The document outlines a unit plan for a first grade science lesson on balance and motion that includes learning goals, activities, assessments, and a performance task where students work in groups to design and build a car out of materials provided using their understanding of balance and force. The unit aims to teach students about science vocabulary, how objects can be balanced, the relationship between force and motion, and how to apply their knowledge through an engineering design challenge.
The document outlines a unit plan for a first grade science lesson on balance and motion that includes learning goals, assessments, and a culminating performance task where students work in groups to design and build a car out of materials provided using their understanding of balance and force. Students will apply science vocabulary, describe how objects can be balanced, explain how motion requires a force, and demonstrate their knowledge through various assessments including observations, exit slips, and science journals.
This document summarizes a community of practice model used by the Digital Youth Network to help artist mentors become expert teachers. It describes how mentors collaborate using tools like SPACE and RemixWorld to design curriculum, assess student work, and reflect on lessons. The model combines strategic professional development with custom technology to facilitate critical conversations and continuous instructional improvement. By mutually engaging in assessment calibration and curriculum design, mentors build a shared understanding of teaching goals and strategies to better support student media production projects.
The document outlines the writing process, which includes analyzing the writing situation, inventing ideas through brainstorming, organizing ideas into an outline with a thesis statement, drafting the paper, and revising through feedback and self-editing. It provides examples of how to develop a thesis and outline, emphasizes that writing is a process of multiple drafts, and notes that revision is key to strengthening writing.
The document outlines an agenda for a workshop aimed at designing new first-year courses. On Sunday evening, participants will develop frameworks describing their institutions and stakeholders. They will then be formed into design teams. On Monday morning, teams will create frameworks about their students and develop a vision and learning objectives. In the afternoon, teams will identify curriculum ideas from a poster session and work on a preliminary course design. On Tuesday, teams will present their course concepts and discuss a curriculum reform case study and planning for staffing and sustaining new courses. The overall goal is for participants to design new first-year courses appropriate for their institutional contexts and student populations.
Este documento resume la historiografía sobre las finanzas de la Gran Colombia entre 1819-1830. Explica que los estudios existentes se han centrado principalmente en análisis cualitativos de las reformas legislativas y administrativas, con una falta de series estadísticas completas debido a la inestabilidad política del periodo. El documento también analiza varios estudios específicos que han examinado aspectos como la evolución de la estructura fiscal, los debates sobre políticas fiscales, y el comportamiento de los ingresos por regiones, pero ninguno ha
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document provides information about a community solar initiative called Solarize Southern Oregon. It summarizes the benefits of going solar through lower energy bills and incentives. Interested community members can sign up online to participate and receive help through the process. The initiative aims to realize cost savings by going solar as a community.
The document summarizes the animal kingdom by dividing it into two major groups: vertebrates and invertebrates. Vertebrates are animals with backbones and are further broken down into five groups - mammals, birds, fish, reptiles, and amphibians. Invertebrates lack backbones and are divided into four main phyla: ringed worms, echinoderms, mollusks, and arthropods. Each group is then described in terms of key distinguishing characteristics.
The document outlines a unit plan for a first grade science lesson on balance and motion that includes learning goals, assessments, and a culminating performance task where students work in groups to design and build a car out of materials provided using their understanding of balance and force. Students will apply science vocabulary, describe how objects can be balanced, explain how motion requires a force, and demonstrate their knowledge through various assessments including observations, exit slips, and science journals.
This document summarizes a community of practice model used by the Digital Youth Network to help artist mentors become expert teachers. It describes how mentors collaborate using tools like SPACE and RemixWorld to design curriculum, assess student work, and reflect on lessons. The model combines strategic professional development with custom technology to facilitate critical conversations and continuous instructional improvement. By mutually engaging in assessment calibration and curriculum design, mentors build a shared understanding of teaching goals and strategies to better support student media production projects.
The document outlines the writing process, which includes analyzing the writing situation, inventing ideas through brainstorming, organizing ideas into an outline with a thesis statement, drafting the paper, and revising through feedback and self-editing. It provides examples of how to develop a thesis and outline, emphasizes that writing is a process of multiple drafts, and notes that revision is key to strengthening writing.
