Ashford edu 692 week 5 discussion 1 decisions
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- Teachers must make many decisions throughout their day, from immediate choices like discipline to more calculated decisions like developing long-term projects. - The two most important decisions teachers make are what students should learn and how to design learning experiences to maximize learning for all students. - This discussion asks students to analyze the decisions made in designing an innovative educational program from the previous week that promotes 21st century skills and cultural relevance.
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Ashford edu 692 week 5 discussion 1 decisions
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Ashford edu 692 week 5 discussion 1 decisions
ash edu 692 week 5 assignment a case for problem based learning,edu 692 week 5 discussion 1 decisions,edu 692 week 5 discussion 1 decisions,ash edu 692 week 5,edu 692 week 5,edu 692 week 5 final paper,ash edu 692 week 5 tutorial,ash edu 692 week 5 assignment,ash edu 692 week 5 help
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Project based learning involves students inquiring into a complex question through an extended process, valuing both the learning process and outcomes. It increases academic achievement, application of knowledge, critical thinking, collaboration and communication. The goals are to extract essential concepts and skills from examples, engage learners, encourage questioning, and confront misconceptions. Problem based learning similarly uses problems to teach subjects, originating from medical schools and now used in all education, with specific tasks like defining problems, researching solutions, and presenting conclusions.
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Ashford edu 692 week 5 discussion 1 decisions
ash edu 692 week 5 assignment a case for problem based learning,edu 692 week 5 discussion 1 decisions,edu 692 week 5 discussion 1 decisions,ash edu 692 week 5,edu 692 week 5,edu 692 week 5 final paper,ash edu 692 week 5 tutorial,ash edu 692 week 5 assignment,ash edu 692 week 5 help
Ashford edu 692 week 5 discussion 1 decisions
ash edu 692 week 5 assignment a case for problem based learning,edu 692 week 5 discussion 1 decisions,edu 692 week 5 discussion 1 decisions,ash edu 692 week 5,edu 692 week 5,edu 692 week 5 final paper,ash edu 692 week 5 tutorial,ash edu 692 week 5 assignment,ash edu 692 week 5 help
Forbairt vehicle for improvement
This document discusses the Adult Learning Network (ALN) process, which involves principals and deputy principals participating in continuous professional development to improve their schools. Over 50% of schools have participated in the ALN, where leaders work through an action learning process to address an issue in their school. They receive feedback from others and develop a plan to enact changes. Participants found benefits like confidence building, exposure to best practices, and reassurance about leadership direction. The success of the ALN process is attributed to engagement of leaders, focusing on needs of individual schools, and building collaboration around teaching and learning.
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Project based learning involves students inquiring into a complex question through an extended process, valuing both the learning process and outcomes. It increases academic achievement, application of knowledge, critical thinking, collaboration and communication. The goals are to extract essential concepts and skills from examples, engage learners, encourage questioning, and confront misconceptions. Problem based learning similarly uses problems to teach subjects, originating from medical schools and now used in all education, with specific tasks like defining problems, researching solutions, and presenting conclusions.
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Project-based learning is a teaching method where students investigate and respond to an engaging question or challenge over an extended period of time. It requires the use of both fundamental skills and 21st century skills like teamwork, problem-solving, and research. Example projects include having students build robots by assembling them and collaborating with classmates. Project-based learning helps develop skills needed for living in a knowledge-based society and allows students more control over their learning.
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This document discusses problem-based learning (PBL) and project-based learning. PBL presents students with real-world problems and has them develop solutions, fostering skills like problem-solving and critical thinking. It outlines the steps of PBL, including presenting the problem and developing solutions. Project-based learning involves in-depth student-centered investigations over multiple class periods on authentic tasks. An example of each is given: for PBL, students determine how to care for a class pet rabbit, and for projects, second graders grow and observe different plants. Both approaches are said to improve student learning.
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The document outlines a strategy to address the problem of student disengagement and dropout in Colombian public education. It identifies that students lack interest in classroom content and see education as an obligation rather than something interesting. To solve this, the document proposes improving school infrastructure, using engaging pedagogical strategies, and providing more technology. The best solution, it argues, is to combine strategies like investing in facilities, training teachers to design dynamic lessons, and creating academic programs that demonstrate how knowledge applies to students' futures. This will be implemented by developing projects allowing students to apply learning to careers.
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Teachers are professionals who must make many decisions throughout their day! Some decisions are immediate, spur of the moment choices like disciplining students or revising a lesson that is not working. Others decisions are more calculated, like developing a semester-long project designed to incorporate community resources into a problem-solving scenario. All the small decisions teachers make throughout their day likely support the two most important, larger overarching decisions that are made at the beginning of a learning experience and are based in part on many macrocultural and microcultural factors:
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What is the best way to arrange experiences within the learning environment to maximize the probability that all students will learn what is intended for them to learn?
