Assured Model
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This document outlines the ASSURE model for planning instruction using media. The ASSURE model involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting methods/media/materials, 4) Utilizing media/materials, 5) Requiring learner participation, and 6) Evaluating and revising. Some key aspects include identifying the audience, stating clear and measurable objectives, selecting appropriate instructional methods and media, actively involving learners, and evaluating the effectiveness of the instruction.
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The document describes several teaching strategies:
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2) Save the last word for me is a discussion strategy where students are grouped and take turns sharing opinions, with the moderator speaking last each time.
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Unit 1 reflection
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Methodpoint intan
The document discusses strategies for teaching and learning. It defines strategy as a plan to reach goals with uncertainty, and learning as acquiring new knowledge, behaviors, and skills. Learning strategies help students understand information and solve problems, while strategy instruction teaches students how to learn and apply knowledge. An example is provided of a teacher beginning a class by introducing a learning strategy of previewing and skimming a reading passage using think-aloud modeling. Benefits of learning strategy training include continued learning after formal study, while disadvantages can include students feeling distressed about understanding every word.
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The document discusses planning for teaching through schemes of work and lesson plans. It explains that schemes of work involve breaking down the syllabus into logical units and sequencing topics. They include objectives, resources, teaching activities, learning activities, and evaluation. Lesson plans detail activities for a single lesson and include objectives, resources, methodology, presentation of activities, and assessment. Careful planning is important for effective teaching and learning.
Reading strategy assignment guide
This document provides guidance for students on a reading strategy paper and presentation assignment. Students will research a reading strategy, create and teach a lesson using the strategy, and write a paper summarizing the research, describing the lesson, and evaluating the strategy's effectiveness. The paper should include sections on the research findings, the lesson plan, results from teaching the lesson, and conclusions. Students will also present their strategy to the class, engaging them in the strategy while teaching its purpose and procedure.
Class 4 instructional strategies
This document discusses engaging learners through active instructional strategies. It provides an agenda for a class session that will cover constructing objectives based on needs assessments, aligning instructional strategies with goals, and choosing assessment strategies. It then discusses various instructional strategies on a spectrum from low to high engagement, including lecture, discussion, case studies, and learners teaching content. Specific strategies are described for making lectures more interactive, such as just-in-time teaching and Jane Vella's four learning tasks. High engagement strategies like team-based learning, process-oriented guided inquiry learning, and case-based teaching are also outlined. The document aims to help instructors choose strategies that actively involve learners.
language learning strategies
This document discusses language learning strategies and teaching strategies. It defines learning strategies as operations used by learners to aid acquisition, storage, retrieval and use of information. Teaching strategies refer to methods used to help students learn content and develop goals. The document outlines different direct strategies like mnemonic and compensation strategies. It also discusses indirect strategies including metacognitive, affective and social strategies. It lists characteristics of good language learners and provides questions to ask students to find out their language learning strategies.
Planning and conducting classes
The document discusses the key aspects of planning a course, including formulating objectives, organizing content, choosing teaching methods, and designing assignments and evaluation. It notes that a course outline or syllabus should include details like the course name, instructor, description, methods, evaluation criteria, and required readings. Objectives should be specific, measurable, achievable, realistic and time-bound. Content should be logically organized and methods chosen based on objectives and class factors. Evaluation determines if objectives were achieved.
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Strategies...
The document describes several teaching strategies:
1) Exit tickets are used at the end of class for student feedback and to check understanding. Students answer a question on paper before leaving.
2) Save the last word for me is a discussion strategy where students are grouped and take turns sharing opinions, with the moderator speaking last each time.
3) Probable passage uses quotes to help students predict what a reading will be about before reading it.
4) Four corners has students physically move to different corners of the room based on their agreement with a statement to discuss it in groups.
5) Wordwall posts vocabulary words where students can see and use them to make sentences each day.
Unit 1 reflection
This document discusses learning strategies and how teachers can help students develop metacognitive skills and learning autonomy. It explains that teachers need to be aware of the tasks they assign so they can identify the most suitable learning strategies. The document also describes how the author created a language learning profile for a student to diagnose issues and promote strategic learning through a personalized lesson plan, though acknowledging this may be difficult with large student numbers and varied needs.
Methodpoint intan
The document discusses strategies for teaching and learning. It defines strategy as a plan to reach goals with uncertainty, and learning as acquiring new knowledge, behaviors, and skills. Learning strategies help students understand information and solve problems, while strategy instruction teaches students how to learn and apply knowledge. An example is provided of a teacher beginning a class by introducing a learning strategy of previewing and skimming a reading passage using think-aloud modeling. Benefits of learning strategy training include continued learning after formal study, while disadvantages can include students feeling distressed about understanding every word.