The document outlines an agenda for a workshop aimed at designing new first-year courses. On Sunday evening, participants will develop frameworks describing their institutions and stakeholders. They will then be formed into design teams. On Monday morning, teams will create frameworks about their students and develop a vision and learning objectives. In the afternoon, teams will identify curriculum ideas from a poster session and work on a preliminary course design. On Tuesday, teams will present their course concepts and discuss a curriculum reform case study and planning for staffing and sustaining new courses. The overall goal is for participants to design new first-year courses appropriate for their institutional contexts and student populations.
Este documento resume la historiografía sobre las finanzas de la Gran Colombia entre 1819-1830. Explica que los estudios existentes se han centrado principalmente en análisis cualitativos de las reformas legislativas y administrativas, con una falta de series estadísticas completas debido a la inestabilidad política del periodo. El documento también analiza varios estudios específicos que han examinado aspectos como la evolución de la estructura fiscal, los debates sobre políticas fiscales, y el comportamiento de los ingresos por regiones, pero ninguno ha
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document provides information about a community solar initiative called Solarize Southern Oregon. It summarizes the benefits of going solar through lower energy bills and incentives. Interested community members can sign up online to participate and receive help through the process. The initiative aims to realize cost savings by going solar as a community.
The document summarizes the animal kingdom by dividing it into two major groups: vertebrates and invertebrates. Vertebrates are animals with backbones and are further broken down into five groups - mammals, birds, fish, reptiles, and amphibians. Invertebrates lack backbones and are divided into four main phyla: ringed worms, echinoderms, mollusks, and arthropods. Each group is then described in terms of key distinguishing characteristics.
The document describes the animal kingdom. It is divided into two major groups: vertebrates and invertebrates. Vertebrates have backbones and are further divided into mammals, birds, fish, reptiles, and amphibians. Invertebrates lack backbones and include ringed worms, echinoderms, mollusks, and arthropods. Arthropods are the most diverse group and include insects, spiders, lobsters, and crabs. The document provides detailed descriptions of characteristics and examples for each subgroup.
The document discusses the economic situation in Greece based on data from surveys and statistics organizations. It notes that GDP growth has been negative for 6 consecutive years, with a 7.1% decline in GDP in 2012. Unemployment is at 28% overall and 61.4% for youth. Consumer spending and retail sales have declined year-over-year. Consumer confidence and business confidence are low. Trust in institutions has declined significantly. The majority of Greeks have a negative outlook on the future of the economy and their personal financial situation. Consumers are spending less by buying fewer items, shopping less frequently, and switching to cheaper private label and discounted options. The key takeaways provided at the end emphasize understanding consumers and shoppers
We, the Alumnae Jan2014, the official CHSAF NewsletterViqui del Rosario
The document provides an account of Sr. Erminia delos Reyes S.Sp.S's journey to Tacloban in January 2014 to provide support after Typhoon Haiyan (Yolanda). It describes finding devastation at the Sisters Convent and helping with cleanup efforts. It notes the children may remember the great storm that swept away family and homes. Yet, the passage expresses hope that they will also remember the human spirit's courage in surviving and rebuilding. The document celebrates the Diamond Jubilee of the Archdiocese of Palo and closing of the Year of Faith at the Cathedral of the Transfiguration of Our Lord-Palo, Leyte.
Google was founded in 1996 by Sergey Brin and Larry Page. Their mission was to organize the world's information and make it universally accessible. Some key aspects that contributed to Google's success include developing a high-quality search algorithm, establishing partnerships with websites, having the right products like AdWords and AdSense, and quickly expanding their services. Google also utilized a mesh organizational structure with shared responsibility and consensus-based decision making. As the company expanded globally, it listened to users and operated as a market-based company. Google's culture emphasized innovation, filtering candidates who fit the culture, and providing training.
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 information about the Solarize Southern Oregon community solar effort. It summarizes that interested community members are joining together to install solar through pre-selected qualified contractors at discounted prices. The program offers education events, site assessments, design support, and helps navigate the installation process. It outlines the benefits of solar and how the technology works. Potential cost savings from state, federal, and utility incentives are presented through examples.
The document provides an update on activities and events related to the centennial celebration of the College of the Holy Spirit in Mendiola, Manila. It discusses the successful awards ceremony and homecoming celebration on February 2nd, recognizing 100 outstanding alumnae. It also summarizes the Centennial Committee Report given at the gala celebration on February 3rd, noting progress towards fundraising goals to support campus renovations, scholarships, and faculty development. Specifically, over P46 million has been pledged towards the P100 million goal, and funding is in place for 130 scholars over the next school year thanks to increased donations. The Holy Spirit's guidance and blessings on the celebration and its goals are acknowledged throughout.
