Edtec 572 Final Presentation
•Download as PPTX, PDF•
1 like•207 views
1. The document outlines a proposed online course to train graduate teaching assistants (TAs) how to teach topics in freshman writing courses. 2. The course would teach TAs how to guide students through the research process, evaluate sources, and avoid plagiarism. 3. An alpha test was conducted with a master teacher and 3 TAs who provided feedback on Module 4 of the course, focusing on plagiarism. Their feedback will be used to revise the module.
Report
Share
Report
Share
Recommended
Session 4: SIOs & Lesson Planning
Writing specific instructional objectives (SIOs) and lesson planning for meaningful learning with ICT.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will make up 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided around forum expectations, assignments, and ensuring consistency across courses while allowing for instructor flexibility.
Using the ACSF
The document discusses different levels of reading, writing, and oral communication skills as defined by the Australian Core Skills Framework (ACSF).
For reading, it describes 5 levels that require understanding texts of increasing complexity, from very familiar topics to complex ideas across multiple texts.
For writing, it outlines 5 levels involving writing for different purposes, audiences, and formats, from simple messages to complex texts.
It also outlines 5 levels of oral communication, ranging from short, simple speech to understanding and speaking complex language in various contexts.
Finding the lln skills in a unit of competence
The document outlines the process for identifying literacy, numeracy, and language (LLN) skills required in a unit of competence. It provides an example analysis of the TAEDEL301 Provide work skill instruction unit. Key LLN skills identified include reading, writing, and oral communication. Performance criteria requiring these skills relate to gathering learner information, checking objectives, notifying learners, providing instruction and feedback, and maintaining records. The analysis is then compared to the foundation skills section of the unit to ensure all relevant LLN skills have been captured.
LTM-1 Week One Tut
This document provides an overview of the course assessment for a language teaching tutorial including:
- A presentation and discussion worth 40% due two weeks after the presentation.
- Participation throughout the semester worth 10%.
- An essay worth 50% and due on May 18th on a topic related to language teaching approaches or using the internet as a teaching tool.
Session planning template
This document provides a template for planning an educational session, including sections for the session name and type, alignment with course assessments, student profile and prior knowledge, session aims and learning outcomes, rationale for teaching methods, required materials, timing breakdown, and feedback collection methods. The template is designed to help educators thoroughly design all aspects of a session to maximize student learning and assessment of objectives.
Incivility and healthful environments no unread replies.no replie
This document outlines the requirements and grading rubric for a teaching plan assignment in a nursing course. Students are asked to develop a teaching plan for an individual client based on a comprehensive client assessment. The plan must include: the client's diagnosis and learning needs; objectives for the teaching; handouts or materials; and an evaluation and reflection. It provides detailed criteria in several categories for evaluating the plan, including assessment, objectives, teaching materials, delivery of teaching, and reflection. Students must demonstrate skills in client teaching, learning assessment, and using evidence-based teaching strategies tailored for the client.
6910 6911 SEminar 3 (Fall 2013)
This document provides an agenda and instructions for Seminar #3 of an LCRT literacy coaching course. The seminar focuses on observation and coaching sessions between course participants. It reviews guidelines for completing observation assignments and discusses areas of focus like behavior, content knowledge, direct instruction, and formative assessment. Participants discuss Response to Intervention (RTI) implementation in their schools and choose book discussion groups. The document models potential assessment data, rationales, and goals for a Lesson Report and Analysis assignment. It provides time for coaching partners to meet and plan observations.
Recommended
Session 4: SIOs & Lesson Planning
Writing specific instructional objectives (SIOs) and lesson planning for meaningful learning with ICT.
MBA Instructional Methodology
The document discusses changes to the instructional methodology for Davenport University's MBA program. The changes aim to shift from an assignment-based approach to a topic-based learning forum model to encourage more student-centered, inquiry-driven learning. Under the new model, forums will make up 40% of grades and focus on research, analysis and peer interaction around broader topics. Reflection will also be a required 10% component to support the learning process. Guidelines are provided around forum expectations, assignments, and ensuring consistency across courses while allowing for instructor flexibility.
Using the ACSF
The document discusses different levels of reading, writing, and oral communication skills as defined by the Australian Core Skills Framework (ACSF).
For reading, it describes 5 levels that require understanding texts of increasing complexity, from very familiar topics to complex ideas across multiple texts.
