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Ash edu 645 week 3 assignment 21st century instructional plan design & de...chrishjennies
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ASEE 2017 WORKSHOP SPECIFIC AND GENERIC PERFORMANCE INDICATORS FOR THE COMPRE...WAJID HUSSAIN
Objective
Culminating ABET EAC student exit outcomes map to Bloom's 3 learning domains in various proportions. The measurement of affective, cognitive and psychomotor domains student learning activities require specific and/or generic performance indicators and their rubrics for appropriate assessment. ABET student outcomes covering all 3 learning domains in high proportions need many specific performance indicators for proper assessment. This workshop presents specific examples related to developing specific, generic performance indicators and their rubrics for the comprehensive measurement of various ABET student outcomes. Participants will have hands on experience in the development of specific or generic performance indicators relating to ABET student-course outcomes that implement scientific constructive alignment targeting teaching/learning strategies and assessments.
Description
A case study with streaming video examples of actual applications of specific performance indicators to assess various student engineering activities related to ABET student outcomes. These used state-of-the-art, web-based digital technology and collected data for student and program evaluation, performance failure analysis, and continuous quality improvement.
An analysis of culminating ABET student outcomes is made with reference to Bloom’s three learning domains and their learning levels. A hypothetical model is presented for this analysis. The necessity of the use of performance indicators is highlighted, especially in reference to the measurement of course learning outcomes and development of assessments, teaching, and learning activities. The correlation of ABET student outcomes, course learning outcomes, and performance indicators is clearly outlined. The importance of scientific constructive alignment of learning outcomes, performance indicators, assessments, teaching, and learning strategies is highlighted. A novel hybrid rubric for accurate assessment and scoring of student performances is presented.
In summary, this workshop presents the benefits of using a combination of specific, generic performance indicators and their rubrics to accurately assess student engineering learning activities related to the ABET student outcomes while supporting principles of authentic OBE, scientific constructive alignment, efficient performance failure analysis, and continuous quality improvement.
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Ash edu 645 week 3 assignment 21st century instructional plan design & de...chrishjennies
edu 645 week 3 assignment test and essay items,edu 645 week 3 dq 1 portfolio assessment,edu 645 week 3 dq 2 performance authentic assessments,ash edu 645 week 3,ash edu 645 week 3,ash edu 645,ash edu 645 week 3 tutorial,ash edu 645 week 3 assignment,ash edu 645 week 3 help
ASEE 2017 WORKSHOP SPECIFIC AND GENERIC PERFORMANCE INDICATORS FOR THE COMPRE...WAJID HUSSAIN
Objective
Culminating ABET EAC student exit outcomes map to Bloom's 3 learning domains in various proportions. The measurement of affective, cognitive and psychomotor domains student learning activities require specific and/or generic performance indicators and their rubrics for appropriate assessment. ABET student outcomes covering all 3 learning domains in high proportions need many specific performance indicators for proper assessment. This workshop presents specific examples related to developing specific, generic performance indicators and their rubrics for the comprehensive measurement of various ABET student outcomes. Participants will have hands on experience in the development of specific or generic performance indicators relating to ABET student-course outcomes that implement scientific constructive alignment targeting teaching/learning strategies and assessments.
Description
A case study with streaming video examples of actual applications of specific performance indicators to assess various student engineering activities related to ABET student outcomes. These used state-of-the-art, web-based digital technology and collected data for student and program evaluation, performance failure analysis, and continuous quality improvement.
An analysis of culminating ABET student outcomes is made with reference to Bloom’s three learning domains and their learning levels. A hypothetical model is presented for this analysis. The necessity of the use of performance indicators is highlighted, especially in reference to the measurement of course learning outcomes and development of assessments, teaching, and learning activities. The correlation of ABET student outcomes, course learning outcomes, and performance indicators is clearly outlined. The importance of scientific constructive alignment of learning outcomes, performance indicators, assessments, teaching, and learning strategies is highlighted. A novel hybrid rubric for accurate assessment and scoring of student performances is presented.
In summary, this workshop presents the benefits of using a combination of specific, generic performance indicators and their rubrics to accurately assess student engineering learning activities related to the ABET student outcomes while supporting principles of authentic OBE, scientific constructive alignment, efficient performance failure analysis, and continuous quality improvement.
The objective was to create a reporting tool to obtain all the information provided by the course to get closer to the objective of the course. This tool is useful to the students, teachers and managers.
Analysis and Development of Curriculum to Build the Foundation for eLearning ...Gihan Wikramanayake
Presentation by Gihan Wikramanayake on 30th May 2007 at 2nd eLearning Africa - International Conference on ICT for Development, Education and Training, Nairobi, Kenya.
