Ed 536 jan 18
•Download as PPT, PDF•
1 like•242 views
K
KimThis document provides an agenda and overview for an ED 536 Models of Teaching course. It introduces key concepts to be covered in the course including models of teaching, clinical observations, constructivism and metacognition. Students are assigned to expert groups to discuss chapters on learning environments and models of teaching, including informational processing, social, personal and behavioral systems models.
Report
Share
Report
Share
![Tonight’s Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Ash edu 695 week 3 dq 2 creativity and innovation new
Ash edu 695 new week 3 individual wileyplus assignment,Ash edu 695 new week 3 dq 2,Ash edu 695 new week 3 dq 1,Ash edu 695 new week 3,ecet 370 week 3,Ash edu 695 new, ecet 370,Ash edu 695 new week 3 tutorial,ecet 370 week 3 assignment,Ash edu 695 new week 3 help
Classs session 2 unpacking pogil
This document outlines the agenda for an upcoming teaching perspectives course. It includes discussing an assignment on why students chose to teach, revisiting a teaching perspectives inventory, and unpacking a model of active learning called POGIL (Process Oriented Guided Inquiry Learning). The rest of the class will focus on critical reflection on teaching, what students value in teachers, and developing a POGIL exercise using learning tasks. Upcoming sessions will cover readings, team-based learning, and there will be no class during fall break.
Course info ppt 8th grade
Ryan Henson teaches 8th grade technology systems at PGMS. Students will engage in hands-on engineering activities and learn about technology systems through creating products using the engineering design cycle. Grades are based on the Connections grading policy and are imported to Campus from Its Learning, where most communication takes place. Students should bring a pencil, engineering notebook stored in class, flash drive, and positive attitude for class each day, and additional support is available upon request.
Course info ppt 7th grade
Ryan Henson teaches 7th grade technology at PGMS. This year, students will learn about innovation and invention through a unit on how technology has shaped human development. They will design a product and go through the engineering design cycle. Students will also learn robotics and automation through hands-on activities. Grades are posted to Its Learning and imported to Campus within 7 days. Communication will primarily be through Its Learning, so students should enable email notifications. Students should bring a pencil/pen, engineering notebook, flash drive, and positive attitude to each class. Extra help is available upon request by contacting Mr. Henson on Its Learning or by email.
Course info ppt 6th grade
Ryan Henson teaches 6th grade technology and is the robotics coach. In his class, 6th grade students will learn core engineering and technology concepts through hands-on activities to prepare them for future applications. Grades are posted to Its Learning and imported to Campus within 7 days. Students should have a pencil, engineering notebook, flash drive, and positive attitude for class and can contact Mr. Henson through Its Learning or email for additional support.
Student Voices - Part 2
This document provides suggestions from a student on ways to make learning more relevant and engaging for students. It suggests that teachers tell stories from their own experiences, invite professionals to speak, discuss current events, facilitate interactions between students at different universities, start online discussions before class, assign group projects to solve real-world problems, and use hypothetical situations to show practical applications. The overall goal is to help students make connections between course content and the real world.
Metacognition & Self-regulated Learning
This document summarizes a presentation on metacognition and self-regulated learning in chemistry education. It discusses how metacognition, or thinking about one's own thinking, can help with self-regulated learning in undergraduate chemistry courses. Specifically, it references a study that found students' confidence in chemistry concepts increased as they used additional learning resources. The document also provides strategies and a study cycle to help students develop metacognitive skills and achieve higher-order thinking in chemistry courses.
Five Tips for Increasing Organized Learning & Engagement
Students who are engaged and organized in their learning process succeed, but are there ways in which you, as an instructor or professor, can help enable positive learning habits? Here are five quick tips you can begin using in your course today.
Recommended
Ash edu 695 week 3 dq 2 creativity and innovation new
Ash edu 695 new week 3 individual wileyplus assignment,Ash edu 695 new week 3 dq 2,Ash edu 695 new week 3 dq 1,Ash edu 695 new week 3,ecet 370 week 3,Ash edu 695 new, ecet 370,Ash edu 695 new week 3 tutorial,ecet 370 week 3 assignment,Ash edu 695 new week 3 help
Classs session 2 unpacking pogil
This document outlines the agenda for an upcoming teaching perspectives course. It includes discussing an assignment on why students chose to teach, revisiting a teaching perspectives inventory, and unpacking a model of active learning called POGIL (Process Oriented Guided Inquiry Learning). The rest of the class will focus on critical reflection on teaching, what students value in teachers, and developing a POGIL exercise using learning tasks. Upcoming sessions will cover readings, team-based learning, and there will be no class during fall break.