For writing, it outlines 5 levels involving writing for different purposes, audiences, and formats, from simple messages to complex texts.
It also outlines 5 levels of oral communication, ranging from short, simple speech to understanding and speaking complex language in various contexts.
Finding the lln skills in a unit of competence
The document outlines the process for identifying literacy, numeracy, and language (LLN) skills required in a unit of competence. It provides an example analysis of the TAEDEL301 Provide work skill instruction unit. Key LLN skills identified include reading, writing, and oral communication. Performance criteria requiring these skills relate to gathering learner information, checking objectives, notifying learners, providing instruction and feedback, and maintaining records. The analysis is then compared to the foundation skills section of the unit to ensure all relevant LLN skills have been captured.
LTM-1 Week One Tut
This document provides an overview of the course assessment for a language teaching tutorial including:
- A presentation and discussion worth 40% due two weeks after the presentation.
- Participation throughout the semester worth 10%.
- An essay worth 50% and due on May 18th on a topic related to language teaching approaches or using the internet as a teaching tool.
Session planning template
This document provides a template for planning an educational session, including sections for the session name and type, alignment with course assessments, student profile and prior knowledge, session aims and learning outcomes, rationale for teaching methods, required materials, timing breakdown, and feedback collection methods. The template is designed to help educators thoroughly design all aspects of a session to maximize student learning and assessment of objectives.
Incivility and healthful environments no unread replies.no replie
This document outlines the requirements and grading rubric for a teaching plan assignment in a nursing course. Students are asked to develop a teaching plan for an individual client based on a comprehensive client assessment. The plan must include: the client's diagnosis and learning needs; objectives for the teaching; handouts or materials; and an evaluation and reflection. It provides detailed criteria in several categories for evaluating the plan, including assessment, objectives, teaching materials, delivery of teaching, and reflection. Students must demonstrate skills in client teaching, learning assessment, and using evidence-based teaching strategies tailored for the client.
6910 6911 SEminar 3 (Fall 2013)
This document provides an agenda and instructions for Seminar #3 of an LCRT literacy coaching course. The seminar focuses on observation and coaching sessions between course participants. It reviews guidelines for completing observation assignments and discusses areas of focus like behavior, content knowledge, direct instruction, and formative assessment. Participants discuss Response to Intervention (RTI) implementation in their schools and choose book discussion groups. The document models potential assessment data, rationales, and goals for a Lesson Report and Analysis assignment. It provides time for coaching partners to meet and plan observations.
Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
Minute paper
1) The document describes a teaching practice called a "Minute Paper" used in a class on data structures in C. In this practice, students wrote short responses at the end of class answering questions about what they learned, remaining questions, and a one sentence summary.
2) The responses showed that students had 94-100% understanding of strings and string functions but only 65-86% on other topics.
3) Based on the feedback, the instructor was able to identify areas needing more explanation and examples to improve student understanding for the next class.
Lesson plan
This lesson plan outlines a 50-minute lesson on simple digital circuits for 12 trainees. The lesson will use various teaching methods including lecture, classroom conversation, group work, and individual work. The trainer will explain logic gates and their truth tables, show circuit examples, and give the trainees exercises to solve. The objectives are for trainees to understand simple digital circuits, define and identify logic gate parts, and draw circuits on the whiteboard. Principles of methodological change, securing learning progress, motivation, self-activity, and vividness will guide the lesson.
S.s. midterm capstone cover sheet spring 2017
This document provides an overview of the mid-term capstone project for the Teaching for Learning 2 cohort in spring 2017. Students will plan, teach, record, assess and reflect on a lesson that incorporates content-area literacy. The lesson should be aligned to both content standards and English Language Development standards. Students must obtain consent forms from all students and adults appearing in their video recording before filming their lesson. Consent forms can either be collected individually or the school may have blanket forms on file.
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.
Overview of AOHT Curriculum
This document provides an overview of the NAF curriculum for hospitality and tourism courses. It discusses the structure of NAF courses, which are typically one semester long with 50 minute class periods and include lessons on careers and a culminating project. Each lesson includes components like assessments, literacy activities, and extensions. Teachers are shown examples of lessons and instructional practices. The document also discusses available NAF courses, certification, professional development opportunities, and updates to the curriculum and website.
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Robin kear techniques for effective library instruction
This document provides guidance on effective library instruction techniques for both online and in-person classes. It emphasizes following an instruction cycle of planning, preparation, instruction, and evaluation. Key recommendations include creating lesson plans with learning objectives and active learning exercises, using tutorials/screencasts, research guides, and assessing student learning through activities, assignments, and surveys.