Planning for effective learning
The document discusses planning for teaching through schemes of work and lesson plans. It explains that schemes of work involve breaking down the syllabus into logical units and sequencing topics. They include objectives, resources, teaching activities, learning activities, and evaluation. Lesson plans detail activities for a single lesson and include objectives, resources, methodology, presentation of activities, and assessment. Careful planning is important for effective teaching and learning.
Reading strategy assignment guide
This document provides guidance for students on a reading strategy paper and presentation assignment. Students will research a reading strategy, create and teach a lesson using the strategy, and write a paper summarizing the research, describing the lesson, and evaluating the strategy's effectiveness. The paper should include sections on the research findings, the lesson plan, results from teaching the lesson, and conclusions. Students will also present their strategy to the class, engaging them in the strategy while teaching its purpose and procedure.
Class 4 instructional strategies
This document discusses engaging learners through active instructional strategies. It provides an agenda for a class session that will cover constructing objectives based on needs assessments, aligning instructional strategies with goals, and choosing assessment strategies. It then discusses various instructional strategies on a spectrum from low to high engagement, including lecture, discussion, case studies, and learners teaching content. Specific strategies are described for making lectures more interactive, such as just-in-time teaching and Jane Vella's four learning tasks. High engagement strategies like team-based learning, process-oriented guided inquiry learning, and case-based teaching are also outlined. The document aims to help instructors choose strategies that actively involve learners.
language learning strategies
This document discusses language learning strategies and teaching strategies. It defines learning strategies as operations used by learners to aid acquisition, storage, retrieval and use of information. Teaching strategies refer to methods used to help students learn content and develop goals. The document outlines different direct strategies like mnemonic and compensation strategies. It also discusses indirect strategies including metacognitive, affective and social strategies. It lists characteristics of good language learners and provides questions to ask students to find out their language learning strategies.
Planning and conducting classes
The document discusses the key aspects of planning a course, including formulating objectives, organizing content, choosing teaching methods, and designing assignments and evaluation. It notes that a course outline or syllabus should include details like the course name, instructor, description, methods, evaluation criteria, and required readings. Objectives should be specific, measurable, achievable, realistic and time-bound. Content should be logically organized and methods chosen based on objectives and class factors. Evaluation determines if objectives were achieved.
Planning - Session Four
This document outlines a training toolkit session on planning for students with special educational needs and/or disabilities. It discusses teaching styles and approaches that can support these students, such as using real objects and multi-sensory materials. It emphasizes removing barriers to learning by pre-teaching concepts, giving instructions one at a time, and having students explain tasks to each other. Effective planning is said to incorporate personal targets, draw on inclusion principles, and involve collaboration. Activities guide understanding teaching approaches, overcoming barriers, and adapting plans to meet all students' needs.
Strategies
These five strategies are some of the ones we either studied in class or saw in our mentor's lessons and even had a chance to practice
Assessment 2
The document shares research on principles of effective instruction and recommendations for applying them in the classroom. It discusses an article that focuses on instructional practices informed by research on how the brain learns, practices of top-performing teachers, and studies teaching learning strategies to students. It then lists ways to apply these principles, such as beginning lessons with reviews, presenting new material in small steps with practice, checking all students' understanding through questions, providing models and scaffolds for difficult tasks, and requiring independent practice with reviews.
Module 4: Instructional Strategies
The document discusses instructional strategies and frameworks for designing training programs. It outlines 5 categories of instructional strategies: direct instruction, indirect instruction, interactive instruction, experiential learning, and independent study. Each strategy is learner-centered to varying degrees and includes specific instructional methods like lectures, discussions, surveys, and learning contracts. The instructional framework identifies the interrelationship between instructional approaches, models, strategies, methods, and skills to help instructors select activities that meet learning objectives and account for learners' backgrounds, interests, styles and developmental levels.
HLP #3 - Systematically Designed Instruction
Set clear learning goals for individual students, instructional groups, and the entire class based on available data. Communicate these goals clearly to students. Organize and sequence lessons logically from less to more complex concepts and skills, and from frequently to less frequently used content, in order to scaffold student learning toward their goals. Provide scaffolds and structures like manipulatives, graphic organizers, and models, and explicitly teach students how to use these tools, in order to support students in organizing new knowledge and demonstrating skills to reach their learning goals.
Assessment 1
Improvements on student work should inform students of gaps and assist them to improve for future assessments. Teachers should provide constructive yet concise feedback through one key development point and clearly set expectations for student responses, such as requesting one sentence or further elaboration. Improvements work best when phrased as a question for students to address, and teachers should follow up to check if expectations were met and readiness for new challenges.
