factorization are discussed. Practice problems are provided for students.
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2) Responding includes active participation such as completing assignments.
3) Valuing involves developing beliefs or stances, such as accepting new ideas.
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--
Students don’t always learn what it is that we intend to teach them. In several science departments, faculty are addressing this gap by collaboratively deciding on just what it is that they want students to take away from a particular course or lecture. These learning goals have been valuable as a communication tool among faculty and between faculty and students so that everybody knows what the outcomes of the course are meant to be. Once these goals are written, it’s also much easier to write exams and other assessments. But writing clear learning goals takes some practice. In this interactive workshop, you’ll get that practice – in defining goals and designing assessments that address those goals. You will work in groups with faculty from similar disciplines to generate and analyze goals and questions, and will discus how to put ongoing assessment of your students into practice. You are encouraged to work on a class you are currently teaching, so you can apply the techniques immediately.
What do you want them to learn today? Learning goals and formative assessment
Students will understand the
concept of force.
Improved L.G.
Students will be able to define force and
distinguish between the different types of
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The document provides 80 strategies for differentiating instruction across subjects and grade levels. It discusses strategies like using keywords, simplifying language, displaying keywords with images and definitions, having students discuss keywords before writing, providing examples and context for understanding, discussing antonyms, modeling conversations using new vocabulary, tracking new words, appointing dictionary champions, and carefully explaining tasks with instructions, pictures, and modeling. The overall document is a reference guide for teachers to draw from a variety of differentiation strategies.
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The document provides 80 strategies for differentiating instruction across subjects and grade levels. It discusses strategies like using keywords, simplifying language, displaying keywords with images and definitions, having students discuss keywords before writing, providing examples and context for understanding, discussing antonyms, modeling conversations using new vocabulary, tracking new words, appointing dictionary champions, and carefully explaining tasks with instructions, pictures, and modeling. The overall document is a reference guide for teachers to draw from a variety of differentiation strategies.
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