Course info ppt 8th grade
Ryan Henson teaches 8th grade technology systems at PGMS. Students will engage in hands-on engineering activities and learn about technology systems through creating products using the engineering design cycle. Grades are based on the Connections grading policy and are imported to Campus from Its Learning, where most communication takes place. Students should bring a pencil, engineering notebook stored in class, flash drive, and positive attitude for class each day, and additional support is available upon request.
Course info ppt 7th grade
Ryan Henson teaches 7th grade technology at PGMS. This year, students will learn about innovation and invention through a unit on how technology has shaped human development. They will design a product and go through the engineering design cycle. Students will also learn robotics and automation through hands-on activities. Grades are posted to Its Learning and imported to Campus within 7 days. Communication will primarily be through Its Learning, so students should enable email notifications. Students should bring a pencil/pen, engineering notebook, flash drive, and positive attitude to each class. Extra help is available upon request by contacting Mr. Henson on Its Learning or by email.
Course info ppt 6th grade
Ryan Henson teaches 6th grade technology and is the robotics coach. In his class, 6th grade students will learn core engineering and technology concepts through hands-on activities to prepare them for future applications. Grades are posted to Its Learning and imported to Campus within 7 days. Students should have a pencil, engineering notebook, flash drive, and positive attitude for class and can contact Mr. Henson through Its Learning or email for additional support.
Student Voices - Part 2
This document provides suggestions from a student on ways to make learning more relevant and engaging for students. It suggests that teachers tell stories from their own experiences, invite professionals to speak, discuss current events, facilitate interactions between students at different universities, start online discussions before class, assign group projects to solve real-world problems, and use hypothetical situations to show practical applications. The overall goal is to help students make connections between course content and the real world.
Metacognition & Self-regulated Learning
This document summarizes a presentation on metacognition and self-regulated learning in chemistry education. It discusses how metacognition, or thinking about one's own thinking, can help with self-regulated learning in undergraduate chemistry courses. Specifically, it references a study that found students' confidence in chemistry concepts increased as they used additional learning resources. The document also provides strategies and a study cycle to help students develop metacognitive skills and achieve higher-order thinking in chemistry courses.
Five Tips for Increasing Organized Learning & Engagement
Students who are engaged and organized in their learning process succeed, but are there ways in which you, as an instructor or professor, can help enable positive learning habits? Here are five quick tips you can begin using in your course today.
Revision strategies 5
Students are provided with creative revision strategies for exam questions, including exploding exam questions into pieces, organizing questions by theme, having students move between tables to add their ideas to different questions, giving students an answer and having them make the question, and identifying the question that does not link to the others. While the examples are math-based, many of the ideas can be transferred to other classrooms. The guide offers teachers a range of strategies for engaging revision activities during class.
Jeff Loats - Scholarly Teaching - TLD, Feb 2015
The document discusses the importance of teaching as a social science and using evidence-based teaching methods. It notes that expertise in a discipline can lead one to underestimate their knowledge of teaching skills, while a lack of teaching expertise can inflate one's beliefs. Effective teaching requires applying rigorous scholarship to pedagogy and choosing methods informed by empirical research showing the benefits of active learning, preparation, feedback, and iterative learning. Studies have found evidence-based teaching significantly improves student learning compared to traditional lectures.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
Better Questions, Better Results!