Key stage three 2
Students are awarded a small number of reward points at the beginning of each lesson to motivate positive behavior and engagement. This reinforces that all students are exceptional at the start of class. Students can keep their points by working hard, behaving well, and participating, but certain misbehaviors will remove points. This system sets clear expectations and helps students feel equal while encouraging them to take responsibility for their own conduct during the lesson.
Revision strategies 5
Students are provided with creative revision strategies for exam questions, including exploding exam questions into pieces, organizing questions by theme, having students move between tables to add their ideas to different questions, giving students an answer and having them make the question, and identifying the question that does not link to the others. While the examples are math-based, many of the ideas can be transferred to other classrooms. The guide offers teachers a range of strategies for engaging revision activities during class.
Lesson Plan A. Basics and Principles
Lesson Plan
Basics and Principles
Lesson Planning is a large part of being organized and a key feature of a competent
teacher. It is a special skill that is learnt in much the same way as other skills. Careful
lesson planning can help to ensure the successful running of courses. Incorporating best
practices in teaching and learning into the design process will help students to meet their
learning objectives.
Factors before giving writing task by tuan nur afzan a150980
The document outlines several key factors to consider when choosing a teaching method for writing tasks. These include: the learner's age, maturity, abilities and interests; the nature of the subject matter being taught; the objectives of the lesson; the time allotment for teaching; the teacher's skills and style; and the available school equipment and facilities. Considering these factors can help ensure the chosen method will make learning effective and help students achieve the desired outcomes.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
HLP #3 - 4 Essential Components of Explicit Instruction
Explicit instruction is a research-based teaching strategy that includes four essential components: using a logical sequence within lessons, providing clear models and explanations of content, giving students multiple opportunities to respond with appropriate feedback, and providing examples and non-examples to highlight the content. These components benefit both students and teachers and can significantly improve student learning and performance when implemented correctly.
Comprehension Strategies - Dr. Grant - GMU
This document discusses various comprehension strategies for teachers to use to support student understanding and independent thinking. It outlines strategies like activating prior knowledge, modeling thinking processes, using graphic organizers, asking questions, making predictions and inferences. Specific strategies covered in detail include K-W-L, anticipation guides, text previews, ReQuest, think-alouds, reciprocal teaching and question-answer relationships. The goal is to help students monitor their understanding and construct meaning from texts.
Revision strategies 4
Revision strategies include visual aids like diagrams and posters, mnemonics developed with partners to remember key information, and loci where landmarks are associated with content to improve recall. Teachers can implement these in class through activities such as creating visuals, developing mnemonics in pairs, writing practice mark schemes, or generating questions for peers to answer.
Assessment 5
Use a question matrix to encourage students to ask different types of questions about topics they have studied. Students can create questions at different levels to self-test or quiz each other. A template in their books allows students to plan progressively deeper thinking questions as they move through a unit of work or project.
Developing an instructional strategy8
The document discusses the key components of developing an instructional strategy, including selecting an appropriate delivery system, sequencing content, clustering content into lesson units, and planning the learning components. The five major learning components are pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. Within each component, the document provides details on important considerations and best practices.
Semi-detailed Lesson Plan
The document is a lesson plan about ethics in assessment. It defines ethics in assessment as questions of right and wrong regarding what should be assessed. It discusses some unethical assessment situations like requiring students to disclose private information. The main points are that assessments should not harm students physically or psychologically, results must be kept confidential, deception may be used but justified and explained, and teachers should avoid assisting students during assessments. The lesson aims to help students understand ethics in assessment and common ethical issues.
L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
Key stage three 1
Using retrieval practice grids encourages students in Key Stage Three to recall and retain previous learning. Teachers can use grids to set point-based challenges for students to test their recall at the beginning or end of a unit. Students can also create their own grids to demonstrate their understanding and retention of key skills and knowledge.
Process of learning
The document discusses the process of learning, stages of learning, and principles of adult learning. It outlines four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. It also describes six key principles of adult learning: need to know, experience, self-concept, readiness, orientation, and motivation. The overall purpose is to better understand how adults learn compared to younger learners.
Discussion 1 assure
The ASSURE model is a six step process for planning instruction that uses media:
1. Analyze learners to understand their characteristics, competencies, and learning styles
2. State objectives by describing what learners will be able to do as a result of instruction
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials by preparing equipment and the learning environment
5. Require learner participation through active involvement like questions, discussions, and hands-on activities
6. Evaluate and revise the instructional process by determining if objectives and methods need to be changed
C a
The ASSURE model is a 6 step process for designing instruction that incorporates technology:
1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
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Planning - Session Four
This document outlines a training toolkit session on planning for students with special educational needs and/or disabilities. It discusses teaching styles and approaches that can support these students, such as using real objects and multi-sensory materials. It emphasizes removing barriers to learning by pre-teaching concepts, giving instructions one at a time, and having students explain tasks to each other. Effective planning is said to incorporate personal targets, draw on inclusion principles, and involve collaboration. Activities guide understanding teaching approaches, overcoming barriers, and adapting plans to meet all students' needs.