The newsletter provides updates on the College of the Holy Spirit (CHS) Centennial Celebration scheduled for February 2-3, 2013. It profiles several outstanding alumnae being honored including Victoria Pineda Garchitorena and Salvacion Munsayac Bulatao for their professional accomplishments and contributions to social causes. The newsletter expresses the anticipation of alumnae reuniting to reminisce on their school days and cherish the lasting friendships and values developed at CHS.
Emy Masigan-Mercado, a renowned portrait artist, was commissioned to paint President Corazon Aquino's portrait to be unveiled at an exhibit of the late president's paintings. Emy prepared three canvases interpreting Aquino's personality as a nature lover, artist, and political leader. The unveiling of the portrait of Aquino as a formidable leader in her symbolic yellow dress was well-received at the exhibit opening.
This document provides information about a mathematics exam paper that will take place on April 10, 2014 and has a moderate to tough difficulty level. The paper will consist of 60 multiple choice questions (MCQ) and short answer type questions (SCQ) across various topics in fundamentals of mathematics including quadratic equations. The questions are divided into 10 sets with varying number of MCQ and SCQ in each set. The total marks for the paper are 210.
This rubric outlines criteria for assessing a performance task in a cause and effect unit. The performance task requires students to work collaboratively to design a slide prototype, conducting research, trials, and seeking community feedback. Students will explain their learning process in a final representation. The rubric assesses students' representation of learning, research strategies, collaboration, problem-solving, and the slide prototype. Achievement levels are designated as 1) No, 2) Yes but, 3) Yes, and 4) Yes and to score elements such as the representation of learning and problem-solving strategies demonstrated.
1) The document reflects on Lisa Briner's experience in her technical writing course. She learned that technical writing is much broader than she expected and is used in many occupational fields to communicate complex information to specific audiences.
2) Through assignments in the course, Lisa improved her resume, learned collaborative work processes, developed technical instructions, and gained experience presenting her work.
3) Overall, Lisa learned that technical writing involves breaking large projects into steps, revising work based on feedback, and applying systematic processes to accomplish goals. She will be able to apply these skills to achieve her professional aims.
Students must work in groups of at least 3 people to create a Chinese-style movement performance piece set to music. The performance must last for at least 1 minute. Students will be assessed on their group work skills, including concentration, support for others, sharing ideas, and helping shape the performance. They will also be assessed on their class participation, including controlling their own learning, participating in discussions, treating classmates well, and using rehearsal time effectively. Students are asked to self-assess and document their creative process and group work.
This document outlines a checklist for a computer technology project design folder. It includes sections for identifying the problem, developing a design brief after investigating the problem, specifying design requirements, creating design concepts, planning the project, making the product, and evaluating the final product and process. The checklist ensures students address key elements at each stage such as describing the problem, conducting research, creating a timeline and budget, testing the product, and assessing what they learned.
Fancy Nancy did not want to do fancy work, but her aunt wanted her to do work for her. So even though Fancy Nancy did not like fancy work, she did fancy work for her aunt. The passage describes Fancy Nancy reluctantly doing fancy work for her aunt.
This slide will review the basic stapes to writing organized sentences and paragraphs. Links are below for practice and instructor feedback.
Outline Practice: https://docs.google.com/document/d/1ONo9ZM1umOcyn3rXxddcmE3sqoScBykmRURBtTbNVsI/edit
Outline Practice for Instructor Feeback: https://drive.google.com/open?id=1YuH5wSO-O4EyCamikDXfIp0S0p8XUJbH35ZcT08sPng
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
ALS Lesson Log on MYDev Life Skills Module 2 Personal Development (Sessions 1-3)Vicente Antofina
This document outlines lesson plans for a series of sessions on personal development. The sessions aim to:
1) Help learners identify their personal values, skills, goals and learning styles.
2) Relate personal values to family and career choices.
3) Develop a plan to set and achieve goals by recognizing connections between values, interests and skills.
4) Appreciate that people learn in different ways and identify strategies to learn new skills.
A variety of activities are used including discussion, self-reflection exercises, and group work to help learners understand key concepts and apply them to their own development.
The document summarizes discussions from an RVHS Twilight meeting that covered two topics: staff wellbeing and effective feedback.