The document outlines the rationale and agenda for a one-day seminar on improving questioning techniques in the classroom. It notes that teachers often feel pressure to cover curriculums which leads them to rely on low-level questioning that does not engage students in meaningful learning. Research shows that 80% of questions asked by teachers are not cognitively complex. The seminar aims to share strategies for planning and implementing powerful questioning using frameworks like Bloom's Taxonomy and Webb's Depth of Knowledge to build students' language, writing, metacognition, and engagement skills. The agenda covers examining typical classroom questioning, defining powerful questions, and techniques for oral language, vocabulary, writing, metacognition, and changing classroom culture through questioning
Introduction to Online Learning_AGP
This document provides considerations for developing an effective online or blended course. It recommends determining teaching style and how this aligns with how students learn today. Students have varying learning styles, so instruction should be presented in multiple ways to benefit all. Key aspects to address include course goals and outcomes, content, methods for transferring knowledge, and learning-centered assessments. The beginning steps involve evaluating the syllabus and outline to create an engaging blended or online learning experience.
Assessment 3
Quizzing students regularly is an effective formative assessment technique that allows teachers to evaluate student understanding and adjust lessons accordingly. Short quizzes at the beginning of each lesson, based on homework readings, or at the end of units can help teachers identify material students have mastered or still need more support on. Formative quizzes should be low-stakes to encourage students to take risks and learn from any mistakes without stress. Teachers are encouraged to use tools like Show My Homework or Quizlet to conveniently create and assign review quizzes.
Problem based learning[1]
This document outlines the steps of problem-based learning, including defining ill-structured real-world problems, organizing students into teams to research problems and test solutions, and presenting their findings. It contrasts well-structured textbook problems with ill-structured problems that more closely mirror real life. Effective problem-based learning engages students by posing meaningful problems, allowing them to develop and assess multiple solutions through hands-on modeling and strategy techniques like brainstorming and decision making.
Formative assessment
Use with the book:
Embedded Formative Assessment as well as the Educational Leadership article cited on bottom of slides
Embedded formative assessment
This document discusses the concept of formative assessment and its importance in education. Some key points:
- Formative assessment is used by teachers and students during the learning process to provide feedback and adapt teaching.
- It is the bridge between lessons that allows teachers to identify gaps and misconceptions, and reteach or enrich concepts before moving forward.
- Teachers are encouraged to develop formative assessments of current content, analyze the results to see what students have learned, and demonstrate how they will reteach or enrich the learning of students who need additional support.
Assessment 1
Improvements on student work should inform students of gaps and assist them to improve for future assessments. Teachers should provide constructive yet concise feedback through one key development point and clearly set expectations for student responses, such as requesting one sentence or further elaboration. Improvements work best when phrased as a question for students to address, and teachers should follow up to check if expectations were met and readiness for new challenges.
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
Pedagogy for Today's Professor - New Faculty Orientation
Pedagogy for Today's Professor - New Faculty OrientationLearning Enhancement Center @ University of Southern Mississippi
1) The document outlines key concepts from scientific literature on how people learn, including defining learning as an active process done by learners to construct new meaning from prior knowledge and experience.
2) Effective teaching practices discussed include using active learning, continuous assessment, considering students' diverse prior knowledge and learning styles, and designing "teachable units" with aligned learning goals, activities, and assessments.
3) The presenter recommends faculty participate in a seminar series and self-paced modules on applying evidence-based scientific teaching practices to enhance student engagement, collaborative learning, metacognition, and other factors that improve learning outcomes.Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
The College Classroom (Wi15) Session 5: Active Learning
Here are some tips for using video effectively in class:
- Preview the video yourself and select the most relevant clips. Don't just play the whole thing.
- Provide context and focus questions to help students actively watch and learn.
- Pause periodically to check for understanding and discuss.
- Consider having students take notes during viewing.
- Follow up with activities that build on concepts from the video.
The goal is active, engaged viewing rather than passive watching. With the right framing and in-class activities, video can enhance learning when used judiciously.
Passion based techdout
This document discusses the need to unlearn traditional approaches to teaching and learning and adopt more modern, student-centered pedagogies. It highlights moving from deficit-based to strength-based learning, collaboration both inside and outside the classroom, and using multiple channels including both synchronous and asynchronous tools. The document also emphasizes that effective technology integration depends on the teaching approaches used and that the focus should be on learning rather than the technology itself.
EPSS for Faculty Development (In-Progress Project)
In this project, a team comprised of members from university and a Cegep are developing an alternate approach to professional development: an electronic performance support system (EpSS) that provides teaching support online and consists of (a) generalized and discipline-specific research-based guidance for their most significant challenges as identified by a needs assessment; (b) teaching cases that illustrate practical applications in the classroom and (c) other approaches to engage faculty with this system. This session, by the research team describes the system and summarizes the first topics covered.
