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This document summarizes different approaches to learning (ATL) skills organized into six categories: thinking skills, research skills, self-management skills, social skills, communication skills, and reflection skills. For each category, specific skills are listed, such as analyzing and evaluating for thinking skills, finding and interpreting information for research skills, managing time and tasks for self-management skills, collaborating and sharing responsibility for social skills, exchanging thoughts and messages for communication skills, and developing new strategies and identifying areas for growth for reflection skills.
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Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the talk”)
Acts consistently with their words
Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
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Encourages people to find innovative ways to accomplish their goals
Practicing self-development
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Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to learn)
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Focus on Results
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Does everything possible to meet goals or deadlines
Establish stretch goals
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The document discusses various models of instructional design including the ADDIE model. It describes the five phases of the ADDIE model: analysis, design, development, implementation, and evaluation. For each phase, it provides examples of sample tasks and outputs. It also discusses other instructional design models and notes that models show the main elements and phases but may not accurately reflect the iterative nature of the design process.
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The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
6 instructional design
The document provides an overview of various instructional design models, including both macro and micro models. It discusses Bloom's Taxonomy, the ADDIE model, ASSURE model, Dick and Carey model, ICARE model, Tripp and Bichelmeyer model, Gagne's Nine Events of Instruction, Reigeluth's Elaboration Theory, Component Display Theory, and examples of active learning techniques. The models range from those that focus on the design of an entire course to those that focus on designing individual lessons or teaching sessions.
Using online tools to provide relevant, authentic and timely assessment
This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/
Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
Instructional strategies
The document discusses strategies for raising achievement in special education students, including differentiated instruction, understanding by design, and higher-order thinking. The goal is to increase the number of special education students scoring proficient or advanced on math assessments. Differentiated instruction involves modifying lessons based on student needs, interests and styles. Understanding by design uses backwards planning starting with desired outcomes. Higher-order thinking focuses on analysis, evaluation and creation over simple recall of facts.
Planning1
This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
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- 1. Created by @ndbekah Inspired by @OrenjiButa Images from The Noun Project Information from MYP Principles into Practice, ATL Skills Framework APPROACHES TO LEARNING: THINKING Analyzing CRITICAL and Evaluating THINKING Issues SKILLS and Ideas Evaluate Recognize Bias Develop Arguments Analyze Use Models & Simulations Trouble Shoot Interpret Data Draw and Test Conclusions Evaluate Risks Consider Perspectives Synthesize Identify Obstacles G C enerating No REATIVEvel Ideas and THI C onsideringNKING SKI N LLS ew Perspectiv es Create originals works Use existing works in new ways Practice Flexible Thinking Problem Solve Connect ideas Asks what if’s and create hypothesis TRANSFER Utilizing skills and knowledge in multiple contexts Use learning strategies Inquire Use concepts across disciplines Combine knowledge, understanding & skill Learn New Technologies Apply skills & knowledge in new situations
- 2. Created by @ndbekah Inspired by @OrenjiButa Images from The Noun Project Information from MYP Principles into Practice, ATL Skills Framework APPROACHES TO LEARNING: RESEARCH INFORMATION LITERACY and Creating SKILLS Information Finding, Interpreting, Judging, Collect, record, and verify data Access Information Make connections between sources Develop Long-term Memory Collect, use & analyze data Access, process & recall information Evaluate and select information sources and digital tools Present information in a variety of formats and platforms Analyse & interpret media Understand & implement intellectual property rights Create references and citations Identify primary and secondary sources Interacting with MEDIA media to LITE use a RACY nd create SKILL idea S s and informa tion Locate, organize, analyse, evaluate, synthesize information Be aware of media interpretation Choose personal viewing wisely Seek multiple perspectives Communicate using a variety of media & format Connect (multi) media resources
- 3. Created by @ndbekah Inspired by @OrenjiButa Images from The Noun Project Information from MYP Principles into Practice, ATL Skills Framework APPROACHES TO LEARNING: SELF-MANAGEMENT Managing ORGANIZATION time and tasks SKILLS effectively Plan Set goals, identify strategies, & take action Manage Materials Organize Files & Complex information Manage Time Select & use technology effectively & productively AFFECTI Managing s VEtate SKILLS of mind Be Mindful Demonstrate perseverance Manage emotions Be self-motivated Show Resilience Think Positively (Re-) considering the REFLECTI process of lea rning;VE SKILLS choosin g and using A TL skills
- 4. Created by @ndbekah Inspired by @OrenjiButa Images from The Noun Project Information from MYP Principles into Practice, ATL Skills Framework Develop new skills, techniques and strategies Identify areas of growth and areas for improvement Be a flexible learner Try and evaluate new ATL skills Consider implications of choices Use Multiple Techniques for Reflection APPROACHES TO LEARNING: SOCIAL COLLABORATION Working effectively with others Be responsible & advocate for yourself Share responsibility and roles with others Listen to others Show empathy, respect, and support to others Demonstrate Leadership Build consensus & resolve conflict APPROACHES TO LEARNING: COMMUNICATION COMMUNICATION THROUGHinformation effectively INTERACTION through interaction Exchanging thoughts, messages and Give and receive meaningful feedback Use a variety of media & speaking & writing techniques Use non-verbal techniques Participate, share, and collaborate online and on social media Use intercultural understanding to interpretothers Recognize the importance of audience
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