App Storyboard-Applying learning design to pitching training
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The following deck provides website and mobile app storyboarding for the subject of Learning Design application for "Learning How to Pitch".
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Media Studies Coursework Evaluation Student Guide
How to address the evaluation for your A-level Media Studies coursework. A guide talking about best practice, methods, questions to consider and advice to help you cover all areas and key concepts in detail
Put Your Theory Name Here Student NameCollegeUniversi.docx
Put Your Theory Name Here
Student Name
College/University
You may decide to change the design of your PowerPoint if you’d like.
*
Put Psychological Theory Name HereProvide a general overview of the theoryYou may use 1-3 slides
Put Psychological Theory Name HereProvide a general overview of the theoryYou may use 1-3 slides
Put Psychological Theory Name HereProvide a general overview of the theoryYou may use 1-3 slides
Theory CreatorProvide information about the person who created the theory.
Research StudyPresent research about your theory.Make sure that you highlight who was researched and what the research entitled.
Research OutcomesPresent research outcomes about your theory.
Real Life ExampleProvide a real life example of the theory in action.This can be a personal example, but it doesn’t have to be.You can use information from a news article and apply it to your theory. You should NOT simply attach a video and say, “here’s the theory in action.” You need to explain how the theory is in action so that you demonstrate that you know how to apply the theory to real life.
ReferencesAdd your references here. Note that Yahoo.com, About.com, Wikipedia.com and other websites are not academically-sound, credible websites. To get help formatting the references page see the Sample APA Style document in under the About the PT Presentation section. You can also use this website. https://owl.english.purdue.edu/owl/resource/560/07/On the left side of the page you will see a menu. Use the menu to find the topic of reference that you used (i.e., book, journal article, etc.) and format your references slide.
Psychological Theory Presentation Grading Rubric
Levels of Achievement
Criteria Non-Performance Basic Proficient Exceptional
Student
presents a
defintion
and
background
information
about the
theory.
0 Points
Student failed to
accurately or
adequately present
a definition of the
theory. Additionally,
no background
information was
provided.
33 Points
Student
accurately
presents part
of the theory,
but needed to
provide more
thorough
information.
Additionally, no
background
information
was provided.
38 Points
Student accurately
presents most of
the theory, but
needed to provide
more thorough
information.
Background
information was
provided.
45 Points
Student accurately
and adequately
presents a definition
of the theory and
provided detailed
background
information.
Student
presents an
explanation
about the
theory.
0 Points
Student failed to
present the theory
in detail.
33 Points
Student
presents an
explanation of
the theory, but
doesn't provide
enough detail
to demonstrate
a full command
of the theory
OR student
only presents
one part of the
theory and
neglects other
important
parts.
38 Points
Student presents
the theory well, but
could have provided
more information to
demonstrate a full
understanding of
the material.
45 Points
Student thoroughly
presents all aspects
of the theory. There
is a clear
dem ...
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Put Your Theory Name Here Student NameCollegeUniversi.docx
Put Your Theory Name Here
Student Name
College/University
You may decide to change the design of your PowerPoint if you’d like.
*
Put Psychological Theory Name HereProvide a general overview of the theoryYou may use 1-3 slides
Put Psychological Theory Name HereProvide a general overview of the theoryYou may use 1-3 slides
Put Psychological Theory Name HereProvide a general overview of the theoryYou may use 1-3 slides
Theory CreatorProvide information about the person who created the theory.
Research StudyPresent research about your theory.Make sure that you highlight who was researched and what the research entitled.
Research OutcomesPresent research outcomes about your theory.
Real Life ExampleProvide a real life example of the theory in action.This can be a personal example, but it doesn’t have to be.You can use information from a news article and apply it to your theory. You should NOT simply attach a video and say, “here’s the theory in action.” You need to explain how the theory is in action so that you demonstrate that you know how to apply the theory to real life.
ReferencesAdd your references here. Note that Yahoo.com, About.com, Wikipedia.com and other websites are not academically-sound, credible websites. To get help formatting the references page see the Sample APA Style document in under the About the PT Presentation section. You can also use this website. https://owl.english.purdue.edu/owl/resource/560/07/On the left side of the page you will see a menu. Use the menu to find the topic of reference that you used (i.e., book, journal article, etc.) and format your references slide.