2Week 3 AssignmentDesigning Lesson Plans Evidence-Based Strat.docx
2
Week 3 Assignment
Designing Lesson Plans: Evidence-Based Strategies
ESE 645 Lesson Design for Students
With Mild to Moderate Disabilities
Mary Ware
Instructor Shaneka Bell, EdD
July 20, 2018
Lesson Plan
Content Area or Developmental Focus: ELA
Age/Grade of Children: 2
Length of Lesson: 1 hour
Goal
Students should be able to understand reading, written, listening comprehension as well as gain courage in peer interactions
Objective
· Reading comprehension and describing the main events
· Listening to comprehension and be able to point out the main characters
· To read a comprehension fluently and be able to understand a comprehension via listening
· Be prepared to interact with the peers in solving problems together and improving the social skills.
Standards Included
CCSS.ELA-LITERACY.SL.2.1
Share with peer students the common topics that interested the student in their class
CCSS.ELA-LITERACY.SL.2.2
Describe the primary ideas from the text that has been read aloud.
CCSS.ELA-LITERACY.SL.2.3
Ask questions about the main events of the speaker to clarify comprehension, gathering of additional information as well as increase understanding of the main topic.
CCSS.ELA-LITERACY.SL.2.4
Describe the story recounting the appropriate and relevant facts from the storybook, preferably by speaking loud in front of a fellow group members
Materials
Read; Once Upon A Time Book by Niki Daly
Introduction
The interest of the student will be sparked by producing their most exciting story books they have ever read. Each student should produce their favorite books and give a small recall of the storybook or describe the main characters in the book. The students will then be asked about the challenges or the difficulties they have encountered while reading the story books. This will provide the room for the teacher to mention the main ideas in the storybook which entails student who have difficulties in reading comprehension, peer interactions, reading slowly among others.
Lesson Development:
Direct Instruction
Guided Practice:
· Reading in small groups
· Reading aloud in the class
· Use peer tutoring for the students with special needs. Individualized instructions on the students who are slow in reading or learning will be applied.
· The students can use the smart board and draw images or pictures that are connected to the main events from the storybook.
· The student will share their understanding in groups of 2-3 fellow peers.
Informal assessment
· Student fluency in reading the comprehension aloud
· Student ability to share the story events to the class
· Student ability to speak aloud while reading the written comprehension
Differentiation
· Have extended time for taking the tests, completing assignments and responding to directions.
· Have daily visual or written schedules.
· The instructor should implement varying approaches in teaching the students, that is the use of visual components and modeling of tasks.
· Parents and the Special e.
Defence
The document discusses using electronic portfolios to support assessment and deep learning in a rural high school class. Key findings include:
1) Electronic portfolios can support both the teacher's need for assessment and students' deep learning by allowing reflection and feedback.
2) Benefits include developing technology skills, organization, and motivation, while disadvantages include technology access and support as a single teacher.
3) Formative assessment through reflection and discussion supported learning, while summative assessment incentivized completion when used to support learning.
4) Overall, the benefits of reflection, sharing work, and developing learning goals outweighed the disadvantages, but strategies are needed to better support reflection as portfolios.
21st Centurizing Learning
The document discusses several concepts related to shifting education to better prepare students for the 21st century, including:
- Learning as a participatory and collaborative process rather than a passive, individual one
- The need to "unlearn" outdated assumptions about learning only happening in the classroom or being a linear process
- Models for integrating technology, such as the TPCK model, to develop technological pedagogical content knowledge
- Strategies for making lesson plans more focused on 21st century skills like problem-finding, justification, curiosity and community
Faculty college_Gurung 2013
The document discusses various topics related to the scholarship of teaching and learning (SoTL). It begins with an overview of key areas in SoTL research, including research designs, threats to validity, and variables in the study of learning. Different models of teaching are presented, ranging from traditional lecturing to active and collaborative learning techniques. The document then discusses frameworks for conceptualizing teaching and learning, including dimensions of teaching excellence and components that influence learning outcomes. It emphasizes the importance of reflection and assessment in the scholarship of teaching and emphasizes applying evidence-based approaches to improve teaching and maximize student learning.
