The document discusses the principles of backward design for creating student-centered thematic units. Backward design is a framework that involves starting with the desired learning outcomes and goals, then designing assessments to measure those outcomes, and finally developing instructional activities to help students achieve the outcomes. The document provides information on the three stages of backward design: 1) identifying desired results like standards and objectives, 2) determining acceptable evidence of student learning through assessment, and 3) developing learning plans and instruction. It also discusses how to design thematic units around key concepts and aligned assessments using this approach.
Ethical Considerations of a Qualitative Research N. Mach
Ethical Considerations can be specified as one of the most important parts of the research. ... Research participants should not be subjected to harm in any way whatsoever. Respect for the dignity of research participants should be prioritized. Full consent should be obtained from the participants prior to the study. (Research Methodology)
A handout for students to practice creating a literature review from a source.
Here's the set:
http://www.slideshare.net/samlandfried/9th-grade-may-11-lit-review-activity
http://www.slideshare.net/samlandfried/9th-grade-may-11-lesson-plan
http://www.slideshare.net/samlandfried/9th-grade-april-20-literature-review
http://www.slideshare.net/samlandfried/9th-grade-april-20-lit-review-handout
In this presentation, we go over the most common qualitative research designs. We also go over the main components of Chapter 3, including methodology and rationale, the role of the researcher, the selection of participants, instrumentation, procedure, data analysis plan, and issues of trustworthiness. (We will not address NVIVO training, APA style, grammar, headings, etc.)
Ethical Considerations of a Qualitative Research N. Mach
Ethical Considerations can be specified as one of the most important parts of the research. ... Research participants should not be subjected to harm in any way whatsoever. Respect for the dignity of research participants should be prioritized. Full consent should be obtained from the participants prior to the study. (Research Methodology)
A handout for students to practice creating a literature review from a source.
Here's the set:
http://www.slideshare.net/samlandfried/9th-grade-may-11-lit-review-activity
http://www.slideshare.net/samlandfried/9th-grade-may-11-lesson-plan
http://www.slideshare.net/samlandfried/9th-grade-april-20-literature-review
http://www.slideshare.net/samlandfried/9th-grade-april-20-lit-review-handout
In this presentation, we go over the most common qualitative research designs. We also go over the main components of Chapter 3, including methodology and rationale, the role of the researcher, the selection of participants, instrumentation, procedure, data analysis plan, and issues of trustworthiness. (We will not address NVIVO training, APA style, grammar, headings, etc.)
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit.
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
Qualtrics experts will share with you new advanced methods to measure leadership traits and highlight individual strengths and weaknesses. Multi-rater assessments, 360-degree employee or student feedback provides a holistic view of an individual by gathering feedback from peers, direct reports while comparing the results with their own self evaluation.
Building a Peer Evaluation Program: Best practices for beginners
What is peer evaluation
Why run peer evaluation
Peer evaluation workflow / process
Competencies & items
Reports
What to do with results
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. Toni Theisen Loveland High School Loveland, Colorado 80538 theisent@gmail.com http://tonitheisen.wikispaces.com http://lhsfrenchclasses.wikispaces.com/
3. Toni Theisen Loveland High School Loveland, Colorado 80538 theisent@gmail.com http://tonitheisen.wikispaces.com http://lhsfrenchclasses.wikispaces.com/
10. What is backward design? A unit design framework for beginning with the end in mind. (What does the learner know, understand is able to do?)
11. What is backward design? A unit design framework for beginning with the end in mind. (What does the learner know, understand and is able do?). A way to integrate standards, curriculum, instruction, and assessment within a unit with targeted results.
12. What is backward design? A unit design framework for beginning with the end in mind. (What does the learner know, understand is able to do?). A way to integrate standards, curriculum, instruction, and assessment within a unit with targeted results. A way to enhance meaningful understanding and transfer of learning.
13. Learner-centered Backward design is a way to authentically put the learner in the center of instruction. There is a BIG difference between just knowing and really understanding.
16. The learner will….. Review the principles of backward design Analyze a thematic unit using backward design.
17. The learner will….. Review the principles of backward design Analyze a thematic unit that uses backward design. Review of the standards and how to integrate them into thematic units.
18. The learner will….. Review the principles of backward design Analyze a thematic unit that uses backward design. Review of the standards and how to integrate them into thematic units.
19. The learner will….. Review the principles of backward design Analyze a thematic unit that uses backward design. Review of the standards and how to integrate them into thematic units. Use the three modes as the center for designing assessment and instruction.
20. The learner will….. Review the principles of backward design Analyze a thematic unit that uses backward design. Review of the standards and how to integrate them into thematic units. Use the three modes as the center for designing assessment and instruction. Examine and discuss the student program template.
