This document discusses building an online teaching business through differentiated instruction and assessment centered around performance tasks. It emphasizes giving students choices in how they learn and assessing both their understandings and performance. The author advocates finding a niche, attracting students through appropriate learning designs and technologies, and employing formative assessment and a shared experience within a personal learning network to support performance tasks.
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Leveraging Technology to Differentiate InstructionOHIO ITSCO
What is differentiated instruction? Are you already doing it? How can technology support and enhance differentiation? In this session, we address how to leverage technology to support teaching to multiple learning styles and modalities, with an emphasis on practical technology-infused lessons and classroom management strategies.
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Product Managers & UX Research: How Bridging the Experience Gap Can Propel Te...Aggregage
How inclusive is your UX research? If anyone were to pick up your product and use it, would they feel safe during their experience, or is there a chance they'd be unintentionally harmed by it?
If a product is only as good as the team that makes it, then a product will only be as inclusive as the perspectives represented during product development.
This is where Experience Gap research comes in, and why inclusive research is crucial for your business and your customers. Your product needs feedback from diverse and marginalized populations to ensure you meet their needs. Without the proper feedback, you risk causing harm, exclusion, and drowning out product users with underrepresented voices.
Join Shakima Jackson-Martinez, Director of Diversity, Equity, and Inclusion at AnswerLab and Kristin Zibell, Director of Research Products and Services at AnswerLab, as they share their approach to Experience Gap research, including:
• How to determine the inclusivity of your product through Experience Gap research
• Advice for navigating stakeholder resistance and building a successful business case for this research
• Careful considerations for designing and developing a product using Experience Gap research
ELCC 2009 Presentation: Presentation includes faculty example of survey and timeline tools for assessing a common outcome for the GT Pathways courses.
Additional Web 2.0 Assessment Resources are included.
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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.
Ethnobotany and Ethnopharmacology:
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How to Reach Out to Every Student by Personalizing the Online Learning Design?
1. November 4, 2014
Build Your Teaching Business Online
Benjamin L. Stewart
Universidad Autónoma de Aguascalientes (Mexico)
http://about.me/benjamin_stewart
6. Learning occurs synchronously and a
asynchronously
Learning happens online and off
Learning involves various learning theories
Learning goals concerns (authentic)
performance tasks.
Performance tasks go beyond a typical 5o-minute
class.
Learning requires knowing students’ readiness
levels, interests, and learning preferences
Learning is a result of formative assessment
7. Democratic education…
How can you give your students choices in
what, how, where, why, and with whom they
learn?
Dependency–independency–interdependency
8. Goal (McTighe & Wiggins, 2004)
Your task is to…The goal is to…The problem is…
Role
You are…You have been asked to…Your job is…
Audience
Your clients…The target audience is…
Situation
The context you find yourself in…The challenge involves dealing
with…
Product, Performance, and Purpose
You will create a…in order to…; You need to develop…so that…
Standards and Criteria for Success
Your performance needs to…Your product must meet the following
standards…A successful result will…
9. How can I reach out to each of my students by
personalizing the online learning design around
the following performance task?
You are a student and you find that the institution
really doesn’t have a good lost-and-found system to
help individuals retrieve their belongings. Your task
is to persuade decision makers to fund and
implement such a system.
10. Learners make choices in…
Roles/audiences: advertiser, author, boss,
businessperson, candidate, lawyer, neighbor,
reporter, reviewer, travel agent, etc.
Products and performances: advertisement,
article, brochure, collage, demonstration,
drawing, game, interview, poem, PowerPoint
presentation, story, etc.
12. Performance task:
You are a student and you find that the
institution really doesn’t have a good lost-and-found
system to help students retrieve their
belongings. Your task is to persuade decision
makers to fund and implement such a system.
13. Performance task:
You are a student and you find that the
institution really doesn’t have a good lost-and-found
system to help students retrieve their
belongings. Your task is to persuade decision
makers to fund and implement such a system.
14. Learners make choices in…
Roles/audiences: advertiser, author, boss,
businessperson, candidate, lawyer, neighbor,
reporter, reviewer, travel agent, etc.
Products and performances: advertisement,
article, brochure, collage, demonstration,
drawing, game, interview, poem, PowerPoint
presentation, story, etc.
15. Performance task:
You are a student and you find that the
institution really doesn’t have a good lost-and-found
system to help students retrieve their
belongings. Your task is to persuade decision
makers to fund and implement such a system.
16. Learners make choices in…
Roles/audiences: advertiser, author, boss,
businessperson, candidate, lawyer, neighbor,
reporter, reviewer, travel agent, etc.