CSCC 2019 Talk on Teaching Non-Cog Skills in CC
This document summarizes a study exploring how community college instructors teach "non-cognitive" skills such as communication, teamwork, problem-solving and self-regulated learning. The study collected data through surveys of IT instructors, interviews with 12 instructors, classroom observations, and student focus groups. Key findings include that instructors conceptualize these skills in both technical and humanistic terms. Instructors reported teaching the skills through lecturing, modeling behaviors, and relating real-world examples, but observations found limited evidence of best practices like scaffolding and active learning. Challenges in teaching these skills well include a lack of training for instructors and high proportions of part-time faculty. Further analysis of how skills are
Blooms Taxonomy - Higher Education power point presentation
Bloom's Taxonomy is an educational framework that categorizes learning objectives into levels of complexity and specificity. It was created in the 1950s by Benjamin Bloom and later revised to include an updated cognitive taxonomy and additional domains. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom's Taxonomy provides a common language for teachers and students about learning goals, and can help teachers design lessons and assessments that focus on higher-order thinking skills. It is a useful tool for aligning course objectives, classroom activities, and assessments.
More Related Content
What's hot
Revision strategies 5
Students are provided with creative revision strategies for exam questions, including exploding exam questions into pieces, organizing questions by theme, having students move between tables to add their ideas to different questions, giving students an answer and having them make the question, and identifying the question that does not link to the others. While the examples are math-based, many of the ideas can be transferred to other classrooms. The guide offers teachers a range of strategies for engaging revision activities during class.
Jeff Loats - Scholarly Teaching - TLD, Feb 2015
The document discusses the importance of teaching as a social science and using evidence-based teaching methods. It notes that expertise in a discipline can lead one to underestimate their knowledge of teaching skills, while a lack of teaching expertise can inflate one's beliefs. Effective teaching requires applying rigorous scholarship to pedagogy and choosing methods informed by empirical research showing the benefits of active learning, preparation, feedback, and iterative learning. Studies have found evidence-based teaching significantly improves student learning compared to traditional lectures.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
Better Questions, Better Results!
The document outlines the rationale and agenda for a one-day seminar on improving questioning techniques in the classroom. It notes that teachers often feel pressure to cover curriculums which leads them to rely on low-level questioning that does not engage students in meaningful learning. Research shows that 80% of questions asked by teachers are not cognitively complex. The seminar aims to share strategies for planning and implementing powerful questioning using frameworks like Bloom's Taxonomy and Webb's Depth of Knowledge to build students' language, writing, metacognition, and engagement skills. The agenda covers examining typical classroom questioning, defining powerful questions, and techniques for oral language, vocabulary, writing, metacognition, and changing classroom culture through questioning
Introduction to Online Learning_AGP
This document provides considerations for developing an effective online or blended course. It recommends determining teaching style and how this aligns with how students learn today. Students have varying learning styles, so instruction should be presented in multiple ways to benefit all. Key aspects to address include course goals and outcomes, content, methods for transferring knowledge, and learning-centered assessments. The beginning steps involve evaluating the syllabus and outline to create an engaging blended or online learning experience.
Assessment 3
Quizzing students regularly is an effective formative assessment technique that allows teachers to evaluate student understanding and adjust lessons accordingly. Short quizzes at the beginning of each lesson, based on homework readings, or at the end of units can help teachers identify material students have mastered or still need more support on. Formative quizzes should be low-stakes to encourage students to take risks and learn from any mistakes without stress. Teachers are encouraged to use tools like Show My Homework or Quizlet to conveniently create and assign review quizzes.
Problem based learning[1]
This document outlines the steps of problem-based learning, including defining ill-structured real-world problems, organizing students into teams to research problems and test solutions, and presenting their findings. It contrasts well-structured textbook problems with ill-structured problems that more closely mirror real life. Effective problem-based learning engages students by posing meaningful problems, allowing them to develop and assess multiple solutions through hands-on modeling and strategy techniques like brainstorming and decision making.
Formative assessment
Use with the book:
Embedded Formative Assessment as well as the Educational Leadership article cited on bottom of slides
Embedded formative assessment
This document discusses the concept of formative assessment and its importance in education. Some key points:
- Formative assessment is used by teachers and students during the learning process to provide feedback and adapt teaching.