Strategies
These five strategies are some of the ones we either studied in class or saw in our mentor's lessons and even had a chance to practice
Assessment 2
The document shares research on principles of effective instruction and recommendations for applying them in the classroom. It discusses an article that focuses on instructional practices informed by research on how the brain learns, practices of top-performing teachers, and studies teaching learning strategies to students. It then lists ways to apply these principles, such as beginning lessons with reviews, presenting new material in small steps with practice, checking all students' understanding through questions, providing models and scaffolds for difficult tasks, and requiring independent practice with reviews.
Module 4: Instructional Strategies
The document discusses instructional strategies and frameworks for designing training programs. It outlines 5 categories of instructional strategies: direct instruction, indirect instruction, interactive instruction, experiential learning, and independent study. Each strategy is learner-centered to varying degrees and includes specific instructional methods like lectures, discussions, surveys, and learning contracts. The instructional framework identifies the interrelationship between instructional approaches, models, strategies, methods, and skills to help instructors select activities that meet learning objectives and account for learners' backgrounds, interests, styles and developmental levels.
HLP #3 - Systematically Designed Instruction
Set clear learning goals for individual students, instructional groups, and the entire class based on available data. Communicate these goals clearly to students. Organize and sequence lessons logically from less to more complex concepts and skills, and from frequently to less frequently used content, in order to scaffold student learning toward their goals. Provide scaffolds and structures like manipulatives, graphic organizers, and models, and explicitly teach students how to use these tools, in order to support students in organizing new knowledge and demonstrating skills to reach their learning goals.
Assessment 1
Improvements on student work should inform students of gaps and assist them to improve for future assessments. Teachers should provide constructive yet concise feedback through one key development point and clearly set expectations for student responses, such as requesting one sentence or further elaboration. Improvements work best when phrased as a question for students to address, and teachers should follow up to check if expectations were met and readiness for new challenges.
Key stage three 2
Students are awarded a small number of reward points at the beginning of each lesson to motivate positive behavior and engagement. This reinforces that all students are exceptional at the start of class. Students can keep their points by working hard, behaving well, and participating, but certain misbehaviors will remove points. This system sets clear expectations and helps students feel equal while encouraging them to take responsibility for their own conduct during the lesson.
Revision strategies 5
Students are provided with creative revision strategies for exam questions, including exploding exam questions into pieces, organizing questions by theme, having students move between tables to add their ideas to different questions, giving students an answer and having them make the question, and identifying the question that does not link to the others. While the examples are math-based, many of the ideas can be transferred to other classrooms. The guide offers teachers a range of strategies for engaging revision activities during class.
Lesson Plan A. Basics and Principles
Lesson Plan
Basics and Principles
Lesson Planning is a large part of being organized and a key feature of a competent
teacher. It is a special skill that is learnt in much the same way as other skills. Careful
lesson planning can help to ensure the successful running of courses. Incorporating best
practices in teaching and learning into the design process will help students to meet their
learning objectives.
Factors before giving writing task by tuan nur afzan a150980
The document outlines several key factors to consider when choosing a teaching method for writing tasks. These include: the learner's age, maturity, abilities and interests; the nature of the subject matter being taught; the objectives of the lesson; the time allotment for teaching; the teacher's skills and style; and the available school equipment and facilities. Considering these factors can help ensure the chosen method will make learning effective and help students achieve the desired outcomes.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
HLP #3 - 4 Essential Components of Explicit Instruction
Explicit instruction is a research-based teaching strategy that includes four essential components: using a logical sequence within lessons, providing clear models and explanations of content, giving students multiple opportunities to respond with appropriate feedback, and providing examples and non-examples to highlight the content. These components benefit both students and teachers and can significantly improve student learning and performance when implemented correctly.
Comprehension Strategies - Dr. Grant - GMU
This document discusses various comprehension strategies for teachers to use to support student understanding and independent thinking. It outlines strategies like activating prior knowledge, modeling thinking processes, using graphic organizers, asking questions, making predictions and inferences. Specific strategies covered in detail include K-W-L, anticipation guides, text previews, ReQuest, think-alouds, reciprocal teaching and question-answer relationships. The goal is to help students monitor their understanding and construct meaning from texts.
