This matrix is intended to aid planning or help inspire discussion on the efficacy, affordances and effective implementations of different technologies that enable and enrich learning and teaching
This document discusses language portfolios and their benefits. It provides information on the Common European Framework of Reference for Languages, which establishes common levels for linguistic fluency. A portfolio is defined as a collection of a student's work that demonstrates their skills and achievements across subjects. Portfolios have benefits for both teachers and students by encouraging self-directed learning and motivating students. The document outlines several phases to developing an effective portfolio, including selection of materials, organization, and reflection. Portfolios can also be electronic and provide experience with technology skills while demonstrating a student's progress.
The document discusses the ASSURE model for integrating technology and media into instruction. The ASSURE model involves 6 steps: (1) Analyzing learners to understand their characteristics and needs, (2) Selecting strategies, technology, media and materials based on learning objectives and learner analysis, (3) Utilizing the materials with a focus on process, (4) Requiring learner participation through feedback and interaction, (5) Evaluating and revising the lessons and materials based on assessing student achievement and progress. The goal is to systematically plan lessons that effectively integrate technology and media to promote student learning.
7 nur642achieving learning at a distance pp7Lyndon Godsall
This document discusses distance learning and the teacher's role in facilitating it. It defines distance learning as learning via telecommunications between physically separated learners and teachers, using organized instruction, two-way communication, and telecommunications technology. It outlines types of resources teachers should be aware students have access to and discusses strategies, approaches, and critical issues like copyright, online safety, and appropriate behavior. The document also discusses using distance learning in the classroom, integrating it, and types of computer networks like LANs, WANs, intranets, and wireless networks that can enable distance learning.
This presentation discusses instructional strategies to support 21st century learning. It describes teacher-centered strategies like presentations, demonstrations, drill-and-practice, and tutorials that are directed by teachers. Student-centered strategies include discussion, cooperative learning, problem-based learning, games, simulations, and discovery activities where teachers facilitate and students participate actively. Both teacher and student-centered strategies are described along with their advantages and limitations. The presentation also covers integrating free materials like the internet, videos, and printed materials to support instruction.
In selecting appropriate technology for instruction, educators should consider practicality such as availability and cost of equipment, appropriateness for the learners' comprehension level, whether the medium actively engages learners in the instructional activity, and whether it helps achieve the learning objectives. Key factors include the practical considerations, suitability for different learners, potential for interaction, and alignment with the intended goals.
The ASSURE model is a six step process for designing effective instruction. It includes analyzing learners, stating clear objectives, selecting appropriate methods and materials, utilizing selected media and materials during instruction, requiring learner participation, and evaluating and revising the instruction.
SmartEvidence: Improving ePortfolio quality through interventionMahara Hui
This document proposes the development of a tool called SmartEvidence to improve the use of ePortfolios for assessment in Mahara. It summarizes findings that students struggle to present appropriate evidence in their portfolios and need just-in-time guidance. The proposed solution would integrate interventions and instructions into Mahara to help students link evidence to standards more easily. It would also allow different ways to organize, search, and view evidence to help both students and teachers. Mockups provide examples of how the admin and student interfaces could display standards, evidence, and assessments.
Performane based assessment aicha abidi & mohamed nafaAbdessamad Ladmim
This document discusses performance-based assessment (PBA), which measures students' ability to apply skills and knowledge through real-world tasks. PBA balances learned knowledge and skills with their practical application. It has several key characteristics, including being complex, authentic, process-oriented and open-ended. PBA can track student work, demonstrate value in processes, and help with self-monitoring. Components include rubrics, observation, and feedback. The document provides examples of PBA for language skills like reading, writing, speaking, and listening, as well as vocabulary and functions. It concludes with alternative forms of assessment and references.
This document discusses language portfolios and their benefits. It provides information on the Common European Framework of Reference for Languages, which establishes common levels for linguistic fluency. A portfolio is defined as a collection of a student's work that demonstrates their skills and achievements across subjects. Portfolios have benefits for both teachers and students by encouraging self-directed learning and motivating students. The document outlines several phases to developing an effective portfolio, including selection of materials, organization, and reflection. Portfolios can also be electronic and provide experience with technology skills while demonstrating a student's progress.
The document discusses the ASSURE model for integrating technology and media into instruction. The ASSURE model involves 6 steps: (1) Analyzing learners to understand their characteristics and needs, (2) Selecting strategies, technology, media and materials based on learning objectives and learner analysis, (3) Utilizing the materials with a focus on process, (4) Requiring learner participation through feedback and interaction, (5) Evaluating and revising the lessons and materials based on assessing student achievement and progress. The goal is to systematically plan lessons that effectively integrate technology and media to promote student learning.