- It is the bridge between lessons that allows teachers to identify gaps and misconceptions, and reteach or enrich concepts before moving forward.
- Teachers are encouraged to develop formative assessments of current content, analyze the results to see what students have learned, and demonstrate how they will reteach or enrich the learning of students who need additional support.
Assessment 1
Improvements on student work should inform students of gaps and assist them to improve for future assessments. Teachers should provide constructive yet concise feedback through one key development point and clearly set expectations for student responses, such as requesting one sentence or further elaboration. Improvements work best when phrased as a question for students to address, and teachers should follow up to check if expectations were met and readiness for new challenges.
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
What's hot (11)
Similar to Ed 536 jan 18
Pedagogy for Today's Professor - New Faculty Orientation
Pedagogy for Today's Professor - New Faculty OrientationLearning Enhancement Center @ University of Southern Mississippi
1) The document outlines key concepts from scientific literature on how people learn, including defining learning as an active process done by learners to construct new meaning from prior knowledge and experience.
2) Effective teaching practices discussed include using active learning, continuous assessment, considering students' diverse prior knowledge and learning styles, and designing "teachable units" with aligned learning goals, activities, and assessments.
3) The presenter recommends faculty participate in a seminar series and self-paced modules on applying evidence-based scientific teaching practices to enhance student engagement, collaborative learning, metacognition, and other factors that improve learning outcomes.Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
The College Classroom (Wi15) Session 5: Active Learning
Here are some tips for using video effectively in class:
- Preview the video yourself and select the most relevant clips. Don't just play the whole thing.
- Provide context and focus questions to help students actively watch and learn.
- Pause periodically to check for understanding and discuss.
- Consider having students take notes during viewing.
- Follow up with activities that build on concepts from the video.
The goal is active, engaged viewing rather than passive watching. With the right framing and in-class activities, video can enhance learning when used judiciously.
Passion based techdout
This document discusses the need to unlearn traditional approaches to teaching and learning and adopt more modern, student-centered pedagogies. It highlights moving from deficit-based to strength-based learning, collaboration both inside and outside the classroom, and using multiple channels including both synchronous and asynchronous tools. The document also emphasizes that effective technology integration depends on the teaching approaches used and that the focus should be on learning rather than the technology itself.
EPSS for Faculty Development (In-Progress Project)
In this project, a team comprised of members from university and a Cegep are developing an alternate approach to professional development: an electronic performance support system (EpSS) that provides teaching support online and consists of (a) generalized and discipline-specific research-based guidance for their most significant challenges as identified by a needs assessment; (b) teaching cases that illustrate practical applications in the classroom and (c) other approaches to engage faculty with this system. This session, by the research team describes the system and summarizes the first topics covered.
2Week 3 AssignmentDesigning Lesson Plans Evidence-Based Strat.docx
2
Week 3 Assignment
Designing Lesson Plans: Evidence-Based Strategies
ESE 645 Lesson Design for Students
With Mild to Moderate Disabilities
Mary Ware
Instructor Shaneka Bell, EdD
July 20, 2018
Lesson Plan
Content Area or Developmental Focus: ELA
Age/Grade of Children: 2
Length of Lesson: 1 hour
Goal
Students should be able to understand reading, written, listening comprehension as well as gain courage in peer interactions
Objective
· Reading comprehension and describing the main events
· Listening to comprehension and be able to point out the main characters
· To read a comprehension fluently and be able to understand a comprehension via listening
· Be prepared to interact with the peers in solving problems together and improving the social skills.
Standards Included
CCSS.ELA-LITERACY.SL.2.1
Share with peer students the common topics that interested the student in their class
CCSS.ELA-LITERACY.SL.2.2
Describe the primary ideas from the text that has been read aloud.
CCSS.ELA-LITERACY.SL.2.3
Ask questions about the main events of the speaker to clarify comprehension, gathering of additional information as well as increase understanding of the main topic.