Revision strategies 4
Revision strategies include visual aids like diagrams and posters, mnemonics developed with partners to remember key information, and loci where landmarks are associated with content to improve recall. Teachers can implement these in class through activities such as creating visuals, developing mnemonics in pairs, writing practice mark schemes, or generating questions for peers to answer.
Assessment 5
Use a question matrix to encourage students to ask different types of questions about topics they have studied. Students can create questions at different levels to self-test or quiz each other. A template in their books allows students to plan progressively deeper thinking questions as they move through a unit of work or project.
Developing an instructional strategy8
The document discusses the key components of developing an instructional strategy, including selecting an appropriate delivery system, sequencing content, clustering content into lesson units, and planning the learning components. The five major learning components are pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. Within each component, the document provides details on important considerations and best practices.
Semi-detailed Lesson Plan
The document is a lesson plan about ethics in assessment. It defines ethics in assessment as questions of right and wrong regarding what should be assessed. It discusses some unethical assessment situations like requiring students to disclose private information. The main points are that assessments should not harm students physically or psychologically, results must be kept confidential, deception may be used but justified and explained, and teachers should avoid assisting students during assessments. The lesson aims to help students understand ethics in assessment and common ethical issues.
L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
Key stage three 1
Using retrieval practice grids encourages students in Key Stage Three to recall and retain previous learning. Teachers can use grids to set point-based challenges for students to test their recall at the beginning or end of a unit. Students can also create their own grids to demonstrate their understanding and retention of key skills and knowledge.
Process of learning
The document discusses the process of learning, stages of learning, and principles of adult learning. It outlines four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. It also describes six key principles of adult learning: need to know, experience, self-concept, readiness, orientation, and motivation. The overall purpose is to better understand how adults learn compared to younger learners.
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Factors before giving writing task by tuan nur afzan a150980
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Similar to Assured Model
Discussion 1 assure
The ASSURE model is a six step process for planning instruction that uses media:
1. Analyze learners to understand their characteristics, competencies, and learning styles
2. State objectives by describing what learners will be able to do as a result of instruction
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials by preparing equipment and the learning environment
5. Require learner participation through active involvement like questions, discussions, and hands-on activities
6. Evaluate and revise the instructional process by determining if objectives and methods need to be changed
C a
The ASSURE model is a 6 step process for designing instruction that incorporates technology:
1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
Important & effective teaching methods and techniques
The document discusses various teaching methods and strategies. It describes teacher-centered vs. student-centered approaches and high-tech vs. low-tech material use. It provides examples of different teaching methods like inquiry-based learning and personalized learning. It also outlines 10 evidence-based teaching strategies supported by research like clear lesson goals, questioning, feedback, and active learning. Principles for effective teaching are proposed, including developing student-faculty contact, cooperation among students, active learning, prompt feedback, and respect for diverse talents.
ASSURE Model-WPS Office.pptx
The ASSURE model is an instructional design model that guides teachers in developing technology-integrated lesson plans focused on achieving learning objectives. It consists of 6 steps: (1) Analyze learners to understand their characteristics and prior knowledge, (2) State standards and objectives for the lesson, (3) Select strategies, technology, media and materials to meet the objectives, (4) Utilize the materials during the lesson, (5) Require learner participation, and (6) Evaluate and revise the lesson based on its effectiveness and how it can be improved. The goal is to design lessons that actively engage students and effectively teach the intended objectives.
Group 2 systematic approach to teaching
A plan that emphasizes the parts may pay the cost of failing to consider the whole and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts-- C. West Churchman
Chapter 3 Assure
The ASSURE model is a 6 step process for developing effective technology-integrated lessons that improve student learning. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies/technology/media, 4) Utilize technology/media/materials, 5) Require learner participation, and 6) Evaluate and revise. The model was developed in the 1990s by Robert Heinich, Michael Molenda, and James D. Russell to provide a systematic approach for incorporating technology into lessons.
Chapter 3 ASSURE Model
The ASSURE model is a 6 step process for creating effective technology-integrated lessons that improve student learning. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies/technology/media, 4) Utilize technology/media, 5) Require learner participation, and 6) Evaluate and revise. The model was developed in the 1990s by Robert Heinich, Michael Molenda, and James D. Russell to provide a constructivist approach for lesson planning using technology and media.
Tugasan4 penilaian kendiri
The document summarizes Chapter 3 of the textbook "Integrating Technology and Media into Instruction: The ASSURE Model". It discusses the ASSURE instructional design model, which consists of 6 steps - Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The first step of analyzing learners involves identifying learners, investigating their characteristics, analyzing entry competencies, and identifying suitable learning styles. Learning objectives are an important part of lesson planning as they indicate the learning outcomes and help teachers select appropriate instructional methods. Methods to elicit student participation when using technology/media include engaging activities like games and group work, providing feedback
Chapter%203
The ASSURE model is a 6 step process for developing effective technology-integrated lessons that improve student learning. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies/technology/media, 4) Utilize technology/media, 5) Require learner participation, and 6) Evaluate and revise. The model was developed in the 1990s as a constructivist approach for incorporating technology and media into lessons. It provides a systematic way for teachers to design lessons that engage students and meet learning objectives.