Products and performances: advertisement,
article, brochure, collage, demonstration,
drawing, game, interview, poem, PowerPoint
presentation, story, etc.
17. How can technology be used so that students have
choices in how they interact throughout the
performance task and I – the language educator –
can best provide timely and appropriate feedback
(formative assessment)?
You are a student and you find that the institution
really doesn’t have a good lost-and-found system
to help students retrieve their belongings. Your
task is to persuade decision makers to fund and
implement such a system.
18. How can technology be used so that 1) students
have choices in how they interact throughout
the performance task and 2) the language
educator can best provide timely and
appropriate feedback (formative assessment)?
How can I assess both learner understandings
and performance?
19. Essential Questions
What learning designs that you create attract students to you?
How can you give your students choices in what, how, where, why, and with whom
they learn?
How can I facilitative dependent learners to become more independent, on to
becoming more interdependent?
How can I reach out to each of my students by personalizing the online learning
design around performance tasks?
How can technology be used so that students have choices in how they interact
throughout the performance task and I – the language educator – can best provide
timely and appropriate feedback (formative assessment)?
How can I assess both learner understandings and performance?
20. Traditional [online] classroom Differentiated [online] classroom
Summative assessment is the norm. Formative assessment is the norm.
A single definition of excellence exists. Excellence is defined mainly by individual
growth from a starting point.
Coverage of texts and curriculum drives
instruction.
Student readiness, interest, and learning
profile shape instruction.
Time is relatively inflexible. Time is used flexibly in accordance with
student need.
The teacher directs student behavior. The teacher facilitates students’ skills
[and understandings] at becoming more
self-reliant learners.
The teacher solves problems. Students help other students and the
teacher solve problems.
The teacher provides standards for
grading.
Students work with the teacher to
establish both whole-class and individual
learning goals (Tomlinson, 1999).
21. Find your niche, attract students, and employ appropriate
technologies with the performance task in mind. The performance
task is where differentiated instruction and assessment reside; the
performance task design is a shared experience within your
personal learning network!
Many of the online courses and materials that I’m
seeing haven’t moved on much from the
behaviourist models of computer assisted
language learning of the 60s. – Nik Peachey
22. McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional
development workbook. Alexandria, VA: ASCD
Tomlinson, C. (1999). The differentiated classroom. Responding to the needs of all
learners. Alexandria, VA: ASCD
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD
24. Seeking EFL/ESL educators/trainers to participate in PhD study:
http://plnefl.wikispaces.com/Personal+Learning+Networks+of+EFL+Educators
Benjamin L. Stewart
Universidad Autónoma de Aguascalientes
http://about.me/benjamin_stewart
Editor's Notes
Where are you from? What do you teach? Where do you teach? Why do you teach? Do you have a mic/headset/video? Are you willing to ask questions?
Learning occurs synchronously and a asynchronously
Learning happens online and off
Learning involves various learning theories
Learning tailored around student wants, needs, and learning preferences best emerge through (authentic) performance tasks.
Performance tasks typically go beyond a typical 5o-minute class.
Learning requires knowing students’ readiness levels, interests, and learning preferences
Learning is a result of formative assessment
How can you give your students choices in what, how, where, why, and with whom they learn?
How can I reach out to every student by personalizing the online learning design around this task? Is synonomous with
How can you give your students choices in what, how, where, why, and with whom they learn?
Not task-based learning; is problem-based learning
How can I reach out to every student by personalizing the online learning design around this task? Is synonomous with
How can you give your students choices in what, how, where, why, and with whom they learn?
Not task-based learning; is problem-based learning
How can I reach out to every student by personalizing the online learning design around this task? Is synonomous with
How can you give your students choices in what, how, where, why, and with whom they learn?
Not task-based learning; is problem-based learning
How can we differentiate content?
Even though your course is online, relate performance tasks that students relate to (are relevant) even if this experience is f2f.
How can I reach out to every student by personalizing the online learning design around this task? Is synonomous with
How can you give your students choices in what, how, where, why, and with whom they learn?
Not task-based learning; is problem-based learning
How can I reach out to every student by personalizing the online learning design around this task? Is synonomous with
How can you give your students choices in what, how, where, why, and with whom they learn?
Not task-based learning; is problem-based learning
Declarative knowledge vs. procedural knowledge
Which of these resonate most with you? Just because a course is online, does not mean it can’t still be traditional!
Which of these resonate most with you? Just because a course is online, does not mean it can’t still be traditional!