CCSS.ELA-LITERACY.SL.2.4
Describe the story recounting the appropriate and relevant facts from the storybook, preferably by speaking loud in front of a fellow group members
Materials
Read; Once Upon A Time Book by Niki Daly
Introduction
The interest of the student will be sparked by producing their most exciting story books they have ever read. Each student should produce their favorite books and give a small recall of the storybook or describe the main characters in the book. The students will then be asked about the challenges or the difficulties they have encountered while reading the story books. This will provide the room for the teacher to mention the main ideas in the storybook which entails student who have difficulties in reading comprehension, peer interactions, reading slowly among others.
Lesson Development:
Direct Instruction
Guided Practice:
· Reading in small groups
· Reading aloud in the class
· Use peer tutoring for the students with special needs. Individualized instructions on the students who are slow in reading or learning will be applied.
· The students can use the smart board and draw images or pictures that are connected to the main events from the storybook.
· The student will share their understanding in groups of 2-3 fellow peers.
Informal assessment
· Student fluency in reading the comprehension aloud
· Student ability to share the story events to the class
· Student ability to speak aloud while reading the written comprehension
Differentiation
· Have extended time for taking the tests, completing assignments and responding to directions.
· Have daily visual or written schedules.
· The instructor should implement varying approaches in teaching the students, that is the use of visual components and modeling of tasks.
· Parents and the Special e.
Defence
The document discusses using electronic portfolios to support assessment and deep learning in a rural high school class. Key findings include:
1) Electronic portfolios can support both the teacher's need for assessment and students' deep learning by allowing reflection and feedback.
2) Benefits include developing technology skills, organization, and motivation, while disadvantages include technology access and support as a single teacher.
3) Formative assessment through reflection and discussion supported learning, while summative assessment incentivized completion when used to support learning.
4) Overall, the benefits of reflection, sharing work, and developing learning goals outweighed the disadvantages, but strategies are needed to better support reflection as portfolios.
21st Centurizing Learning
The document discusses several concepts related to shifting education to better prepare students for the 21st century, including:
- Learning as a participatory and collaborative process rather than a passive, individual one
- The need to "unlearn" outdated assumptions about learning only happening in the classroom or being a linear process
- Models for integrating technology, such as the TPCK model, to develop technological pedagogical content knowledge
- Strategies for making lesson plans more focused on 21st century skills like problem-finding, justification, curiosity and community
Faculty college_Gurung 2013
The document discusses various topics related to the scholarship of teaching and learning (SoTL). It begins with an overview of key areas in SoTL research, including research designs, threats to validity, and variables in the study of learning. Different models of teaching are presented, ranging from traditional lecturing to active and collaborative learning techniques. The document then discusses frameworks for conceptualizing teaching and learning, including dimensions of teaching excellence and components that influence learning outcomes. It emphasizes the importance of reflection and assessment in the scholarship of teaching and emphasizes applying evidence-based approaches to improve teaching and maximize student learning.
CSCC 2019 Talk on Teaching Non-Cog Skills in CC
This document summarizes a study exploring how community college instructors teach "non-cognitive" skills such as communication, teamwork, problem-solving and self-regulated learning. The study collected data through surveys of IT instructors, interviews with 12 instructors, classroom observations, and student focus groups. Key findings include that instructors conceptualize these skills in both technical and humanistic terms. Instructors reported teaching the skills through lecturing, modeling behaviors, and relating real-world examples, but observations found limited evidence of best practices like scaffolding and active learning. Challenges in teaching these skills well include a lack of training for instructors and high proportions of part-time faculty. Further analysis of how skills are
Blooms Taxonomy - Higher Education power point presentation
Bloom's Taxonomy is an educational framework that categorizes learning objectives into levels of complexity and specificity. It was created in the 1950s by Benjamin Bloom and later revised to include an updated cognitive taxonomy and additional domains. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom's Taxonomy provides a common language for teachers and students about learning goals, and can help teachers design lessons and assessments that focus on higher-order thinking skills. It is a useful tool for aligning course objectives, classroom activities, and assessments.