Reference:
K P Hewagamage, G N Wikramanayake, T A Weerasinghe, Peter Mozelius (2007) Analysis and Development of Curriculum to Build the Foundation for eLearning Courses In: 2nd eLearning Africa - International Conference on ICT for Development, Education and Training 63-65 Nairobi, Kenya: eLA May 28-30
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Ash edu 695 week 3 assignment learning and innovation skills and student asse...kabalikriston
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Ash edu 695 week 3 assignment learning and innovation skills and student asse...rudvakumar
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Discussion 1Common Core State StandardsCommon Core State Standar.docxfelipaser7p
Discussion 1
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on
CCSS
and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
Part One:
First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
Part Two:
Include a link to your
ePortfolio (Pathbrite)
in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Discussion 2
Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of
CCSS
and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the
Hunt Institute video
(Click this link to view the
video transcript
)
, which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g.,
PowerPoint
,
Present.me
,
YouTube
,
Prezi
,
Jing
,
SlideRocket
, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources f.
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The objective was to create a reporting tool to obtain all the information provided by the course to get closer to the objective of the course. This tool is useful to the students, teachers and managers.
Analysis and Development of Curriculum to Build the Foundation for eLearning ...Gihan Wikramanayake
Presentation by Gihan Wikramanayake on 30th May 2007 at 2nd eLearning Africa - International Conference on ICT for Development, Education and Training, Nairobi, Kenya.
Reference:
K P Hewagamage, G N Wikramanayake, T A Weerasinghe, Peter Mozelius (2007) Analysis and Development of Curriculum to Build the Foundation for eLearning Courses In: 2nd eLearning Africa - International Conference on ICT for Development, Education and Training 63-65 Nairobi, Kenya: eLA May 28-30
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Ash edu 695 week 3 assignment learning and innovation skills and student asse...kabalikriston
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Ash edu 695 week 3 assignment learning and innovation skills and student asse...rudvakumar
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Discussion 1Common Core State StandardsCommon Core State Standar.docxfelipaser7p
Discussion 1
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on
CCSS
and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
Part One:
First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
Part Two:
Include a link to your
ePortfolio (Pathbrite)
in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Discussion 2
Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of
CCSS
and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the
Hunt Institute video
(Click this link to view the
video transcript
)
, which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g.,
PowerPoint
,
Present.me
,
YouTube
,
Prezi
,
Jing
,
SlideRocket
, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources f.
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Ashford 4 - Week 3 - AssignmentLearning and Innovation Skills.docxdavezstarr61655
Ashford 4: - Week 3 - Assignment
Learning and Innovation Skills and Student Assessment
This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning as a resource, you will redesign or modify a prior activity from one of your courses in the MAED program representing program learning outcome 3, 4, 5, and 7. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. Refer to the MAED Program Learning Outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite).
Create your assignment to meet the content and written communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.
· Redesign - Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
· Redesign - Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills from either/each of; creativity and innovation, critical thinking and problem solving, and/or communication and collaboration.
· Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
· Summary – Modification (1 Point): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLO’s 3, 5, and 7.
· Summary – Evaluation (1 Point): In one paragraph, evaluate how your assessment promotes Learning & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.
· Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challeng.
Edu 695 Effective Communication - snaptutorial.comHarrisGeorg15
EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
EDU 695 Week 3 Assignment Learning
For more course tutorials visit
www.newtonhelp.com
EDU 695 Week 1 Assignment 21st Century Framework Revision NEW
EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW
Ashford 2: - Week 1 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Diversity Through 21st-Century Teaching and Learning
There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment.
Initial Post
- Select three of the five prompts below, and then discuss how the
Framework for 21st century learning
can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Reflect on ways in which you would modify instruction for special education students.
Discuss how you would modify instruction to meet the needs of students who are designated second language learners.
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Ashford 2: - Week 1 - Assignment
Supporting Diversity Through 21st-Century Teaching and Learning
This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your
ePortfolio (Pathbrite)
.
Specifically, a.
Backward Design Unit PlanPrepareRead Chapter 9 Planni.docxwilcockiris
Backward Design Unit Plan
Prepare
Read Chapter 9: Planning for Learning, (the section titled, The WHERETO elements in instructional planning) in the Wiggins and McTighe (2005) text.
Content Instructions
Template
- Use the
Backward Design Unit Plan Template
to complete your final unit plan including all of the following:
Stage 1: Desired Results (UEKS)
Established goal (G) – Identify the relevant goals will this design address (Stated as content standards, course or program outcomes, etc.)
Understandings (U) – minimum of two big ideas
Essential Questions (E) – minimum of two provocative questions that will foster inquiry, understanding, and transfer learning
Knowledge (K) and Skills (S) – minimum of two written as student-centered, measurable learning objectives/outcomes
Stage 2: Assessment Evidence
Performance Tasks (T) – Describe at least one authentic performance task used to assess student understanding or ability
Other Evidence (OE) – Describe at least two different types of evidence used to measure student understanding or ability
Stage 3: Learning Plan
WHERETO – Identify learning activities for each of the WHERETO elements. Label each activity with its respective element (Where; Hook and Hold; Equip; Rethink, Reflect, and Revise; Evaluate; Tailor; and Organized)
Written Reflection –
On a separate page (within the same document) and following the template, address each of the following:
Rigor –Describe the degree to which your assessments and learning activities provide cognitive rigor (Bloom’s and/or Webb’s DOK).
Engagement – Discuss assessments and learning activities in your plan that will engage learners.