7 nur642achieving learning at a distance pp7Lyndon Godsall
This document discusses distance learning and the teacher's role in facilitating it. It defines distance learning as learning via telecommunications between physically separated learners and teachers, using organized instruction, two-way communication, and telecommunications technology. It outlines types of resources teachers should be aware students have access to and discusses strategies, approaches, and critical issues like copyright, online safety, and appropriate behavior. The document also discusses using distance learning in the classroom, integrating it, and types of computer networks like LANs, WANs, intranets, and wireless networks that can enable distance learning.
This presentation discusses instructional strategies to support 21st century learning. It describes teacher-centered strategies like presentations, demonstrations, drill-and-practice, and tutorials that are directed by teachers. Student-centered strategies include discussion, cooperative learning, problem-based learning, games, simulations, and discovery activities where teachers facilitate and students participate actively. Both teacher and student-centered strategies are described along with their advantages and limitations. The presentation also covers integrating free materials like the internet, videos, and printed materials to support instruction.
In selecting appropriate technology for instruction, educators should consider practicality such as availability and cost of equipment, appropriateness for the learners' comprehension level, whether the medium actively engages learners in the instructional activity, and whether it helps achieve the learning objectives. Key factors include the practical considerations, suitability for different learners, potential for interaction, and alignment with the intended goals.
The ASSURE model is a six step process for designing effective instruction. It includes analyzing learners, stating clear objectives, selecting appropriate methods and materials, utilizing selected media and materials during instruction, requiring learner participation, and evaluating and revising the instruction.
SmartEvidence: Improving ePortfolio quality through interventionMahara Hui
This document proposes the development of a tool called SmartEvidence to improve the use of ePortfolios for assessment in Mahara. It summarizes findings that students struggle to present appropriate evidence in their portfolios and need just-in-time guidance. The proposed solution would integrate interventions and instructions into Mahara to help students link evidence to standards more easily. It would also allow different ways to organize, search, and view evidence to help both students and teachers. Mockups provide examples of how the admin and student interfaces could display standards, evidence, and assessments.
Performane based assessment aicha abidi & mohamed nafaAbdessamad Ladmim
This document discusses performance-based assessment (PBA), which measures students' ability to apply skills and knowledge through real-world tasks. PBA balances learned knowledge and skills with their practical application. It has several key characteristics, including being complex, authentic, process-oriented and open-ended. PBA can track student work, demonstrate value in processes, and help with self-monitoring. Components include rubrics, observation, and feedback. The document provides examples of PBA for language skills like reading, writing, speaking, and listening, as well as vocabulary and functions. It concludes with alternative forms of assessment and references.
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
Instructional design for distance educationElboni Todd
The document discusses instructional design for distance education. It emphasizes that instructional design is important for planning and organizing distance learning. It involves understanding learner characteristics, identifying essential content, and considering the learning environment and available technologies. Effective distance education requires systematic instructional design to create a successful learning experience for students.
ManchesterschooloftechnologyhighschoolprofileDavid A Havron
The Manchester School of Technology High School (MSTHS) offers an innovative project-based learning curriculum with the same academic requirements as the district's other high schools. Students can earn college credits and complete high school in three to five years through an individualized learning plan. The curriculum focuses on using technology and participating in career-focused projects, internships, and mentorships. Graduates of MSTHS will be prepared for college or a career and will demonstrate strong academic and social skills like critical thinking, problem solving, collaboration, and civic responsibility.
Rubrics are scoring guides used to evaluate student work. There are two main types of rubrics: holistic and analytic. Holistic rubrics evaluate the overall quality of student work on a scale, while analytic rubrics evaluate different dimensions of work separately. Well-designed rubrics increase the reliability and validity of assessments by clarifying expectations. They also provide students with useful feedback to improve. Teachers should consider the purpose and content of assessments when constructing rubrics to ensure they accurately measure learning objectives.
Portfolios are purposeful collections of student work that demonstrate their progress and achievements in different areas. The portfolio assessment process involves deciding on a purpose or theme, selecting samples, determining how samples are chosen, and developing a scoring system to share with students and engage them in discussing their work. Coursebooks provide standardized structure and resources for instruction but may not reflect student needs, can reduce teacher skills, and are expensive.
This document discusses developing an effective instructional strategy. An instructional strategy describes the components of instructional materials and procedures to enable student mastery of learning outcomes. It considers delivery system selection, content sequencing, learning components, grouping students, choosing media, and addressing different learning outcomes and maturity levels. The learning components are based on Gagne's conditions of learning and include pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. When developing an instructional strategy, one must consider factors like students' needs, abilities to collaborate, and available media and technologies to create adaptable, lifelong learning.