Chapter 1 of the course text provides a number of different definitions for the term “culture.” Wardle (2013) makes a distinction between cultural factors at the national level (macroculture) and cultural factors unique to a specific sub-population of people in local communities (microculture). This discussion provides you with additional practice identifying cultural influences on specific decisions teachers make to develop the most effective learning experiences possible, which further prepares you for the Week Six Final Project. You will use one of the schools or programs identified in last week's assignment (website or web-based presentation) that you and your peers developed as the subject of the first discussion. Recall that these schools showcase examples of innovative educational experiences designed to promote 21st-century skills while promoting culturally relevant pedagogy.
Initial Response:
This discussion requires you to select one of the schools/programs you researched and included in your Week Four Assignment. Once selected, you need to conduct a brief analysis of the decisions that needed to be made in the design and implementation of the school or program you selected. To help guide this analysis, ensure that the following questions are addressed:
What decisions, in general, did the program developer(s) and/or other professional(s) need to make in order to plan the school or program?
What macroscopic cultural influence likely supported the development and implementation of the program?
What microscopic cultural influence likely supported the development and implementation of the program?
.
For this assignment, you need to assume the role of a classroom educ.docx
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
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RI Educator Autonomy Kickoff presentation
This document provides an overview of the Educator Autonomy Project in Rhode Island. The project aims to support Rhode Island's efforts to improve student achievement through increased local autonomy for educators. It will examine barriers to effective teaching and learning, and make recommendations to the governor on how to remove barriers and strengthen autonomy at the school and teacher level while ensuring quality and effectiveness. A working group representing all stakeholders will conduct the work over 6-9 months. They will build understanding of the issues, identify areas for recommendations, develop and test specific recommendations, and prioritize proposals. Autonomy may be increased at the state, district, school and teacher levels in areas like budgeting, staffing, curriculum and assessments. The goal is to empower
RI Educator Autonomy Workgroup: Jan 6 2014
This document discusses an educator autonomy project in Rhode Island aimed at increasing local autonomy to improve student achievement. It provides context and outlines the phases of work, which include identifying barriers to effective teaching and learning, determining areas for recommendations, testing recommendations, and prioritizing them. Participants are guided by principles of student success and decisions made close to students. The document describes dividing into groups to analyze potential barriers and their causes using tools like force-field analysis and fishbone diagrams. It lists participants and directs them to review education standards and consider how budgeting interacts with student experiences before the next meeting.
Project based learning-(pbl)
Project-Based Learning (PBL) is a student-centered approach that engages students in exploring meaningful questions through investigations and collaborations. PBL involves students investigating authentic problems in an open-ended manner over a long-term period using interdisciplinary skills which requires critical thinking, incorporates feedback and revision, and results in a publicly presented product. PBL relies on learning groups where students determine their own projects and take responsibility for their learning in a constructivist manner by working together to accomplish goals. Benefits of PBL include increased attendance, academic gains, development of complex skills and access to broader learning, while risks include lack of preparation, requiring more time, potential anxiety and group dynamics issues.
Project based learning presentation
Project-based learning is a teaching method where students investigate and respond to an engaging question or challenge over an extended period of time. It requires the use of both fundamental skills and 21st century skills like teamwork, problem-solving, and research. Example projects include having students build robots by assembling them and collaborating with classmates. Project-based learning helps develop skills needed for living in a knowledge-based society and allows students more control over their learning.
Analysis of Massachusetts Innovation School Model
This document discusses aspects of Massachusetts' education system that could be relevant for Rhode Island to consider. It outlines features like increased autonomy for districts and schools to meet benchmarks, curriculum and schedule flexibility, and an ability to focus resources. However, it also raises questions about applying this approach in Rhode Island due to its small size and many small districts, including concerns about economics, lack of relief from state mandates, and barriers to widespread innovation. Overall, the document considers potential benefits of increased autonomy but recognizes challenges of Rhode Island's educational structure and scale.
Problem/Project based learning
This document discusses problem-based learning (PBL) and project-based learning. PBL presents students with real-world problems and has them develop solutions, fostering skills like problem-solving and critical thinking. It outlines the steps of PBL, including presenting the problem and developing solutions. Project-based learning involves in-depth student-centered investigations over multiple class periods on authentic tasks. An example of each is given: for PBL, students determine how to care for a class pet rabbit, and for projects, second graders grow and observe different plants. Both approaches are said to improve student learning.
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Presentation prepared by:
Barbara Khavugwi Makhaya and Peter Kiprotich Ngeno
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The document outlines a strategy to address the problem of student disengagement and dropout in Colombian public education. It identifies that students lack interest in classroom content and see education as an obligation rather than something interesting. To solve this, the document proposes improving school infrastructure, using engaging pedagogical strategies, and providing more technology. The best solution, it argues, is to combine strategies like investing in facilities, training teachers to design dynamic lessons, and creating academic programs that demonstrate how knowledge applies to students' futures. This will be implemented by developing projects allowing students to apply learning to careers.
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Los Angeles Autonomy Framework
This document provides an overview of becoming an autonomous school in the Los Angeles Unified School District. It discusses the three models of autonomy available - ESBMM, Pilot, and LIS - and summarizes their key features. The presentation reviews the history of autonomy in LAUSD and outlines the application process and requirements for each model, including engaging stakeholders, developing proposals, voting procedures, and accountability measures. The goal is for participants to understand the autonomy options and how to apply for one that best fits their school's needs.