Psychological Theory Presentation Grading Rubric
Levels of Achievement
Criteria Non-Performance Basic Proficient Exceptional
Student
presents a
defintion
and
background
information
about the
theory.
0 Points
Student failed to
accurately or
adequately present
a definition of the
theory. Additionally,
no background
information was
provided.
33 Points
Student
accurately
presents part
of the theory,
but needed to
provide more
thorough
information.
Additionally, no
background
information
was provided.
38 Points
Student accurately
presents most of
the theory, but
needed to provide
more thorough
information.
Background
information was
provided.
45 Points
Student accurately
and adequately
presents a definition
of the theory and
provided detailed
background
information.
Student
presents an
explanation
about the
theory.
0 Points
Student failed to
present the theory
in detail.
33 Points
Student
presents an
explanation of
the theory, but
doesn't provide
enough detail
to demonstrate
a full command
of the theory
OR student
only presents
one part of the
theory and
neglects other
important
parts.
38 Points
Student presents
the theory well, but
could have provided
more information to
demonstrate a full
understanding of
the material.
45 Points
Student thoroughly
presents all aspects
of the theory. There
is a clear
dem ...
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Section 6.26.1) Find the margin of error for the given values of.docx
Section 6.2
6.1) Find the margin of error for the given values of c, s, and n.
c=0.8080, s=55, n=21.
6.2) Find the margin of error for the given values of c, s, and n.
c=0.98, s=2.1, n=21.
6.3) Construct the indicated confidence interval for the population mean μ using the t-distribution. Assume the population is normally distributed.
c=0.99, x =13.7 , s=2.0, n=99
The 99% confidence interval using a t-distribution is left parenthesis nothing comma nothing right parenthesis.
6.4) In a random sample of 17people, the mean commute time to work was 31.4 minutes and the standard deviation was 7.3minutes. Assume the population is normally distributed and use a t-distribution to construct a 90% confidence interval for the population mean μ. What is the margin of error of μ? Interpret the results.
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1428 1222 986
693 720 838
720 741 545
623 1442 942
A) Find the sample mean.
B) Find the standard deviation.
C) A 90% confidence interval for the population mean is ( , ).
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1…..2…..3…..4….5
Significance to our class
Make sure you describe instances where the terminology from our readings is shown.
1…..2…..3…..4….5
Make connections between your own research (i.e., your annotated bibliography) and what you observe in the film.
1…..2…..3…..4….5
Describe how your film addresses any of the big questions we looked at the beginning of our class.
1…..2…..3…..4….5
movie review writing tips that may help you:
· Watch the movie twice and take notes of all major and minor details, characters and such on a piece of paper. Don’t rely on your memory only, that way you’d leave out some important details
· Collect the information about the movie through research. Find information about the director, theme, locations, plot, characterization, and other important thi.
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Resource: Loom Video for supporting the COE Lesson Plan Template
Greetings, College of Education Faculty-
The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.
This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.
You may view the video here: https://youtu.be/yOq6Kf1o8q8
Video components include and can be located at the following times:
0:17 - Lesson Plan 5 Components
2:24 - Lesson Plan Specifics
2:39 – UDL Terms
6:00 – Lesson Plan Template Breakdown
6:04 – Instructional Plan Title
7:12 – Lesson Summary and Focus
7:45 - Classroom and Student Factors/Grouping
8:34 – National/State Learning Standards
9:24 – Specific Learning Target(s)/Objectives
11:35 – Academic Language
13:05 – Resources, Materials, Equipment and Technology
14:34 – Anticipatory Set
16:00 – Multiple Means of Representation
19:28 – Multiple Means of Engagement
21:45 – Multiple Means of Expression
24:25 – Extension Activity and/or Homework
Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.
Faculty Training & Development
On behalf of
Stacy Vaught on behalf of the College of Education
Grand Canyon University
Instructions for Assignment 4
Week 4 Assignment: Planning Instruction for Diverse Students
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Divers ...