The document discusses formative assessment and its role in the learning process. It defines formative assessment as a systematic process used by teachers to gather evidence of student learning and adapt instruction. The key aspects are that it takes place during instruction, involves students, and is used to improve learning rather than evaluate it summatively. An effective formative assessment process includes gathering pre-assessment data, assessing student understanding during instruction, and post-instruction evaluation to identify areas for focus. The goal is to provide feedback to close the gap between students' current and desired performance levels.
This document outlines standards for distance education and learning (DEAL) courses. It discusses standards in several areas, including that presenters and sponsoring organizations should be credible sources of information and disclose conflicts of interest. Course overviews should provide information on content, structure, objectives and requirements. Competencies and objectives should be clearly communicated and aligned with learners' needs. Instruction should be accurate, up-to-date and support achieving objectives through interactive activities. Assessments should measure achieving objectives and collect learner feedback. The user experience should have a consistent design and easy navigation, while technologies should support content and engagement. Courses should accommodate diverse learners and accessibility needs.
The Role of Technology in Delivering a CurriculumArthur Anuada
This document discusses the role of technology in delivering curriculum. It emphasizes that technology should be identified in the planning phase and chosen based on practicality, suitability for the activity, appropriateness for learners, and matching objectives. A variety of instructional media/technologies are presented, including real objects, printed materials, visuals, audio materials, and computer/multimedia presentations. Factors like lettering style and size, line spacing, and appeal must be considered for visual elements. The document concludes that technology upgrades teaching quality, capability of teachers, broadens education delivery, and revolutionizes paradigm shifts to student-centered learning.
This document outlines strategies for effectively integrating technology in the classroom. It discusses choosing a learning objective and analyzing learners before selecting instructional strategies and technology applications. Key steps include previewing the technology, practicing its use, preparing materials, and assessing student learning before, during and after lessons. The goal is to choose technologies that are easy to use, engage learners, can be adapted, and allow learning to be assessed in order to increase student achievement.
This chapter discusses designing blended learning approaches that combine face-to-face instruction with online learning. It addresses the need for blended learning due to constraints on educational resources. When implementing blended learning, factors like curriculum, learning activities, support, and evaluation must be considered. Challenges include how to design the curriculum and online resources, how students' learning strategies may change, and distributing time between online and classroom activities. The goal of blended learning is to combine the best of in-person and online instruction by providing flexible access to multimedia content and increasing scheduling flexibility for students.
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
Portfolios and conferences are methods for assessing student work and progress. Portfolios are collections of student work that show effort, growth, and accomplishments over time. Conferences allow teachers to identify student strengths and weaknesses, understand student interests, and jointly set goals to guide instruction. Both portfolios and conferences should focus on learning, be positive and collaborative, and give students ownership over the review process.
Project-based multimedia learning involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. It requires thorough planning, including clarifying goals and determining timelines, resources, collaboration methods, and assessments. The process involves preliminary research, storyboarding, production, testing, and presenting. Students learn technology skills, immerse themselves in content, brainstorm designs, and create storyboards before producing and testing their multimedia presentations. Assessments and concluding activities celebrate their work.
Universal Design for Learning (UDL) is a framework for designing educational goals, materials, and assessments to be inclusive of all students. It aims to provide multiple means of engagement, representation, and action and expression based on the principles that there is no single approach that works for all learners. UDL guides the initial design process to eliminate barriers and provide flexibility so that all students have equal opportunities to learn through methods that work for their needs and preferences.
Instructional design for distance technologies Jordan Amerson
This document discusses the process of developing online courses, including analyzing learning needs, retooling classroom courses for online, and planning for interactivity and group work. It also covers understanding learners' backgrounds and needs, ensuring students have necessary prerequisites, and how some students may be more comfortable with distance education. Questions to consider about the target audience include their ages, backgrounds, interests, educational levels, and how they will apply the knowledge gained. The selection of content also needs to reflect where it fits in the broader curriculum.
This document discusses frameworks and approaches to support effective assessment and instruction in K-12 schools. It outlines three key elements of personalized, precise, and professional learning and describes approaches like universal design for learning, differentiated instruction, and tiered intervention. The goal is to improve student achievement by tailoring assessment and instruction to students' individual needs and monitoring their progress. Educators are encouraged to use a variety of assessment tools and strategies to gather meaningful data about students' strengths and difficulties to inform planning.