Rethinking teaching and learning assignment
This document outlines an assignment for a Primary Education course consisting of three parts: 1) planning and conducting a microteaching session in a group; 2) writing a rationale and reflection on the session; and 3) a critical comparison of how the session content could be taught using two different approaches. Students will only be assessed on parts 2 and 3, which should total 3000 words. The assignment aims to demonstrate understanding of connections between teaching, learning, and assessment in different educational contexts. [END SUMMARY]
Lt conf 2011 drywood presentation
The document describes a law module on asylum and immigration law taught at Liverpool Law School. It had 12 weekly seminars with directed reading and tasks. Assessment included an MCQ test, advice letter, and essay to test a range of legal skills. Feedback was positive, with most students happy and excellent results. The flexible teaching model fit the rapidly changing subject and experienced students. Sessions may need to be longer and provide more direction to offset the lack of lectures.
Developing instructional materials
Assessments are developed to measure students' skills and progress throughout a course. There are four main types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. These tests are used to analyze students' prior knowledge, refresh knowledge, have students practice new skills, and evaluate what was learned. When developing assessments, the learning domain should be matched to the test format, and test items should evaluate objectives and cater to students' needs and vocabulary levels.
Chapter 7 presentation ( Course curriculum development in Language Teaching)
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching. It also discusses the importance of supporting teachers through orientation, training, mentoring, and feedback to facilitate effective teaching.
Special ed study_kit
This document provides a study plan for special education exam preparation. It outlines four content domains covered on the exam and recommends resources to review for each topic, including recommended timeframes. The plan is designed to be completed over 9 months and provides tips for effective exam preparation, such as using practice quizzes to check understanding and studying in bite-sized chunks. Resources include textbooks, websites, and discussion forums to aid independent study and review of all topics covered by the exam.
Course design
Course: E-Moderation [October 2011]
RESOURCE PACK TOPICS
GROUP 3: Going deeper - the development of knowledge; content online
Think-Pair-Share
Think individually, Discuss with group and Share to everyone.
Innovative Teaching Methodology(Active Learning)
Ischoolwebboard 1
The document provides an overview of a 5-day teacher training workshop on implementing e-learning. It discusses instructional design principles and models, e-learning modalities, open source software, building an online learning platform, and evaluating online content. The objectives are to define common terms and processes for e-learning, build understanding of instructional design, and guide teachers in designing an online course web board and publishing web pages.
Eval Effec 8
This document presents a framework for analyzing instructional design in online offerings. It consists of six components: objective, task, condition, physical interaction, feedback, and criteria. These components are used to evaluate whether an instructional design meets learners' needs by analyzing how objectives, tasks, conditions, interactions, feedback, and assessment criteria are implemented. Several examples applying the framework to online courses and modules are provided and discussed. The presentation concludes by considering whether the framework is useful and what its limitations might be.
Course planning and syllabus design
This document discusses course planning and design, including developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and preparing a scope and sequence plan. It emphasizes that a good course rationale should answer who the course is for, what it is about, and what kind of teaching and learning will occur. Content is chosen based on learner needs and proficiency levels. Content is then sequenced considering factors like simple to complex, chronology, prerequisite learning, and spiral sequencing.
PTLLS
This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
Chapter 5 instructional design for distance education
This document discusses instructional design for distance education. It defines instructional design as a way of thinking and solving problems for instructional technologists, similar to how scientific methods guide scientists. It also outlines the key components of a successful learning system, including learners, content, methods, materials, environment, technology, and evaluation. The document provides guidance on understanding learners, choosing appropriate teaching strategies and media, using visuals effectively, managing technology and resources, designing online courses, and organizing content into units, modules and topics.
Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
More Related Content
What's hot
Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
Minute paper
1) The document describes a teaching practice called a "Minute Paper" used in a class on data structures in C. In this practice, students wrote short responses at the end of class answering questions about what they learned, remaining questions, and a one sentence summary.
2) The responses showed that students had 94-100% understanding of strings and string functions but only 65-86% on other topics.
3) Based on the feedback, the instructor was able to identify areas needing more explanation and examples to improve student understanding for the next class.