For staff wellbeing, survey results identified areas for improvement such as communications, workload, and breaks. The document proposes forming a wellbeing team with a variety of skills and organizing wellbeing activities. It emphasizes making collective efforts to support wellbeing without feeling like a chore.
For effective feedback, the document outlines expectations for feedback and marking to be encouraging, challenge students, and provide opportunities for improvement. It stresses the importance of timely feedback and prioritizing major issues. Examples are given for giving targeted feedback that guides students.
This document outlines the superpowers and tools of a peer and self-assessment superhero. The superhero would have speed, provide specific and formative feedback, and create dialogue through assessment. Their utility belt would include progress tables, rubrics, model answers, and other tools. Peer and self-assessment need to be quick, formative, and specific. Feedback should create improvement and be acted upon through discussion. The document provides examples of assessment tools and rules for providing kind, specific, and helpful critique.
The document describes the animal kingdom. It is divided into two major groups: vertebrates and invertebrates. Vertebrates have backbones and are further divided into mammals, birds, fish, reptiles, and amphibians. Invertebrates lack backbones and include ringed worms, echinoderms, mollusks, and arthropods. Arthropods are the most diverse group and include insects, spiders, lobsters, and crabs. The document provides detailed descriptions of characteristics and examples for each subgroup.
The document discusses the economic situation in Greece based on data from surveys and statistics organizations. It notes that GDP growth has been negative for 6 consecutive years, with a 7.1% decline in GDP in 2012. Unemployment is at 28% overall and 61.4% for youth. Consumer spending and retail sales have declined year-over-year. Consumer confidence and business confidence are low. Trust in institutions has declined significantly. The majority of Greeks have a negative outlook on the future of the economy and their personal financial situation. Consumers are spending less by buying fewer items, shopping less frequently, and switching to cheaper private label and discounted options. The key takeaways provided at the end emphasize understanding consumers and shoppers
We, the Alumnae Jan2014, the official CHSAF NewsletterViqui del Rosario
The document provides an account of Sr. Erminia delos Reyes S.Sp.S's journey to Tacloban in January 2014 to provide support after Typhoon Haiyan (Yolanda). It describes finding devastation at the Sisters Convent and helping with cleanup efforts. It notes the children may remember the great storm that swept away family and homes. Yet, the passage expresses hope that they will also remember the human spirit's courage in surviving and rebuilding. The document celebrates the Diamond Jubilee of the Archdiocese of Palo and closing of the Year of Faith at the Cathedral of the Transfiguration of Our Lord-Palo, Leyte.
Google was founded in 1996 by Sergey Brin and Larry Page. Their mission was to organize the world's information and make it universally accessible. Some key aspects that contributed to Google's success include developing a high-quality search algorithm, establishing partnerships with websites, having the right products like AdWords and AdSense, and quickly expanding their services. Google also utilized a mesh organizational structure with shared responsibility and consensus-based decision making. As the company expanded globally, it listened to users and operated as a market-based company. Google's culture emphasized innovation, filtering candidates who fit the culture, and providing training.
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 information about the Solarize Southern Oregon community solar effort. It summarizes that interested community members are joining together to install solar through pre-selected qualified contractors at discounted prices. The program offers education events, site assessments, design support, and helps navigate the installation process. It outlines the benefits of solar and how the technology works. Potential cost savings from state, federal, and utility incentives are presented through examples.
The document provides an update on activities and events related to the centennial celebration of the College of the Holy Spirit in Mendiola, Manila. It discusses the successful awards ceremony and homecoming celebration on February 2nd, recognizing 100 outstanding alumnae. It also summarizes the Centennial Committee Report given at the gala celebration on February 3rd, noting progress towards fundraising goals to support campus renovations, scholarships, and faculty development. Specifically, over P46 million has been pledged towards the P100 million goal, and funding is in place for 130 scholars over the next school year thanks to increased donations. The Holy Spirit's guidance and blessings on the celebration and its goals are acknowledged throughout.
The newsletter provides updates on the College of the Holy Spirit (CHS) Centennial Celebration scheduled for February 2-3, 2013. It profiles several outstanding alumnae being honored including Victoria Pineda Garchitorena and Salvacion Munsayac Bulatao for their professional accomplishments and contributions to social causes. The newsletter expresses the anticipation of alumnae reuniting to reminisce on their school days and cherish the lasting friendships and values developed at CHS.