Webquests are structured online learning activities where students complete a task by gathering information from various pre-selected websites. They promote autonomous learning through a sequenced and interactive process. Some key advantages are that they allow students to work at their own pace, compile different media formats, and connect information to a specific purpose. However, they also require significant planning from teachers and clear instructions. Webquests are compatible with task-based language learning by focusing on an end product through various information collection steps.
Roles of Technology in Delivering Curriculum Josie Sadiasa
Technology plays a crucial role in delivering curriculum and instruction in several ways. At the planning stage, instructors must identify the appropriate instructional media to utilize. Technology offers a variety of tools for learning, including non-projected media like models and printed materials as well as projected media like videos and projectors. When selecting technology, instructors should consider factors like practicality, appropriateness for learners, whether it facilitates the intended activity, and if it helps achieve the learning objectives.
501 wk 8 developing an instructional strategy1shooks
The document discusses developing an instructional strategy, including considering content, activities, and materials. It covers objectives for instructional strategies like content sequencing, clustering, learning components, student groupings, and using media. Key aspects of instructional strategies are using learning components like gaining attention, stating objectives, recalling prior knowledge, introducing new knowledge, guiding learning, engaging students, providing feedback, assessing, and reviewing. The document also provides a five step strategy for developing an instructional strategy: sequencing and clustering objectives, planning instructional activities, planning delivery and participation, assigning objectives and time, and reviewing the strategy and considering media use.
This very short document does not contain any discernible words or meaningful information to summarize. It consists of random characters that do not form sentences or convey an idea. Therefore, no accurate high-level summary can be provided in 3 sentences or less.
The document is lyrics to a song that encourages a positive attitude and taking control of one's life. It suggests that life is what you make of it and that you can choose to be happy or sad. It repeats the refrain that life is what you make it and encourages the reader to have fun and celebrate.
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
Instructional design for distance educationElboni Todd
The document discusses instructional design for distance education. It emphasizes that instructional design is important for planning and organizing distance learning. It involves understanding learner characteristics, identifying essential content, and considering the learning environment and available technologies. Effective distance education requires systematic instructional design to create a successful learning experience for students.
ManchesterschooloftechnologyhighschoolprofileDavid A Havron
The Manchester School of Technology High School (MSTHS) offers an innovative project-based learning curriculum with the same academic requirements as the district's other high schools. Students can earn college credits and complete high school in three to five years through an individualized learning plan. The curriculum focuses on using technology and participating in career-focused projects, internships, and mentorships. Graduates of MSTHS will be prepared for college or a career and will demonstrate strong academic and social skills like critical thinking, problem solving, collaboration, and civic responsibility.
Rubrics are scoring guides used to evaluate student work. There are two main types of rubrics: holistic and analytic. Holistic rubrics evaluate the overall quality of student work on a scale, while analytic rubrics evaluate different dimensions of work separately. Well-designed rubrics increase the reliability and validity of assessments by clarifying expectations. They also provide students with useful feedback to improve. Teachers should consider the purpose and content of assessments when constructing rubrics to ensure they accurately measure learning objectives.
Portfolios are purposeful collections of student work that demonstrate their progress and achievements in different areas. The portfolio assessment process involves deciding on a purpose or theme, selecting samples, determining how samples are chosen, and developing a scoring system to share with students and engage them in discussing their work. Coursebooks provide standardized structure and resources for instruction but may not reflect student needs, can reduce teacher skills, and are expensive.
This document discusses developing an effective instructional strategy. An instructional strategy describes the components of instructional materials and procedures to enable student mastery of learning outcomes. It considers delivery system selection, content sequencing, learning components, grouping students, choosing media, and addressing different learning outcomes and maturity levels. The learning components are based on Gagne's conditions of learning and include pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. When developing an instructional strategy, one must consider factors like students' needs, abilities to collaborate, and available media and technologies to create adaptable, lifelong learning.
The document discusses formative assessment and its role in the learning process. It defines formative assessment as a systematic process used by teachers to gather evidence of student learning and adapt instruction. The key aspects are that it takes place during instruction, involves students, and is used to improve learning rather than evaluate it summatively. An effective formative assessment process includes gathering pre-assessment data, assessing student understanding during instruction, and post-instruction evaluation to identify areas for focus. The goal is to provide feedback to close the gap between students' current and desired performance levels.
This document outlines standards for distance education and learning (DEAL) courses. It discusses standards in several areas, including that presenters and sponsoring organizations should be credible sources of information and disclose conflicts of interest. Course overviews should provide information on content, structure, objectives and requirements. Competencies and objectives should be clearly communicated and aligned with learners' needs. Instruction should be accurate, up-to-date and support achieving objectives through interactive activities. Assessments should measure achieving objectives and collect learner feedback. The user experience should have a consistent design and easy navigation, while technologies should support content and engagement. Courses should accommodate diverse learners and accessibility needs.