Resource Loom Video for supporting the COE Lesson Plan Template.docx
Resource: Loom Video for supporting the COE Lesson Plan Template
Greetings, College of Education Faculty-
The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.
This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.
You may view the video here: https://youtu.be/yOq6Kf1o8q8
Video components include and can be located at the following times:
0:17 - Lesson Plan 5 Components
2:24 - Lesson Plan Specifics
2:39 – UDL Terms
6:00 – Lesson Plan Template Breakdown
6:04 – Instructional Plan Title
7:12 – Lesson Summary and Focus
7:45 - Classroom and Student Factors/Grouping
8:34 – National/State Learning Standards
9:24 – Specific Learning Target(s)/Objectives
11:35 – Academic Language
13:05 – Resources, Materials, Equipment and Technology
14:34 – Anticipatory Set
16:00 – Multiple Means of Representation
19:28 – Multiple Means of Engagement
21:45 – Multiple Means of Expression
24:25 – Extension Activity and/or Homework
Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.
Faculty Training & Development
On behalf of
Stacy Vaught on behalf of the College of Education
Grand Canyon University
Instructions for Assignment 4
Week 4 Assignment: Planning Instruction for Diverse Students
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Divers.
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This is a compilation of the rest of the video and audio projects (that can be made into video projects) I have done over the past few semesters. All or some of these can be used for a Video Portfolio.
Aligning Course Outcomes, Course Instruction, and Course Assessments Part 1 of 3
Aligning Outcomes, Instruction, and Assessment (3 trainings). There is an entire field dedicated to the science of instruction. This training will provide the tools to review your existing courses to see if they are following the best practices of planning, delivering, and assessing learning outcomes of your course. Visit www.courseoutcomes.com to learn more.
Building blocks good copy
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Section 6.26.1) Find the margin of error for the given values of.docx
Section 6.2
6.1) Find the margin of error for the given values of c, s, and n.
c=0.8080, s=55, n=21.
6.2) Find the margin of error for the given values of c, s, and n.
c=0.98, s=2.1, n=21.
6.3) Construct the indicated confidence interval for the population mean μ using the t-distribution. Assume the population is normally distributed.
c=0.99, x =13.7 , s=2.0, n=99
The 99% confidence interval using a t-distribution is left parenthesis nothing comma nothing right parenthesis.
6.4) In a random sample of 17people, the mean commute time to work was 31.4 minutes and the standard deviation was 7.3minutes. Assume the population is normally distributed and use a t-distribution to construct a 90% confidence interval for the population mean μ. What is the margin of error of μ? Interpret the results.
6.5) In a random sample of 8 people, the mean commute time to work was 33.5 minutes and the standard deviation was 7.2 minutes. A 90% confidence interval using thet-distribution was calculated to be (28.7,38.3). After researching commute times to work, it was found that the population standard deviation is 9.4minutes. Find the margin of error and construct a 90% confidence interval using the standard normal distribution with the appropriate calculations for a standard deviation that is known. Compare the results.
6.6) The state test scores for 12 randomly selected high school seniors are shown on the right. Complete parts (a) through (c) below. Assume the population is normally distributed.
1428 1222 986
693 720 838
720 741 545
623 1442 942
A) Find the sample mean.
B) Find the standard deviation.
C) A 90% confidence interval for the population mean is ( , ).
1. Summary & Creative elements –costumes (or clothing in a doc) can either enhance the movie or betray its intent. Colors can be vivid and lift the atmosphere or mood in the movie or they can be dull and make it seem depressing. Good sound effects or music enrich the viewing experience while bad ones only destroy everything. Moreover, camera movements and angles also add elements to the story. Take notes of symbols in the story, if any.
1…..2…..3…..4….5
Significance to our class
Make sure you describe instances where the terminology from our readings is shown.
1…..2…..3…..4….5
Make connections between your own research (i.e., your annotated bibliography) and what you observe in the film.
1…..2…..3…..4….5
Describe how your film addresses any of the big questions we looked at the beginning of our class.