Lesson plan
This lesson plan outlines a 50-minute lesson on simple digital circuits for 12 trainees. The lesson will use various teaching methods including lecture, classroom conversation, group work, and individual work. The trainer will explain logic gates and their truth tables, show circuit examples, and give the trainees exercises to solve. The objectives are for trainees to understand simple digital circuits, define and identify logic gate parts, and draw circuits on the whiteboard. Principles of methodological change, securing learning progress, motivation, self-activity, and vividness will guide the lesson.
S.s. midterm capstone cover sheet spring 2017
This document provides an overview of the mid-term capstone project for the Teaching for Learning 2 cohort in spring 2017. Students will plan, teach, record, assess and reflect on a lesson that incorporates content-area literacy. The lesson should be aligned to both content standards and English Language Development standards. Students must obtain consent forms from all students and adults appearing in their video recording before filming their lesson. Consent forms can either be collected individually or the school may have blanket forms on file.
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.
Overview of AOHT Curriculum
This document provides an overview of the NAF curriculum for hospitality and tourism courses. It discusses the structure of NAF courses, which are typically one semester long with 50 minute class periods and include lessons on careers and a culminating project. Each lesson includes components like assessments, literacy activities, and extensions. Teachers are shown examples of lessons and instructional practices. The document also discusses available NAF courses, certification, professional development opportunities, and updates to the curriculum and website.
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Robin kear techniques for effective library instruction
This document provides guidance on effective library instruction techniques for both online and in-person classes. It emphasizes following an instruction cycle of planning, preparation, instruction, and evaluation. Key recommendations include creating lesson plans with learning objectives and active learning exercises, using tutorials/screencasts, research guides, and assessing student learning through activities, assignments, and surveys.
Rethinking teaching and learning assignment
This document outlines an assignment for a Primary Education course consisting of three parts: 1) planning and conducting a microteaching session in a group; 2) writing a rationale and reflection on the session; and 3) a critical comparison of how the session content could be taught using two different approaches. Students will only be assessed on parts 2 and 3, which should total 3000 words. The assignment aims to demonstrate understanding of connections between teaching, learning, and assessment in different educational contexts. [END SUMMARY]
Lt conf 2011 drywood presentation
The document describes a law module on asylum and immigration law taught at Liverpool Law School. It had 12 weekly seminars with directed reading and tasks. Assessment included an MCQ test, advice letter, and essay to test a range of legal skills. Feedback was positive, with most students happy and excellent results. The flexible teaching model fit the rapidly changing subject and experienced students. Sessions may need to be longer and provide more direction to offset the lack of lectures.
Developing instructional materials
Assessments are developed to measure students' skills and progress throughout a course. There are four main types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. These tests are used to analyze students' prior knowledge, refresh knowledge, have students practice new skills, and evaluate what was learned. When developing assessments, the learning domain should be matched to the test format, and test items should evaluate objectives and cater to students' needs and vocabulary levels.
Chapter 7 presentation ( Course curriculum development in Language Teaching)
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching. It also discusses the importance of supporting teachers through orientation, training, mentoring, and feedback to facilitate effective teaching.
Special ed study_kit
This document provides a study plan for special education exam preparation. It outlines four content domains covered on the exam and recommends resources to review for each topic, including recommended timeframes. The plan is designed to be completed over 9 months and provides tips for effective exam preparation, such as using practice quizzes to check understanding and studying in bite-sized chunks. Resources include textbooks, websites, and discussion forums to aid independent study and review of all topics covered by the exam.
Course design
Course: E-Moderation [October 2011]
RESOURCE PACK TOPICS
GROUP 3: Going deeper - the development of knowledge; content online
Think-Pair-Share
Think individually, Discuss with group and Share to everyone.
Innovative Teaching Methodology(Active Learning)
Ischoolwebboard 1
The document provides an overview of a 5-day teacher training workshop on implementing e-learning. It discusses instructional design principles and models, e-learning modalities, open source software, building an online learning platform, and evaluating online content. The objectives are to define common terms and processes for e-learning, build understanding of instructional design, and guide teachers in designing an online course web board and publishing web pages.
What's hot (17)
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 week 4 dq 1 share your action research study new
Robin kear techniques for effective library instruction
Robin kear techniques for effective library instruction
Chapter 7 presentation ( Course curriculum development in Language Teaching)
Chapter 7 presentation ( Course curriculum development in Language Teaching)
Similar to Edtec 572 Final Presentation
Eval Effec 8
This document presents a framework for analyzing instructional design in online offerings. It consists of six components: objective, task, condition, physical interaction, feedback, and criteria. These components are used to evaluate whether an instructional design meets learners' needs by analyzing how objectives, tasks, conditions, interactions, feedback, and assessment criteria are implemented. Several examples applying the framework to online courses and modules are provided and discussed. The presentation concludes by considering whether the framework is useful and what its limitations might be.