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Teachers are professionals who must make many decisions throughout their day! Some decisions are immediate, spur of the moment choices like disciplining students or revising a lesson that is not working. Others decisions are more calculated, like developing a semester-long project designed to incorporate community resources into a problem-solving scenario. All the small decisions teachers make throughout their day likely support the two most important, larger overarching decisions that are made at the beginning of a learning experience and are based in part on many macrocultural and microcultural factors:
What is truly important for students to learn?
What is the best way to arrange experiences within the learning environment to maximize the probability that all students will learn what is intended for them to learn?
Chapter 1 of the course text provides a number of different definitions for the term “culture.” Wardle (2013) makes a distinction between cultural factors at the national level (macroculture) and cultural factors unique to a specific sub-population of people in local communities (microculture). This discussion provides you with additional practice identifying cultural influences on specific decisions teachers make to develop the most effective learning experiences possible, which further prepares you for the Week Six Final Project. You will use one of the schools or programs identified in last week's assignment (website or web-based presentation) that you and your peers developed as the subject of the first discussion. Recall that these schools showcase examples of innovative educational experiences designed to promote 21st-century skills while promoting culturally relevant pedagogy.
Initial Response:
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What decisions, in general, did the program developer(s) and/or other professional(s) need to make in order to plan the school or program?
What macroscopic cultural influence likely supported the development and implementation of the program?
What microscopic cultural influence likely supported the development and implementation of the program?
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For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
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This document discusses different approaches to curriculum planning and development. It defines curriculum and different curriculum models. It describes the Traditional/Systematic Approach which includes the Administrative, Grass-Roots, and Demonstration approaches. It also discusses the Michaelis Model for curriculum development which includes 7 key components: foundations, goals/objectives, organization, learning environment, support services, teaching strategies, and evaluation. Finally, it briefly mentions the Frymier-Hawn Approach which involves community, students, teachers, content, and organizational actors in curriculum development.
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The document provides guidance on implementing project-based learning in 6 steps:
1) Start with an essential question that engages students in an open-ended real-world problem.
2) Design the project to address content standards and involve students in planning activities.
3) Create a schedule that is flexible but includes benchmarks and time for completion.
4) Monitor student and project progress through team and project rubrics.
5) Assess outcomes through self-assessment, feedback, and student-teacher conferences.
6) Evaluate the experience through individual and group reflection on what worked and needs improvement.
Chapter 2
This document provides information on curriculum design and mapping. It discusses 10 axioms of curriculum design, key elements of curriculum like objectives and content, and approaches like subject-centered and problem-centered designs. It also explains that curriculum mapping is done after designing to outline learning outcomes, content, skills, assessment, and student progression in a visual timeline before implementation. Mapping allows quality control and improving instruction to ensure coverage of intended outcomes and content.
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ED-9-Chapter-2-Module-3.pptx
This document provides information about curriculum design and mapping. It begins with an opening prayer and icebreaker activity. It then covers three lessons:
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2. Approaches to curriculum design like subject-centered, learner-centered, and problem-centered models. It discusses principles of different approaches.
3. Curriculum mapping, which is defined as a process that follows curriculum design. It identifies the purposes of mapping like pacing lessons over time. Examples of curriculum maps are also mentioned.
Differentiated Instruction
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
Sequencing and structuring learning modules in instructional design
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Curriculum Development
The document discusses curriculum and factors that influence curriculum development. It defines curriculum as the lessons and academic content taught in a school or course, including learning standards, lessons, materials, and assessments. It identifies several factors that influence curriculum development, including political, social, economic, technological, environmental, and child psychology factors. For example, politics influences curriculum through funding and standards, while technology impacts curriculum development through increased computer use and new degree programs.
Fs 4 research
The document discusses factors that influence the development of a school curriculum, including government, professional groups, social values, resources, and achieving a general consensus on curriculum objectives. It also outlines the stages in developing a school curriculum, which includes diagnosing needs, formulating objectives, selecting content, organizing content and learning experiences, and determining evaluation. The curriculum development process aims to design a program that can modify learner behavior based on selected content and learning experiences.
Factor that influance curriculum development.pptx
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include government rules and funding that affect standards and materials. Social factors include societal expectations and diversity. Economic factors include job training and national economic goals. Technological factors drive computer-based learning. Environmental factors incorporate issues like pollution and sustainability. Child psychology examines development across the lifespan.
Factors that influence curriculum change and innovation.pptx
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include funding and standards that influence goals and materials. Social factors include societal expectations and resistance to subjects. Economic factors include job training and national economic returns. Technological factors include computers and new technology-focused degrees. Environmental factors include teaching practices like recycling and environmentally-focused higher education programs. Child psychology factors examine developmental changes and prepare students for careers in education.
Coherent and Rigoreous Instructional Programs
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Lesson-Planning-CG.pptx
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
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Lesson planningguide
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