1…..2…..3…..4….5
movie review writing tips that may help you:
· Watch the movie twice and take notes of all major and minor details, characters and such on a piece of paper. Don’t rely on your memory only, that way you’d leave out some important details
· Collect the information about the movie through research. Find information about the director, theme, locations, plot, characterization, and other important thi.
Flipping the Elementary Classroom
Have you heard about Flipping the
Classroom and wanted to learn more
about how to use it in your elementary
classroom? Come and be inspired to begin
changing the way you teach and your
students learn!
Creating effective student-edited, self reflective essays
Presentation Handout
TESOL 2014, Portland
Electronic Village
March 28, 2014
Resource Loom Video for supporting the COE Lesson Plan Template.docx
Resource: Loom Video for supporting the COE Lesson Plan Template
Greetings, College of Education Faculty-
The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.
This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.
You may view the video here: https://youtu.be/yOq6Kf1o8q8
Video components include and can be located at the following times:
0:17 - Lesson Plan 5 Components
2:24 - Lesson Plan Specifics
2:39 – UDL Terms
6:00 – Lesson Plan Template Breakdown
6:04 – Instructional Plan Title
7:12 – Lesson Summary and Focus
7:45 - Classroom and Student Factors/Grouping
8:34 – National/State Learning Standards
9:24 – Specific Learning Target(s)/Objectives
11:35 – Academic Language
13:05 – Resources, Materials, Equipment and Technology
14:34 – Anticipatory Set
16:00 – Multiple Means of Representation
19:28 – Multiple Means of Engagement
21:45 – Multiple Means of Expression
24:25 – Extension Activity and/or Homework
Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.
Faculty Training & Development
On behalf of
Stacy Vaught on behalf of the College of Education
Grand Canyon University
Instructions for Assignment 4
Week 4 Assignment: Planning Instruction for Diverse Students
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Divers ...
Resource Loom Video for supporting the COE Lesson Plan Template.docx
Resource: Loom Video for supporting the COE Lesson Plan Template
Greetings, College of Education Faculty-
The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom.
This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.
You may view the video here: https://youtu.be/yOq6Kf1o8q8
Video components include and can be located at the following times:
0:17 - Lesson Plan 5 Components
2:24 - Lesson Plan Specifics
2:39 – UDL Terms
6:00 – Lesson Plan Template Breakdown
6:04 – Instructional Plan Title
7:12 – Lesson Summary and Focus
7:45 - Classroom and Student Factors/Grouping
8:34 – National/State Learning Standards
9:24 – Specific Learning Target(s)/Objectives
11:35 – Academic Language
13:05 – Resources, Materials, Equipment and Technology
14:34 – Anticipatory Set
16:00 – Multiple Means of Representation
19:28 – Multiple Means of Engagement
21:45 – Multiple Means of Expression
24:25 – Extension Activity and/or Homework
Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible.
Faculty Training & Development
On behalf of
Stacy Vaught on behalf of the College of Education
Grand Canyon University
Instructions for Assignment 4
Week 4 Assignment: Planning Instruction for Diverse Students
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Divers.
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App Storyboard-Applying learning design to pitching training
- 1. Learn to Pitch Storyboarding Justin Pearson – EDCI 531- Spring 2021
- 2. This is an example of the app homepage. I utilized subject organization and data chunking to allow for better memory. Each category will lead to a page where the student will be allowed to view examples, test their knowledge, apply pattern recognition and repeat as much as desired. Components of the Pitch Choose Your Pitching Fundamental Stance Coil Release Grip
- 3. In the example shown, the categories of either stance of coil will have video and photos showing the different types of methods. The student can choose to click on any piece of the stance or coil to learn more and test their knowledge. Example of Stance or Coil Category
- 4. In the example shown, the categories of Grip types will have video and photos showing the different types of pitches. The student can choose to click on any grip/pitch to learn more and test their knowledge. Example of Grip Category
- 5. Examples of Practice This is an example of the app training & practice page. I utilized subject organization and data chunking to allow for better memory. Each image will lead to a page where the student will be allowed to view examples, test their knowledge, apply pattern recognition and repeat the practice plan as much as desired.