Emy Masigan-Mercado, a renowned portrait artist, was commissioned to paint President Corazon Aquino's portrait to be unveiled at an exhibit of the late president's paintings. Emy prepared three canvases interpreting Aquino's personality as a nature lover, artist, and political leader. The unveiling of the portrait of Aquino as a formidable leader in her symbolic yellow dress was well-received at the exhibit opening.
This document provides information about a mathematics exam paper that will take place on April 10, 2014 and has a moderate to tough difficulty level. The paper will consist of 60 multiple choice questions (MCQ) and short answer type questions (SCQ) across various topics in fundamentals of mathematics including quadratic equations. The questions are divided into 10 sets with varying number of MCQ and SCQ in each set. The total marks for the paper are 210.
This rubric outlines criteria for assessing a performance task in a cause and effect unit. The performance task requires students to work collaboratively to design a slide prototype, conducting research, trials, and seeking community feedback. Students will explain their learning process in a final representation. The rubric assesses students' representation of learning, research strategies, collaboration, problem-solving, and the slide prototype. Achievement levels are designated as 1) No, 2) Yes but, 3) Yes, and 4) Yes and to score elements such as the representation of learning and problem-solving strategies demonstrated.
1) The document reflects on Lisa Briner's experience in her technical writing course. She learned that technical writing is much broader than she expected and is used in many occupational fields to communicate complex information to specific audiences.
2) Through assignments in the course, Lisa improved her resume, learned collaborative work processes, developed technical instructions, and gained experience presenting her work.
3) Overall, Lisa learned that technical writing involves breaking large projects into steps, revising work based on feedback, and applying systematic processes to accomplish goals. She will be able to apply these skills to achieve her professional aims.
Students must work in groups of at least 3 people to create a Chinese-style movement performance piece set to music. The performance must last for at least 1 minute. Students will be assessed on their group work skills, including concentration, support for others, sharing ideas, and helping shape the performance. They will also be assessed on their class participation, including controlling their own learning, participating in discussions, treating classmates well, and using rehearsal time effectively. Students are asked to self-assess and document their creative process and group work.
This document outlines a checklist for a computer technology project design folder. It includes sections for identifying the problem, developing a design brief after investigating the problem, specifying design requirements, creating design concepts, planning the project, making the product, and evaluating the final product and process. The checklist ensures students address key elements at each stage such as describing the problem, conducting research, creating a timeline and budget, testing the product, and assessing what they learned.
Fancy Nancy did not want to do fancy work, but her aunt wanted her to do work for her. So even though Fancy Nancy did not like fancy work, she did fancy work for her aunt. The passage describes Fancy Nancy reluctantly doing fancy work for her aunt.
This slide will review the basic stapes to writing organized sentences and paragraphs. Links are below for practice and instructor feedback.
Outline Practice: https://docs.google.com/document/d/1ONo9ZM1umOcyn3rXxddcmE3sqoScBykmRURBtTbNVsI/edit
Outline Practice for Instructor Feeback: https://drive.google.com/open?id=1YuH5wSO-O4EyCamikDXfIp0S0p8XUJbH35ZcT08sPng
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
ALS Lesson Log on MYDev Life Skills Module 2 Personal Development (Sessions 1-3)Vicente Antofina
This document outlines lesson plans for a series of sessions on personal development. The sessions aim to:
1) Help learners identify their personal values, skills, goals and learning styles.
2) Relate personal values to family and career choices.
3) Develop a plan to set and achieve goals by recognizing connections between values, interests and skills.
4) Appreciate that people learn in different ways and identify strategies to learn new skills.
A variety of activities are used including discussion, self-reflection exercises, and group work to help learners understand key concepts and apply them to their own development.
The document summarizes discussions from an RVHS Twilight meeting that covered two topics: staff wellbeing and effective feedback.
For staff wellbeing, survey results identified areas for improvement such as communications, workload, and breaks. The document proposes forming a wellbeing team with a variety of skills and organizing wellbeing activities. It emphasizes making collective efforts to support wellbeing without feeling like a chore.
For effective feedback, the document outlines expectations for feedback and marking to be encouraging, challenge students, and provide opportunities for improvement. It stresses the importance of timely feedback and prioritizing major issues. Examples are given for giving targeted feedback that guides students.
