Designing learning class 1
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This document provides guidance on designing effective course content. It emphasizes that course design should be learner-centered and focus on enabling students to apply what they learn. The document recommends beginning with defining a clear overall goal for what students should be able to do after completing the course. It also stresses considering the context of the course, including learner characteristics and constraints, when designing content and activities. A formula is proposed: goal + assessment + context = design. The document then discusses establishing sub-goals for individual lessons that build toward achieving the overall goal and assessing learning.
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3. An overview of objectives and benefits of RTI practices, as well as a reminder that a teacher resource notebook on RTI implementation is available.
Seminar in Syllabus Making
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
Constructive alignment in university teaching and curriculum
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
What does brilliant learning look like by Pathway College in Birmingham
teaching and learning training, information on teaching and learning, improving teaching and learning, ways to improve teaching and learning, what does brilliant training look like, teaching and learning consultant, teaching and learning consultants, teaching and learning consultancy,
Advancing Teaching and Learning Conference
This document discusses incorporating formative assessment and active learning into courses to spend less time grading and more time engaging with students. It recommends using formative assessment techniques like Padlet and Kahoot to get students more actively involved in class. These techniques make material more accessible and build student confidence by removing barriers. Formative assessments help identify concepts students are struggling with so teachers can adjust their lessons and instruction. This leads to improved student evaluations and makes teaching more enjoyable.
ADV LESSON PLANNING FOR TEACHERS OF 21ST CENTURY
This document outlines the key elements of effective lesson plans, including the six main parts: objectives, requirements, materials, procedure, assessment, and reflection. It discusses each part in detail, such as explaining that objectives should be specific, measurable, attainable, relevant and time-based. The lesson procedure explains how to structure a lesson from introduction to assessment. Formative and summative assessments are defined. Reflection is emphasized as important for improving lessons. Sample lesson plans and activities are provided to illustrate the concepts.
5405566 - Copy.pptx
This document discusses differentiated learning and instruction. It defines differentiated learning as meeting students where they are in terms of abilities, interests and learning styles. It discusses assessing students to identify their readiness, interests and learning styles and then using that data to inform differentiated instructional strategies. Some strategies mentioned include tiered lessons, learning contracts, choice boards, flexible grouping and interest centers. The document emphasizes the importance of differentiating to provide access to the curriculum for all students and intervening preventatively to meet the needs of struggling students.
Maldives National Curriculum Framework for KS1,2&3
This document outlines the agenda for day 2 of a professional development program. It includes a reflection on the National Curriculum Framework, a quiz to test knowledge of the framework's components, and sessions on effective pedagogy, differentiated instruction, and universal design for learning. The quiz contains 10 multiple choice questions about key aspects of the curriculum framework such as its vision, principles, values, competencies, skills, and pedagogical dimensions. Group work and a day in review are also included.
What is Self Regulated Learning?
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Ubd Edi Soh Presentation
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
Learning Forward Presentation
This document discusses the role of principals as instructional leaders in online environments. It examines how online learning and flipped classrooms provide new insights for principals. The goals are to better understand online course evaluation, create an observation tool for online classes, and design professional development for new online teachers. The author believes online learning can be highly effective and teachers are the most valuable resource. The document explores strategies for observing online courses, comparing evaluation rubrics, analyzing online course components, and providing feedback and support to teachers after observations.
Tpack planning
This document provides guidance for teachers on integrating technology into lesson planning and instruction. It discusses key concepts like curriculum, instruction, assessment, and Bloom's taxonomy. The document recommends that teachers use technology to improve existing tasks, do things not previously possible, and use it as a tool. It introduces the TPACK framework for planning technology-integrated lessons, considering the intersections between technology, pedagogy, and content knowledge. Teachers are advised to write measurable learning objectives and consider how technology can support knowledge building, expression and assessment of student understanding.
Similar to Designing learning class 1 (20)
Constructive alignment in university teaching and curriculum
Constructive alignment in university teaching and curriculum
What does brilliant learning look like by Pathway College in Birmingham
What does brilliant learning look like by Pathway College in Birmingham
Maldives National Curriculum Framework for KS1,2&3
Maldives National Curriculum Framework for KS1,2&3
Designing learning class 1
- 1. THE INGREDIENTS FOR GREAT COURSE DESIGN Distance and classroom learning
- 3. What do you consider first?
- 5. The problem with teaching College* teaching is perhaps the only occupation in the world for which no specific training is required. The profession of scholarship is rich in prerequisites for entry, but not that of instruction. * And any non K-12 teaching
- 6. What is teaching? To cause learning to happen
- 7. Design Directs Learning • What is learned: what is presented, when it is presented, how it is presented • Whether knowledge can be applied: how the learner engages with the information • Participation: some learning styles engage some students more than others
- 8. Course Overview • Class 1: Overview. Umbrellas and Alignment • Class 2: How to design a course • Class 3: Technologies for course design - online and classroom learning
- 9. Teacher or Learner Centered? • What is the most important thing for the student to learn? OR • What do I hope the student will be able to do, 3 months after this course is over?
- 10. Integration and The Umbrella
- 11. Recipe for baking a course GOAL + ASSESSMENT + CONTEXT = DESIGN (what is the one thing I hope the student can do after this class?) + (what do they have to do, demonstrate or apply after completing this class?) + (who is there, how long, what are the limits and constraints present) = COURSE!
- 12. GOALS!
- 13. Goals! “What is the one thing a student would remember from this course, 2-3 years (months) after the course is over? “What would distinguish students who have taken this course from students who have not?” “If nothing else, I’d be happy if students came away knowing this one thing”
- 14. Three main qualities: • It expresses a core value – the main essential and fundamental thing you want to get across. • It should be ONE thing, not several different things. • It should be achievable – realistic, doable given your skill level, length of course, level of skill of participant, etc.
- 15. Breaking it down Main Goal Day 1 Day 2 Morning Afternoon Morning
- 16. Context is Everything 1. Specific Context of the Situation How many students are in the class? Is it beginner, advanced, mixed? How long and frequent are the class meetings? How will the course be delivered: live, online, or in a classroom or lab? Is it in-house, public, organizational? 2. Outcomes, Deliverables, Results? What learning expectations are placed on this course or curriculum by: the school, work place, profession, society? Something have to be achieved, tested, measured, etc? 3. Nature of the Subject Is it experiential, practical, theoretical? Is it hard to learn? Does it need practice? Are there controversies about it in the field? 4. Characteristics of the Learners Are the learners working, family, professionals, students? Do they have prior knowledge, experience, etc? What are their learning goals, expectations, and preferred learning styles? 5. Characteristics of the Teacher What are your feelings about the subject? students? Teaching? What level of knowledge or familiarity do you have with this subject? What are your strengths in teaching?
- 17. GOAL ACTIVITIES CONTEXT Sub goal #1 Sub goal #2 Sub goal #3