The Role of Technology in Delivering a CurriculumArthur Anuada
This document discusses the role of technology in delivering curriculum. It emphasizes that technology should be identified in the planning phase and chosen based on practicality, suitability for the activity, appropriateness for learners, and matching objectives. A variety of instructional media/technologies are presented, including real objects, printed materials, visuals, audio materials, and computer/multimedia presentations. Factors like lettering style and size, line spacing, and appeal must be considered for visual elements. The document concludes that technology upgrades teaching quality, capability of teachers, broadens education delivery, and revolutionizes paradigm shifts to student-centered learning.
This document outlines strategies for effectively integrating technology in the classroom. It discusses choosing a learning objective and analyzing learners before selecting instructional strategies and technology applications. Key steps include previewing the technology, practicing its use, preparing materials, and assessing student learning before, during and after lessons. The goal is to choose technologies that are easy to use, engage learners, can be adapted, and allow learning to be assessed in order to increase student achievement.
This chapter discusses designing blended learning approaches that combine face-to-face instruction with online learning. It addresses the need for blended learning due to constraints on educational resources. When implementing blended learning, factors like curriculum, learning activities, support, and evaluation must be considered. Challenges include how to design the curriculum and online resources, how students' learning strategies may change, and distributing time between online and classroom activities. The goal of blended learning is to combine the best of in-person and online instruction by providing flexible access to multimedia content and increasing scheduling flexibility for students.
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
Portfolios and conferences are methods for assessing student work and progress. Portfolios are collections of student work that show effort, growth, and accomplishments over time. Conferences allow teachers to identify student strengths and weaknesses, understand student interests, and jointly set goals to guide instruction. Both portfolios and conferences should focus on learning, be positive and collaborative, and give students ownership over the review process.
Project-based multimedia learning involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. It requires thorough planning, including clarifying goals and determining timelines, resources, collaboration methods, and assessments. The process involves preliminary research, storyboarding, production, testing, and presenting. Students learn technology skills, immerse themselves in content, brainstorm designs, and create storyboards before producing and testing their multimedia presentations. Assessments and concluding activities celebrate their work.
Universal Design for Learning (UDL) is a framework for designing educational goals, materials, and assessments to be inclusive of all students. It aims to provide multiple means of engagement, representation, and action and expression based on the principles that there is no single approach that works for all learners. UDL guides the initial design process to eliminate barriers and provide flexibility so that all students have equal opportunities to learn through methods that work for their needs and preferences.
Instructional design for distance technologies Jordan Amerson
This document discusses the process of developing online courses, including analyzing learning needs, retooling classroom courses for online, and planning for interactivity and group work. It also covers understanding learners' backgrounds and needs, ensuring students have necessary prerequisites, and how some students may be more comfortable with distance education. Questions to consider about the target audience include their ages, backgrounds, interests, educational levels, and how they will apply the knowledge gained. The selection of content also needs to reflect where it fits in the broader curriculum.
This document discusses frameworks and approaches to support effective assessment and instruction in K-12 schools. It outlines three key elements of personalized, precise, and professional learning and describes approaches like universal design for learning, differentiated instruction, and tiered intervention. The goal is to improve student achievement by tailoring assessment and instruction to students' individual needs and monitoring their progress. Educators are encouraged to use a variety of assessment tools and strategies to gather meaningful data about students' strengths and difficulties to inform planning.
Webquests are structured online learning activities where students complete a task by gathering information from various pre-selected websites. They promote autonomous learning through a sequenced and interactive process. Some key advantages are that they allow students to work at their own pace, compile different media formats, and connect information to a specific purpose. However, they also require significant planning from teachers and clear instructions. Webquests are compatible with task-based language learning by focusing on an end product through various information collection steps.
Roles of Technology in Delivering Curriculum Josie Sadiasa
Technology plays a crucial role in delivering curriculum and instruction in several ways. At the planning stage, instructors must identify the appropriate instructional media to utilize. Technology offers a variety of tools for learning, including non-projected media like models and printed materials as well as projected media like videos and projectors. When selecting technology, instructors should consider factors like practicality, appropriateness for learners, whether it facilitates the intended activity, and if it helps achieve the learning objectives.