This document outlines the superpowers and tools of a peer and self-assessment superhero. The superhero would have speed, provide specific and formative feedback, and create dialogue through assessment. Their utility belt would include progress tables, rubrics, model answers, and other tools. Peer and self-assessment need to be quick, formative, and specific. Feedback should create improvement and be acted upon through discussion. The document provides examples of assessment tools and rules for providing kind, specific, and helpful critique.
Presenting instructional content and thinkingCiel Educttu
The document provides guidance for student teachers on planning a lesson to be evaluated based on the TAP rubric indicators of Presenting Instructional Content and Thinking. It reviews the descriptors for each indicator and discusses key elements like modeling, using visuals, internal summaries, and teaching different types of thinking. The document emphasizes modeling expectations, engaging students in generating ideas and multiple perspectives, and using research. It stresses including these elements in the lesson plan to meet the requirements of the evaluation assignment.
The document provides guidance on curriculum design for CBI (Communication-Based Instruction) classrooms. It discusses that curriculums take collaborative, thoughtful planning. The objectives are to help teachers identify the essential parts of a curriculum and design one for their CBI classroom. It defines curriculum design as organizing what students will learn and provides examples of curriculum components like units, topics, lessons, and objectives. It also offers strategies like pre-teaching vocabulary, using gestures and pictures to support learning, and reviewing material regularly.
The document provides an overview of the design thinking process and outlines exercises for educators to work through each stage of design thinking with their students. It breaks down the process into key stages - discovery, interpretation, ideation, iteration, and evolution. For each stage, it describes the goals and tasks involved and provides rubrics to assess student work at emerging, developing, proficient, and accomplished levels. The overall purpose is to help educators learn and apply design thinking approaches in their classrooms.
Using Continuous Improvement tools, such as mission statements, plus/deltas, and the Plan, Do, Study, Act cycle, you can engage and empower students to "get in the driver's seat" and take charge of their own learning. This presentation equips you with tools that will help improve learning results and student accountability, as well as nurture a learning environment that thrives on continuous improvement.
This document provides a template for evaluating creative media projects at the second year level. It includes sections for outlining the project, personal reflection, evaluation of strengths and weaknesses, analysis, and an action plan. Students are prompted to concisely discuss their project development, challenges faced, skills gained, feedback received, and how they could improve for future projects.
The document provides guidance on effective curriculum design. It defines key terms like generative topic, essential question, and assessment. It recommends designing curriculum backwards, starting with identifying the overall point and desired understandings, then determining acceptable evidence and assessments, and finally planning learning experiences and instructional tasks. It discusses assessing student learning and understanding rather than making evaluations. It also presents examples of essential questions and provides models for curriculum planning and unit design.
This document contains a student's reflection on their performance in Units 9 and 10 of their FMP coursework, as well as an action plan to improve their work for the final major project. In their reflection, the student identifies that they performed well in areas like product research and proposal writing. However, they want to improve their production work and evaluation. Their action plan outlines specific steps they will take to strengthen research, problem solving, experimentation, planning, reflection and evaluation. This includes conducting primary audience research, adding rationales for creative decisions, and providing more detailed discussion in their evaluation.
This document contains a student's reflection on their grade and areas for improvement on their final major project (FMP). The student performed well in their product and context research and proposal, but feels their production work and evaluation could be improved. Their action plan includes dedicating more time to production, conducting primary audience research, explaining creative decisions, and adding more detail to reflections and evaluations to analyze micro-level elements of their work. The overall goal is to improve areas like production and evaluation to achieve their desired distinction grade.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
4. Spinning
top
1. Students will understand and be able to apply
appropriate science vocabulary.
2. Students will understand, describe and communicate
objects can be balanced in many ways and there is a
balancing point when an object is balanced.
3. Students will understand and demonstrate motion is a
change in position over time.
4. Students will understand, describe and communicate
objects can be in motion in different ways and a force is
needed to initiate the motion.
5. Students will understand the amount of force is related
to the objects amount of time in motion.
5. • Vocabulary (learning goal 1)
• Paper-and-pencil, informal observations in group
discussions, science journals
• Balance and balance point (learning goal 2)
• Paper-and-pencil, small group performance tasks, orally
describe, science journals
• Motion (learning goals 3, 4, 5)
• Paper-and-pencil, lesson observations, end of unit performance
task, science journals
Twirler we will make
6. K.W.L Chart
• You will be adding to this chart throughout the unit. Adding to
what you want to know, answering your questions, and adding
what you learned.