Teaching methods
This document outlines various teaching methods, including their definitions, uses, advantages, and disadvantages. It discusses interactive teaching approaches like brainstorming, think-pair-share activities, and Q&A sessions. Specific methods covered in more depth include lectures, role-playing, case studies, and problem-based learning. Guidelines are provided for selecting teaching methods, preparing the learning environment, and developing effective case studies.
COURSE TUTOR
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
Chapter 5
This document discusses various teaching methods and learning techniques that can be used in the classroom, including lecture, demonstration, discussion, role-playing, mind mapping, projects, case studies, visualization, stories, and energizers. It provides details on how to effectively implement each technique, with the overall goal of engaging students in active learning and helping them to retain the material. The key is for educators to use a variety of methods appropriate for the content and learners.
Ubd Edi Soh Presentation
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
Systematic approach on teaching
The document discusses two approaches to systematic teaching: (1) the system approach views education as an interconnected system with harmonious integration of objectives, teachers, students, and tools; (2) systematized instruction focuses on defining objectives, choosing methods and materials, implementing instruction, and evaluating outcomes in a cycle of refinement. It also describes the ASSURE model for planning media-incorporated lessons, which involves analyzing learners, stating objectives, selecting materials, utilizing them with participation and feedback, and evaluating/revising.
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Assure model - ICT in Teaching
ASSURE model is an instructional design model that has the goal of producing more effective teaching and learning.
“ASSURE” is an acronym that stands for the various steps in the model.
Lesson Planning - ELEM 4525
The document provides guidance on writing an effective lesson plan, outlining six key steps: 1) Focus and Review to engage students and review prior knowledge, 2) Statement of Objective to clearly state the learning goal, 3) Teacher Input where teaching and checking for understanding occurs, 4) Guided Practice for students to practice with support, 5) Independent Practice for students to apply their learning independently, and 6) Closure to summarize key concepts and check final understanding. It also discusses evaluating the lesson plan through reflecting on student and teacher performance and determining what could be improved.
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This document discusses guidelines for selecting and using instructional materials effectively. It recommends that materials should accurately portray concepts, contribute meaningful content to learning objectives, and be appropriate for students. When using materials, teachers should prepare themselves and students, properly present the materials, and follow up to assess learning. Both selecting appropriate materials and utilizing them well are necessary to facilitate instruction.
Learning strategies
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
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Important & effective teaching methods and techniques
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first aid dressing and bandages
This document provides information on first aid dressings, bandages, and common bone, joint, and muscle injuries. It discusses the purpose of bandages in controlling bleeding, preventing infection, and immobilizing injuries. Guidelines for applying dressings and bandages properly are outlined. Common injuries include muscle cramps, strains, sprains, dislocations, and fractures. First aid management for each focuses on RICE (rest, ice, compression, and elevation), immobilization, and seeking further medical help if needed.
Rousseaus social-contract
Rousseau's Social Contract theory proposes that legitimate political authority stems from an implicit agreement among free and equal individuals to form a society. According to Rousseau, people are born free but exist in chains under corrupt governments that have strayed from the general will of the people. He argues that the ideal form of government is a democracy where sovereignty rests with the people as a whole and the government's role is to serve the interests of the body politic as determined by the general will. Rousseau's theory was highly influential on concepts of political legitimacy, democracy, and the rights of citizens.
The teaching-of-music-and-arts
Fixed practice involves repeatedly practicing a whole skill to strengthen the motor program and is best for discrete closed skills. Physical literacy refers to an individual's ability to move with competence and confidence in a variety of physical activities. Physical fitness encompasses the attributes needed to perform physical activity and includes components like cardiorespiratory endurance, muscular strength, flexibility and body composition.
Rhythm and-dance
This document describes several rhythm and drumming tests used to assess rhythmic abilities. The tests include: tapping along to a metronome at different tempos; adapting drumming tempo when the stimulus speeds up or slows down; drumming along to repeated rhythmic sequences; and remembering and reproducing rhythmic sequences after hearing them. All tests used a drum trigger to record participants' drumming and analyze their timing and accuracy.
nutrients found in our body
This document discusses the main nutrients found in food that provide nourishment for the body, including carbohydrates, protein, fat, vitamins, minerals, and water. It provides information on the purpose and importance of each nutrient, as well as recommended daily intake amounts according to age. The key nutrients discussed are carbohydrates, which provide the main source of energy; protein, which is important for building muscle and tissue; and water, which helps regulate temperature and bodily functions.