501 wk 8 developing an instructional strategy1shooks
The document discusses developing an instructional strategy, including considering content, activities, and materials. It covers objectives for instructional strategies like content sequencing, clustering, learning components, student groupings, and using media. Key aspects of instructional strategies are using learning components like gaining attention, stating objectives, recalling prior knowledge, introducing new knowledge, guiding learning, engaging students, providing feedback, assessing, and reviewing. The document also provides a five step strategy for developing an instructional strategy: sequencing and clustering objectives, planning instructional activities, planning delivery and participation, assigning objectives and time, and reviewing the strategy and considering media use.
This very short document does not contain any discernible words or meaningful information to summarize. It consists of random characters that do not form sentences or convey an idea. Therefore, no accurate high-level summary can be provided in 3 sentences or less.
The document is lyrics to a song that encourages a positive attitude and taking control of one's life. It suggests that life is what you make of it and that you can choose to be happy or sad. It repeats the refrain that life is what you make it and encourages the reader to have fun and celebrate.
El XVI Simposium de Ingeniería de Minas, Simin 2009, se llevará a cabo del 18 al 21 de agosto en la Universidad de Santiago (Usach). El evento contará con conferencias y presentaciones sobre temas relacionados a la industria minera, incluyendo los desafíos de la crisis, oportunidades laborales, y visitas técnicas a faenas mineras. Se espera la asistencia de 300 personas diarias y se destaca que por primera vez el simposio premiará a una mujer destacada en la industria minera.
The sniper killed his own brother who was a sniper on another rooftop trying to kill him in an ironic twist. The short story is about a sniper who ends up killing his brother by mistake during a battle. In just a few words, the document tells of a sniper who unintentionally kills his brother, who was himself a sniper on an opposing rooftop.
The lies that we tell ourselves for our beloved Startups.
We’re all too ashamed to admit it, of course, but at one point everybody who is starting up a business thought at least one of the following. Don't we?
La informática es el conjunto de conocimientos que hacen posible el tratamiento automático de la información por medio de computadoras. Una computadora está compuesta de hardware, que son las partes físicas, y software, que son los programas y datos. El software incluye aplicaciones para tareas específicas y utilidades para crear otros programas, mientras que el hardware contiene periféricos de entrada, salida y mixtos, además del procesador y la memoria.
creating inclusive spaces for all children.pptxAngieMia1
This document discusses principles and strategies for creating an inclusive learning environment. It defines inclusion in education as providing equitable opportunities for all students to learn, participate and succeed, regardless of their abilities or backgrounds. The main difference between inclusion and mainstreaming is that inclusion provides assistance to students with disabilities to help them keep up with their peers, while mainstreaming does not provide assistance. The principles discussed are establishing an inclusive class climate, setting explicit expectations, selecting diverse content, designing accessible course elements, and reflecting on teaching practices to maximize commitment to inclusion. Strategies include using diverse literature, guest speakers, flexible seating, assistive technology, peer support programs and obtaining feedback to improve inclusion. The overall goal is to recognize each student's strengths and needs
Effective teaching requires flexibility and creativity to meet the diverse needs of students. The document outlines several strategies for teaching students with disabilities inclusively and effectively. These include incorporating diversity into the curriculum, utilizing universal design for learning principles to accommodate different learning styles, differentiating instruction based on content, process and product, using evidence-based practices like direct instruction, and leveraging assistive technologies to improve functional capabilities. The overarching goal is to maximize each student's growth and success.
The document discusses principles and practices of effective teaching and learning environments. It describes how effective learning environments support student learning in several ways: (1) by setting clear goals and intellectual challenges; (2) employing active teaching methods that engage students; (3) effective communication and interaction between teachers and students; (4) attending to students' intellectual and social growth; (5) respecting diverse talents and learning styles; (6) encouraging learning beyond the classroom; (7) reflecting on and improving teaching practices; and (8) integrating teaching with research. It also discusses principles of assessment for learning, as learning, and of learning and how to effectively arrange the physical classroom environment to support teaching and learning goals.
This document discusses how curriculum mapping tools can be used to support personalized learning by making the curriculum visible and accessible to learners. It argues that for learners to personalize their education, they need to be able to see what is available to learn and have choices in their learning. The author created an ICT curriculum map to demonstrate how mapping tools can integrate skills development and provide a learner-facing view of the curriculum. Further development is needed to share the experience with other teachers and engage learners in accessing and using the curriculum maps.
Developing Generic Tools for Use in Flexible Learning: a Preliminary Progress...leungps
This document provides a preliminary progress report on developing generic tools to support flexible learning. It discusses moving from traditional didactic teaching to constructivist and active learning models where teachers facilitate and students take an active role. The project aims to assist university teachers in creating high quality flexible learning experiences for students by providing reusable resources, tools, and templates that leverage information and communication technologies. It will evaluate whether the designs support student learning and experiences at different levels, and encourage lifelong learning skills through a flexible approach that meets diverse student needs.