21. STARTALK Principles for Effective Learning Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
22. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
23. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
24. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Use the target language for instruction. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
25. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Use the target language for instruction. Integrate language, culture and content. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
26. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Use the target language for instruction. Integrate language, culture and content. Differentiate instruction based on learner need. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
27. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Use the target language for instruction. Integrate language, culture and content. Differentiate instruction based on learner need. Use authentic materials. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
28. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Use the target language for instruction. Integrate language, culture and content. Differentiate instruction based on learner need. Use authentic materials. Assess learners’ progress and performance. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
29. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Use the target language for instruction. Integrate language, culture and content. Differentiate instruction based on learner need. Use authentic materials. Assess learners’ progress and performance. Facilitate student-centered learning. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
32. Standard 1.1- Interpersonal Mode: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions. Standard 1.2 – Interpretive Mode: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3 – Presentational Mode: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics. Goal 1: Communication Source: STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDE Pages 6, 7 http://startalk.umd.edu/
45. What is ‘backward design? The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction.
46. What is ‘backward design? The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. “the end in mind”
47. What is ‘backward design? The backwards design model centers on the idea that the design process should begin with identifying the desired results and then "work backwards" to develop instruction. “the end in mind” The framework identifies three main stages:
49. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?
50. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning?
51. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn?
52. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn? What is relevant?
53. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn? What is relevant?
54. Stage 1: Identify Desired Results Choose a unit theme and subthemes. Establish outcomes based on the National Standards. Identify content knowledge and skills that align with theme.
55. Program unit theme and subthemes-Page 2 Source: STARTALK 2010 Sample Materials
64. Stage 2: Determine acceptable evidence of learning How will we know if students have achieved the desired results and met the standards?
65. Stage 2: Determine acceptable evidence of learning How will we know if students have achieved the desired results and met the standards? What types of assessments do we design?
66. Stage 2: Determine acceptable evidence of learning End of Program Performance Tasks Other types of assessment and evidence of learning
67. End of program performance assessment p. 8 http://www.toondoo.com
68. Stage 2: Determine acceptable evidence of learning Design culturally appropriate end of unit performance tasks using the three modes. Consider other meaningful evidence of learning
69. End of program performance assessment p. 8 Source: STARTALK 2010 Sample Materials
70. ACTFL Integrated Performance Assessment 1.Interpretive Communication Phase Students listen to and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative Phase Students engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, podcasts, websites, etc. 2. Interpersonal Communication Phase After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. This phase is audio- or videotaped.
71. ACTFL Integrated Performance Assessment Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative Phase Narrate the story of one particular animal and create a multimedia public service announcement or advertisement to call attention to the plight of that endangered species. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself”, comment on where you live, what the weather is like and comment on what you need to survive.
72. Interpretive mode One-way Comprehension of words, concepts, ideas, meaning of an entire piece Exposed to lots of culturally authentic materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.
74. Sample Interpretive Tasks 1. listen with visuals 2. follow a route on a map 3. check-off items on a list when watching a video 4. draw what is described 5. use Twitter with class 6. create questions from a brochure, reading, etc, 7. brainstorm or guess meaning from a song 8. paraphrase a new article in native language listen to a song and fill in words take a poll after listening to a passage Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
75. Interpersonal mode Two-way, spontaneous exchanges that involve negotiation of meaning Unrehearsed Can be based on information from he interpretive task.
77. Sample Interpersonal Tasks conversation about a visual, movie, etc. ask for /give directions talk with with others about family, friends, school, books, movies, video games, etc. discuss news events of the day debate an issue make plans with a friend, family member, etc. Negotiate who does what chore, activity, who is on which team, etc. telephone call text messaging or e-mail with a friend or family member respond to a letter or note Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
78. Presentational mode Rehearsed, revise, consult sources, and prepare ahead of time Use language for real world purpose Use language in new and different contexts.
80. Sample Presentational Tasks brochure, itinerary design a survey, poll, report results Create aWikispace, Facebook page, website story, book or digital story video, Podcasts presentations, PowerPoints, movies, skit or role-play agenda, schedule 3D model pr digital sketch public service announcement, commercial, TV game show songs, plays, design games Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
81. Other types of assessment- p.9 Source: STARTALK 2010 Sample Materials
82.
83. Stage 3: Plan learning experiences and instruction What learning experiences, instructional strategies, activities, etc. will enable students to achieve the desired results? What needs to be taught and how?
84. Stage 3: Use effective instructional strategies Use target language for instruction. Facilitate student-centered learning. Ensure meaningful student-to-student and teacher-to-student communication Integrate language, culture and content. Differentiate instruction based on student need.