Rights and-duties
This document discusses the concepts of rights and duties. It begins by stating that man is born with both rights and duties. Rights are attributes that people have, while duties are more fundamental and include doing good and avoiding evil.
The document then explores the different types of rights in more detail, including natural rights based on human nature, human rights based on laws of the state or religious sector, and alienable vs inalienable rights. It also discusses the right of jurisdiction, right of property, and juridical rights.
The document emphasizes that along with rights come corresponding duties. It examines different kinds of duties and addresses situations where duties may conflict or exemptions could apply. Overall, the document provides a thorough overview
Precautions to prevent diseases transmission
This document provides information on personal protective equipment and procedures for emergency responders. It describes the proper use of equipment like spine boards, splints, pole stretchers, blankets, and short spine boards to immobilize injuries and prevent further harm. The document also outlines steps for patient assessment, including interviewing the victim, checking vital signs, and conducting a head-to-toe examination to identify injuries, symptoms, and assess the overall condition. Personal hygiene and cleaning equipment are emphasized to prevent the spread of disease. Responders should only provide care within their training and act in good faith to be protected under Good Samaritan laws.
Moral values
Aristotle was one of the greatest ancient Greek philosophers. He founded his own school called the Lyceum and taught that the goal of ethics is for individuals to achieve self-realization by fulfilling their true potential and talents. Aristotle defined happiness as the greatest good and the ultimate goal that all humans strive for. He believed that happiness is achieved through living a virtuous life in accordance with reason by seeking a moderate path between two vices - one of excess and one of deficiency.
Measurement of-speed
Speed is defined as the rate of distance traveled over time. This document provides instructions for measuring the speed of runners over various distances through timed trials. Distances include 20 meters, 30 yards, 40 meters, 50 meters, and 60 yards. The procedures describe marking a track, warming up, having the runner start from a stationary position, timing them with a stopwatch as they run the full distance, and calculating their speed by dividing the distance by the recorded time. Accuracy is improved by using timing gates and performing multiple trials to account for variables like fatigue or wind.
Interactive materials
The document discusses different types of interactive materials that can be used to engage users, including polls, quizzes, surveys, slideshows, videos, webinars, interactive timelines, multimedia storytelling, and interactive comic strips. Polls, quizzes and surveys allow users to provide input and see how others respond. Slideshows and videos can be used to present information visually. Webinars allow sharing of information between groups in different locations. Interactive timelines and multimedia storytelling provide narrative content through images and video. Interactive comic strips incorporate pictures, words, motion and sound.
Muscular endurance
Muscular endurance is the ability of muscles to repeatedly exert force against resistance over multiple repetitions. It can be assessed through dynamic tests using a percentage of maximum strength to perform as many repetitions as possible. Common tests include the bench press and push-up tests. Accurate assessment requires controlling for client, equipment, technician, and environmental factors. A variety of muscle-specific dynamic tests are needed to fully evaluate strength and endurance.
Eternal peace-of-kant
Kant explores the possibility of eternal peace and outlines several principles that could allow humans to live without war. He discusses civil law within countries and international law between countries, proposing that peace is developed through competition and mutual interests that unite nations. However, the maxims of political sophistry that encourage seizing territory conflict with the maxims of political moralists to act based on universal principles of justice and publicity. Kant also examines different forms of government and outlines the laws that should govern relations between countries before, during, and after war to establish a just peace.
Transportation and Ambulatory Techniques
This document outlines various techniques for transporting injured athletes as an athletic trainer. It describes moves that can be done by one person including shoulder drags, clothes drags, blanket drags, and fireman's carries. It also outlines two-person moves like hammock carries and extremity lifts that require coordination between two or more trainers. The document provides step-by-step instructions for how to properly execute each type of move or transport.
the Emperor's new clothes
The document provides a summary of the short story "The Emperor's New Clothes" by Hans Christian Andersen. It describes how two con men arrive in town claiming they can weave clothes invisible to those unfit for their positions. They fool the emperor into paying them to make him fine clothes, though they actually weave nothing. When the emperor parades with his "new clothes," no one admits they can't see them for fear of being seen as stupid, until a child speaks the truth that the emperor has nothing on.
human-body-and-terms
The document defines various anatomical terms related to movement, body planes and axes, body segments, and major body systems. It describes flexion and extension, abduction and adduction, dorsiflexion and plantar flexion, external and internal rotation, eversion and inversion, and pronation and supination. It also defines the sagittal, coronal, and transverse planes that divide the body, as well as the frontal, vertical, and horizontal axes that movements occur around. Finally, it provides brief overviews of the integumentary, musculoskeletal, circulatory, lymphatic, respiratory and other body systems.