Century skills – Describe the 21st-century skills addressed in your plan.
Written Communication Instructions
Length Requirement: Four to six pages including the
Backward Design Unit Plan Template
, written reflection, title, and references pages.
Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Source Requirement: Reference Wiggins and McTighe (2005), Lopez (2013), and Partnership for 21st Century Learning. Exemplary assignments will include at least two other resources from your own research or from those listed as a Recommended Resource, found in the Weekly Lesson, or any related resource previously assigned during Weeks 1-6.
APA Formatting: Use APA formatting consistently throughout the assignment. Refer to the
Ashford Writing Center (Links to an external site.)
for assistance with APA style and formatting.
Submitting Your Assignment
Submit your assignment for evaluation. Include the link to your ePortfolio in the comments box when uploading.
Archive your assignment in your ePortfolio by uploading to your Folio account. Once assignments are uploaded to your ePortfolio, they are considered
artifacts
and will be referenced as such.
Once in your Folio account, select “Add Work.” Follow the s.
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1. ASH EDU 695 Week 1 Assignment 21st Century
Framework Revision NEW
Check this A+ tutorial guideline at
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ash/edu-695-week-1-assignment-21st-century-
framework-revision-new
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This assignment re-introduces you to the
framework of 21st Century Skills that you will
consider each week as you work to redesign prior
coursework for your ePortfolio. Note that a similar
format is followed for each of the assignments in
this course. You will upload this assignment to the
course for evaluation and to your ePortfolio
(Pathbrite).
Specifically, after reviewing the Framework for
21st century learning, you will redesign or modify
a prior assignment from one of your courses in the
2. MAED program that represents your mastery of
the MAED program learning outcomes 1, 2, and 3.
An assignment you may want to redesign could be
in the form of a lesson plan or teaching unit you
previously created for a course. Your redesign of
the assignment must show a representation of
21st-century learning through incorporation of
student outcomes and support systems, which are
defined as follows:
• Student Outcomes: Learning and Innovations
Skills (critical thinking, communication,
collaboration, and creativity), Core Subjects 3Rs
and 21st Century Themes, Information, Media, and
Technology Skills, Life and Career Skills.
• Support Systems: Standards and assessments,
curriculum and instruction, professional
development, learning environments.
When selecting an assignment to redesign, think
about how the assignment should consider the
diverse strengths, differences, cultures, and
communities of students while offering a safe,
collaborative, engaging, and inclusive learning
environment.
If you do not have previous work to use for this
assignment, please contact your instructor for
3. guidelines on how to proceed. As needed, refer to
the MAED program learning outcomes (PLOs) list.
Create your assignment to meet the content and
written communication expectations noted below.
Content Expectations
The Redesign expectations explain what you are
required to do with the prior coursework you
choose to redesign. The Summary expectations are
for the separate written portion of this
assignment.
• Redesign - Outcomes (2 Points): Redesign of the
^lesson plan or teaching unit includes at least one
component of the following 21st Century Student
Outcomes: Core Subjects and 21st Century
Themes, Learning and Innovation Skills,
Information, Media, and Technology Skills, and
Life and Career Skills.
• Redesign - Support Systems (1 Point): Redesign
of the lesson plan or teaching unit includes at least
one component of the following 21st Century
Support Systems: 21st Century Standards,
Assessment for 21st Century Skills, 21st Century
Curriculum and Instruction, and 21st Century
Learning Environments.
4. • Summary - Introduction/Conclusion (1 Point): A
one paragraph introduction to the summary that
concisely presents the scope and organization of
the summary writing, as well as a one paragraph
conclusion that recaps your summary's key points.
• Summary - Modification (1 Point): For each
revision, summarize in a paragraph how you
revised the activity to address the components of
21st Century Student Outcomes and 21st Century
Support systems. Explicitly state how your
redesign assignment provides evidence of mastery
of PLO's 1, 2, and 3.
• Summary - Re n (1 Point): In
°n
e page,
reflect on your experience with the redesign in
terms of challenges you encountered and how
you overcame those challenges, including any
difficulties experienced in revising to address the
components of 21st Century Student Outcomes
and 21st Century Support systems.
Written Communication Expectations
• Page Requirement (.5 points): Two to four pages,
not including title and references pages.
• APA Formatting (.5 points): Use APA formatting
consistently throughout the assignment.
5. • Syntax and Mechanics (.5 points): Display
meticulous comprehension and organization of
syntax and mechanics such as spelling and
grammar.
• Source Requirement (.5 points): Reference
three scholarly sources in addition to the course
textbook. All sources on the references page
need to be used and cited correctly within the
body of
the assignment.
For information related to APA style, including
samples and tutorials, please
www.edu695assi
gnment.com
6. • Syntax and Mechanics (.5 points): Display
meticulous comprehension and organization of
syntax and mechanics such as spelling and
grammar.
• Source Requirement (.5 points): Reference
three scholarly sources in addition to the course
textbook. All sources on the references page
need to be used and cited correctly within the
body of
the assignment.
For information related to APA style, including
samples and tutorials, please
www.edu695assi
gnment.com