Student example of
KWL
7. Parent/Student Survey
• Questions asking parents about their understanding and
experience with balance and motion. If they have any work or
volunteer skills they could present to the class.
• Giving information about the learning goals and support/extension
ideas you can do at home.
8. • Exit Slips
• Write one key concept you learned, make up a test question, or
answer a question
• Observations
• Individually, small group, and whole group
• Science Journals
• Make predictions about what you think might happen, facts about
what you learned from the experiments, and adding new science
vocabulary with definitions
• You will write the learning goals in your journal connecting your
thinking and learning with the learning goals.
• Critically think and reflect about your learning and learning
behaviors. Write learning goals and self-assess if you have met
your goals.
9. • Pretending you are car engineers you are going to design
a new car for the company you work for.
• The goal for this task is to work cooperatively in small
groups, share ideas, problem solve, use scientific vocabulary, and
transfer knowledge. Based on the information and theories you
learned in the unit, in small groups you will design and create a car
that will roll to the bottom of a ramp without falling over.
• You will create a blueprint, follow the blueprint to create the
car, test drive the car, modify the car, and present your car to the
company persuading them to purchase your car while you use the
appropriate force to make your car down the ramp.
Blueprint Model Test Drive
10. Building A Structure : Designing and creating a car
Student Names/Group: ________________________________________
CATEGORY 3 2 1
Plan is neat with clear Plan provides clear Plan is not clearly drawn or is
Design
drawings and labeling for drawings and labeling for inadequately labeled
all car parts using all most parts using some
science terms science terms
Student work show Student work show some Student work lacks understanding or
Scientific
adequate understanding understanding and transfer no understanding is show
Knowledge and transfer of science of science terms and
terms and theories theories
Modification/ Clear evidence of testing Some evidence of testing Little evidence of testing the car is
the car is show. the car is show. show. Modifications are not based on
Testing Modifications are based Modifications are based on scientific principles or no
on scientific principles scientific principles modifications were made
Construction Great care was taken in Some care was taken in Construction of car appears careless.
construction process so construction process, car Many details are missing from design,
- Care Taken the car is neat, attractive is presentable. Car was or design was not followed
and follows design created with some use of
accurately the design
Used appropriate force to Used appropriate force, Did not use appropriate force and
Force and
start car in motion, was but had little explication or could not explain why force is needed
Motion able to explain why they used inappropriate force,
chose to use that amount but explained why force is
of force and why it was needed
11. Building A Structure : Designing and creating a car (group assessment)
Name: ________________________________________
Members in group:________________________________
CATEGORY 3 2 1
I helped create a plan for I helped a little to design the I did not help very much. I did
Plan
designing the car. I added car. I added little details not add ideas. I need to work on
my ideas adding my ideas to group work
I helped my group and I helped my group a little. I I did not do my part. I could
Scientific
added to the conversation added to the conversation and have added more science
Knowledge and construction by using construction by using science vocabulary and made my
science vocabulary and vocabulary and transferring knowledge heard within the
transferring knowledge knowledge but I could have group
from class done more.
I helped my group change I helped my group a little. I I did not help change our
Modification
our car to make it better. I knew we had to change the car group’s car. I need to work on
/Testing used science vocabulary but I did not know why, or I did transfer of knowledge or ask my
and knew why we needed not add my ideas group members for help
to change the car
I tried my best to construct I helped with creating the car I helped with creating the car but
Constructio
the car according to the but I did not use the design plan I did not look at the plan or I
n - Care design plan. as much as I should have did not help very much in
creating the car
Taken
I used appropriate force to I used appropriate force, but I did not use appropriate force
Force and
start car into motion, was had little explication and could not explain why force
Motion able to explain why force I used inappropriate force, but is needed
12. Proposition:
If you want to make an object move there needs to be a force to start the object into motion such as a push or
pull. There are several factors that need to be considered when using the correct amount of force: the type of
surface, the balance of the object, and the distance the object needs to travel.
True True/False Item:
A force causes an object to go into motion.
False True/False Item:
You do not need a force to make an object move.
Short Answer or Fill-in-the-Blank Item:
What is one factor you need to consider when deciding the amount of force to use when putting an object into
motion? _______________________________________________________________
Multiple-Choice Item:
What is not considered a force?
a. Push
b. Pull
c. Balance
Essay Item:
If you wanted to push a car down a steep ramp explain how you would put your car into motion and tell how
you know what amount of force is needed.