Assessing Flexibility
This document discusses assessing flexibility and designing stretching programs. It defines different types of flexibility - static flexibility measures total range of motion, while dynamic flexibility measures torque or resistance to movement. Factors like age, gender, physical activity level can affect flexibility. Both direct methods using goniometers or indirect linear measurements can assess static flexibility. The document provides details on commonly used tests like the standard and modified sit-and-reach tests to indirectly measure low back flexibility. General guidelines for flexibility assessment are to warm up first and take multiple trials of each test.
Contrive experiences
This document defines and provides examples of mock-ups, models, specimens, objects, simulations, and games. Mock-ups are arrangements that can be manipulated, models reproduce things on a small or large scale using synthetic materials, specimens are typical items of a group, and objects are artifacts or preserved items. Simulations represent manageable real events where the learner participates, and games help practice, identify gaps, review, and develop relationships among concepts.
Consumer health
The document outlines a summer class on consumer health, drug and safety education at West Visayas State University. The class objectives are to define the importance of consumer health and identify consumer rights. It discusses what defines a consumer and health consumer. It also outlines several consumer rights including the right to choose, be heard, informed, and receive redress. Additionally, it provides examples of consumer health technologies like personal health records, online pharmacies, and interactive health communication.
Audio materials
The document discusses audio materials available for educational use. It notes that a variety of sound recordings are available in different formats from the educational resources collection, including music, speeches, and audiobooks. Many audio resources are also freely available online and can be used to enhance classroom lessons. The advantages of using audio include being inexpensive, readily available, reproducible, repeatable, portable, and easy for lesson preparation. Some limitations are that audio has a fixed sequence, does not monitor attention, can be difficult to pace, and is at risk for accidental erasure. The document provides tips for selecting, preparing, and utilizing audio materials for group learning experiences.
Assessing cardio-respiratory-fitness
Cardiorespiratory endurance is the ability to perform dynamic exercise involving large muscle groups at moderate to high intensity for prolonged periods. Measuring maximal oxygen uptake (VO2 max) through exercise testing is considered the most valid way to assess cardiorespiratory fitness. VO2 max can be expressed either absolutely based on total oxygen used or relatively based on oxygen used per unit of body weight to allow comparisons between individuals. Exercise tests for measuring VO2 max must be selected based on the individual's health, fitness, age, and gender and can involve continuous increases in workload or discontinuous with rest periods between workloads, with treadmill tests commonly used.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assured Model
- 2. ASSURE MODEL
- 5. ASSURE MODEL It is a guide for planning and conducting instruction that uses media.
- 7. Analyze Learners The first step in planning is to specifically identify your audience. You must know the audience if you are to select the best medium to meet the objectives you have set.
- 8. Some data which the teacher can use to analyze the learners. Number of students- this will help the teacher look for strategies suited for small group or big group.
- 10. State Objectives The next step in planning is to specifically state the objectives for the instructional experience.
- 11. State objective using ABCD format: Audience Behavior to be demonstrated Condition under which the behavior will be observed. Degree to which the learned skills are to be mastered.
- 13. Select Methods, Media, & Materials Once you know your audience and have a clear idea of what they should get out of the lesson, then it is the time to select the appropriate method for the given learning task ,
- 14. select available materials, modify existing materials and design new materials to help accomplish the task.
- 16. Utilize Media and Materials Now you must decide how the media, materials and technology must be used to carry out your methods. It is important to preview the materials before using them.
- 17. 5 P’s process 1. Preview the technology, media and materials. 2. Prepare the technology, media and materials. 3. Prepare the environment. 4. Prepare the learners. 5. Provide the learning experience.
- 19. Require Learner’s Participation It is important to note that the students learn best when they are actively involved in the learning experience.
- 20. Whatever your teaching strategy, be sure to incorporate questions and answers, discussions, group work, hands-on activities and other ways of getting students actively involved in the learning of the content.
- 21. Sample Activities in Requiring Learner Participation 1. Read and Tell Ask three students to read. Then ask two students to go outside the room and let the 1st reader stay and recall what he/she read.
- 22. Then call the second student to do the same thing and so with the third one. The student who can tell the story close to what he/she read will be the winner.
- 23. Blind Fold Guessing It is an activity to test the senses of smell taste.
- 25. Evaluate and Revise This last stage is often overlooked but it is the most important. After instruction , you must evaluate the entire instructional process.
- 26. You must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to e changed.
- 27. Evaluation method for each of the following are included: Student Performance Media effectiveness Instructor Performance