Navigating the Changing World of Adult Learning
Not Your Grandma’s Oldsmobile: Navigating the Changing World of Adult Learning
The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
Ted 2010 Wifi in the Ivory Tower
Presentation by Drs. Danielle Eadens & Michele Gerent at the Teacher Education Division Conference in November 2010
Book review of "Inclusion strategies for secondary classrooms".pptx
This presentation summarized key chapters from the book "Unlocking the Doors to Learning: A Teacher's Guide to Conferencing Strategies" by Carol Ann Tomlinson. The book provides research-supported strategies, organized as "keys", for teaching exceptional learning needs (ELN) students. Chapter 2 discusses different types of "locks" that can prevent ELN students from accessing content, such as input, processing, and affective locks. Chapter 3 identifies explicit instruction, structure, and repetition as the three master keys for effective ELN instruction. The presentation provided overviews and examples of strategies from several chapters to help teachers unlock doors to learning for diverse students.
Flipped Classroom ESL
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
Problem Based Learning - PBL, an introduction
Problem-based learning (PBL) is an instructional strategy where students learn through the experience of problem solving. It uses real world scenarios and relies on small collaborative groups guided by a facilitator. Students take responsibility for their own learning by identifying learning needs and researching the topics. The instructor guides the process without directly teaching, and scenarios are used to help students build skills like clinical reasoning. PBL has been shown to help students develop integrated knowledge and better acquire and retain information for fields like medicine that see rapid changes.
Assessment in the classroom
The document discusses various assessment strategies and their importance in the teaching and learning process. It emphasizes that assessment should be differentiated, involve students in the learning process, and use information to support further learning. A variety of formative and authentic assessment techniques are described, including using learning goals, feedback, student self-assessment, pre-assessments, and adapting assessments to individual student needs. The document stresses using assessment to modify instruction and support student growth.
Differentiated instruction doesn’t start with teaching, it start
The document provides instructions for an assignment to design a differentiated classroom environment plan. Students are asked to describe the demographics of their classroom and discuss how they will use differentiated instruction to design the physical layout. They must also describe how they will encourage positive behavior using proactive differentiated strategies based on current research. The assignment should be presented using Prezi, PowerPoint, blog, Voicethread, or Word document and include citations and references from provided course materials and scholarly sources.
Sequencing and structuring learning modules in instructional design
This document discusses using conceptual flow diagrams to develop the ideas of Ocean Literacy. Conceptual flow diagrams can help organize concepts from the Ocean Literacy Principles into a developmental scope and sequence. They differ from concept maps in that they address concepts within an instructional unit and show a hierarchy and sequence of ideas. The diagrams were developed for teacher professional development to improve content knowledge and instruction planning. They make key concepts and their relationships clear, and can guide curriculum and assessment development. The document outlines how to construct conceptual flow diagrams through a collaborative process to map important concepts, align them to standards and materials, and design an optimal instructional sequence.
English teaching research
The document summarizes a presentation given to St John's College staff on research comparing educational strategies between the east and west coasts of the United States. It discusses the positives and negatives of No Child Left Behind, different learning styles, motivation strategies used in San Diego, the Puente program in California, reading strategies used in Bermuda, the role of technology in communication and learning, collaborative learning tools, developing critical thinking and writing skills, and the need for meaningful professional development for teachers.
Similar to Ed 536 jan 18 (20)
Pedagogy for Today's Professor - New Faculty Orientation
Pedagogy for Today's Professor - New Faculty Orientation
Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
The College Classroom (Wi15) Session 5: Active Learning
The College Classroom (Wi15) Session 5: Active Learning
EPSS for Faculty Development (In-Progress Project)
EPSS for Faculty Development (In-Progress Project)
2Week 3 AssignmentDesigning Lesson Plans Evidence-Based Strat.docx
2Week 3 AssignmentDesigning Lesson Plans Evidence-Based Strat.docx
Blooms Taxonomy - Higher Education power point presentation
Blooms Taxonomy - Higher Education power point presentation
Book review of "Inclusion strategies for secondary classrooms".pptx
Book review of "Inclusion strategies for secondary classrooms".pptx
Differentiated instruction doesn’t start with teaching, it start
Differentiated instruction doesn’t start with teaching, it start
Sequencing and structuring learning modules in instructional design
Sequencing and structuring learning modules in instructional design
Ed 536 jan 18
- 1. ED 536 – Models of Teaching Course Introduction “ Telling is not teaching; listening is not learning.” Anonymous
- 3. Describe a successful teacher.
- 5. What do successful teachers have in common?
- 6. What do teaching and Handy Many have in common? Which tool is the best fit for the job?