Twenty First Century Teaching Strategies for Secondary School Teachersjostmedjos
This document discusses strategies for 21st century teaching in secondary schools. It begins by covering the historical contexts of different eras and defines key concepts like teaching, strategies, and methods. It then discusses the differences between teaching methods and strategies. Several strategies are described in detail, including flipped classroom, gamification, project-based learning, cooperative learning, and peer teaching. The strategies emphasize developing skills like critical thinking, communication, collaboration, and creativity to prepare students for the modern world.
The document summarizes the key concepts of the Malaysian Smart School, including its philosophy, qualities, components, curriculum, pedagogy, assessment, management, people, technology, processes, and policies. The Smart School aims to prepare students for the information age through a broad, integrated curriculum; varied teaching methods; ongoing assessment; strong leadership; community involvement; and appropriate use of technology.
b. They pose problem storage. Real objects and models provide hands-on learning experiences and are more concrete than abstract representations. While they may be readily available, storage can be an issue.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
The document discusses 21st century skills and the role of technology in education. It emphasizes developing proficiency in 21st century skills through technology, supporting innovative teaching and learning, and creating robust education support systems. Key aspects include encouraging self-learning, collaboration, and leveraging technology for 24/7 access to information and creating engaging learning environments. Educational technology can help improve teaching and learning, analyze the process, enhance goals, train teachers, develop curriculum and materials, and identify community needs.
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
The document outlines teaching standards and strategies for developing students' skills in three areas:
1) Applying knowledge across curriculum areas using a range of teaching methods to illustrate relationships between topics.
2) Enhancing literacy and numeracy using differentiated instruction, scaffolding, small groups, manipulatives and technology.
3) Developing higher-order thinking through problem-based learning, Socratic questioning, collaboration, creativity, inquiry, critical analysis and feedback.
The document discusses universal course design and inclusive teaching strategies to benefit all learners. It provides Frank Coffield's definition of learning as significant changes in capability through experience. It then lists characteristics of learners versus students, including learners being motivated by understanding value and accomplishing goals, rather than just grades. Examples are given of professors implementing flexible instruction methods, assessments, and classroom setups to engage diverse learners. The nine principles of universal design for instruction are outlined to minimize the need for accommodations.
This document discusses using a learning by teaching approach to teach collaboration skills in an e-learning environment. It first defines collaboration skills as behaviors that help people work together effectively, including participation, perspective taking, and social regulation. It then questions whether collaboration skills can be taught and assessed through e-learning tools and if learning by teaching is an appropriate method. Some advantages of the learning by teaching approach are that it motivates students and helps them gain skills like teamwork, though it requires more time and effort from both students and teachers. The challenge is how to design an e-learning environment that teaches collaboration skills through this approach.
Personalized learning aims to tailor education to individual students' needs and desires. It allows for flexible grouping practices, learning pathways, and instructional methods to meet each student where they are. Personalized learning may include smaller learning communities, independent projects, advisory periods, and increasing student choice and voice in their education. While promising benefits, personalized learning also presents challenges to implement effectively.
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Collective capacity building involves the increased ability of edu.docxmccormicknadine86
Collective capacity building involves the increased ability of educators at all levels of the system to make the instructional changes required to raise the bar and close the gap for all students
The key to a capacity building approach lies in developing a common knowledge and skill base across all leaders and educators in the system, focusing on a few goals, and sustaining an intense effort over multiple years. A capacity building approach creates a foundation for sustainable improvement as it does the following.
Mobilizes a growth mind-set at all levels of the system •Sustains and cultivates improved student learning • Builds a common knowledge base and set of skills at all levels of the system.
•Focuses on collaborative learning •
Emphasizes collective capacity, which engages everyone in the system with clear goals and commitment to the strategy for achievement •
Fosters cross-role learning or lateral capacity
• Incorporates a learning cycle of new learning, application on the job, reflection, and dialogue with colleagues
Capacity building is effective because it combines knowledge building, collective action, and consistent focus. When done well, it produces the following effects:
Districtleadersformlearningpartnershipsacrossrolesanddepart- ments to develop a common language, knowledge base, and skills to focus on sustained development. They explore case examples and current research applied to their context. As a team, they refine the focus to a few key goals, sharpen the strategy, and rethink the resources and practices needed to achieve the goals.
• A district capacity team is composed of consultants or teacher- leaders who provide support to schools often by subject or project but often initially from a silo configuration. In a capacity building approach, all support providers form a learning community, and as they develop their common knowledge and strategy, they begin to interact in a more consistent manner so that innovations are not experienced by schools as a series of discrete initiatives but rather as an integrated, coherent strategy for change.
•Principals are the key to change. They work with peers as learning partners to build the skills needed to support capacity building at the school level.
• School leadership teams are composed of the principal and two to five teachers with a focus on improving learning and teaching. They are engaged as learning teams with other schools from the district to develop a common language, knowledge base, and set of skills to apply back in the school and classrooms. The cycle of learning approach has them implement the new understandings in their school and return to subsequent sessions to share their results and insights with other schools. This ensures that all participants understand deep learning communities by being a member of one.
The formats and content vary depending on the district focus, but three features of the capacity building approach have demonstrated a strong impact in bo ...
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This is a preliminary document I’ve prepared as a support reference for an upcoming forum on assessment. Its intended audience is academic staff who are highly unfamiliar with online technology.
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For more information on FULT: http://tinyurl.com/unswfult
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Session Agenda: Open Learning FrameworksMike Bogle
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Details of the unconference: http://mquncon09.pbworks.com/
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These slides were prepared as a visual aid for a presentation for the UNSW Network of Faculty Educational Developers on 5 August 2009.
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For more information on UNFED, please see the following post on the UNSW TELT blog:
http://blogs.unsw.edu.au/telt/blog/2009/04/02/unfed-unsw-network-of-faculty-educational-developers/
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Comparative Matrix Of Learning Technologies
1. Comparative Matrix of Learning Technologies
Purpose: This matrix is intended to aid planning or help inspire discussion on the efficacy, affordances
and effective implementations of different technologies that enable and enrich learning and teaching as
well as:
● Inspire exploration of the strengths or weaknesses of each technology and the opportunities they
may (or may not) afford learners;
● Instigate discussion on effective or creative uses of learning technologies;
● Expose participants to new, innovative ways of working
Use: Distribute the table to a series of small groups and ask the participants to use the form to assess
the capacity or ability of a different technology or framework to facilitate each guideline – or
alternatively perhaps how to could incorporate the guideline into the implementation of the technology.
When complete, compare the results, including the relative effectiveness of one framework versus
another, or perhaps begin to evaluate effective ways of working with the tools.
# Guideline on Learning* Option #1:
__________________
Option #2:
__________________
1 Effective learning is supported when students are
actively engaged in the learning process.
2 Effective learning is supported by a climate of
inquiry where students feel appropriately
challenged and activities are linked to research
and scholarship.
3 Activities that are interesting and challenging, but
which also create opportunities for students to
have fun, can enhance the learning
experience.
4 Structured occasions for reflection allow students
to explore their experiences, challenge current
beliefs, and develop new practices and
understandings.
5 Learning is more effective when students’ prior
experience and knowledge are recognised and
built on.
6 Students become more engaged in the learning
process if they can see the relevance of their
studies to professional, disciplinary and/ or
personal contexts.
7 If dialogue is encouraged between students and
teachers and among students (in and out of class),
thus creating a community of learners, student
2. motivation and engagement can be
increased.
8 The educational experiences of all students are
enhanced when the diversity of their experiences
are acknowledged, valued, and drawn on in
learning and teaching approaches and activities.
9 Students learn in different ways and their learning
can be better supported by the use of multiple
teaching methods and modes of instruction
(visual, auditory, kinaesthetic, and read/write).
10 Clearly articulated expectations, goals, learning
outcomes, and course requirements increase
student motivation and improve learning.
11 When students are encouraged to take
responsibility for their own learning, they are
more likely to develop higher-order thinking
skills such as analysis, synthesis, and evaluation.
12 Graduate attributes – the qualities and skills the
university hopes its students will develop as a
result of their university studies – are most
effectively acquired in a disciplinary context.
13 Learning can be enhanced and independent
learning skills developed through appropriate use
of information and communication technologies.
14 Learning cooperatively with peers – rather than
in an individualistic or competitive way – may
help students to develop interpersonal,
professional, and cognitive skills to a higher
level.
15 Effective learning is facilitated by assessment
practices and other student learning activities that
are designed to support the achievement of
desired learning outcomes.
16 Meaningful and timely feedback to students
improves learning.
*Adapted from “Guidelines on Learning that Inform Teaching at UNSW”, University of New
South Wales, March 2004. Accessed 26 February 2009 from
http://www.guidelinesonlearning.unsw.edu.au/guidelinesHome.cfm