Course planning and syllabus design
This document discusses course planning and design, including developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and preparing a scope and sequence plan. It emphasizes that a good course rationale should answer who the course is for, what it is about, and what kind of teaching and learning will occur. Content is chosen based on learner needs and proficiency levels. Content is then sequenced considering factors like simple to complex, chronology, prerequisite learning, and spiral sequencing.
PTLLS
This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
Chapter 5 instructional design for distance education
This document discusses instructional design for distance education. It defines instructional design as a way of thinking and solving problems for instructional technologists, similar to how scientific methods guide scientists. It also outlines the key components of a successful learning system, including learners, content, methods, materials, environment, technology, and evaluation. The document provides guidance on understanding learners, choosing appropriate teaching strategies and media, using visuals effectively, managing technology and resources, designing online courses, and organizing content into units, modules and topics.
Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Welcome to educ 223
This document provides an overview of an education technology course. It introduces the professor, Dr. Meredith Kier, and asks students to take a syllabus and note card. The course will cover various technologies like Pinterest, Live Binders, Twitter, Diigo, and Animoto that can be used to find resources and organize materials for students. It will also focus on using these technologies to heighten classroom presentations. Topics will include common core state standards for writing informative texts and explaining the concept of TPACK, which refers to the knowledge of how to teach with technology in a way that helps students learn. The document models a lesson planning guide and discusses considering technology affordances and avoiding a "technocentric" approach that
Hairudin ict lesson plan
This lesson plan outlines a 1-hour Malay language lesson for grade 1 students. Students will be divided into groups of 3-4 and use recording devices to interview subjects facing problems. They will present their videos to the class and provide feedback. Individually, students will then write a letter using MS Word discussing the issue and email it to the teacher. The lesson aims to develop students' creativity, communication, technology and problem-solving skills. Students will be informally assessed during discussions and formally through their submitted letters.
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Classroom Assessment Techniques
This document discusses classroom assessment techniques (CATs), which are simple, non-graded activities used to provide instructors feedback on student learning. It provides examples of CATs like the Muddiest Point and Minute Paper. The document emphasizes that CATs help instructors improve their teaching by gaining insights into student understanding. It also notes that CATs benefit students by encouraging self-assessment and engagement. Overall, the document promotes the use of CATs to enhance the teaching and learning process through frequent formative assessment.
Stem 2 syllabus
This document provides a syllabus for a STEM education course offered by Teachers College of San Joaquin. The syllabus outlines the course objectives, which include describing STEM pedagogy, identifying connections to education standards, and constructing STEM lessons. It also details assignments, grading policies, and a schedule of topics. The course will examine STEM curriculum and teaching strategies, and require students to complete a course project applying design-thinking processes to develop a STEM experience aligned with academic standards.
Developing a teacher performance appraisal
This document discusses frameworks for developing teacher performance appraisals. It begins by introducing the SABER model for assessment standards. It then discusses selecting a teaching framework to define the domains and components of teacher performance that will be assessed. Some example teaching frameworks mentioned include Marzano's teacher evaluation model, Danielson's framework for teaching, and learner-centered teaching frameworks. The document goes into detail describing the domains and elements of Marzano's model. It also provides a brief overview of Danielson's framework and the learner-centered teaching framework. The goal is to guide the development of a teacher performance appraisal by selecting an appropriate teaching framework to define the assessment domains and guide the item writing process.
Week 1 tutorial
This document provides an overview of the assessments for a language teaching course across the semester. It includes:
- A presentation worth 40% due two weeks after the assigned date
- Class participation worth 10% throughout the semester
- An essay worth 50% due on May 18th on a topic related to language teaching approaches or uses of technology
It also outlines the criteria for evaluations of the presentation and participation, as well as potential essay topics.
Lesson Plans and Web Sites Resources
The document discusses the key components of an effective lesson plan for teaching. It explains that a lesson plan is developed by a teacher to guide classroom instruction and achieve the learning aims and objectives. Some of the main elements that are described include identifying the objectives, structure of the lesson, materials and resources needed, ways to engage students and evaluate learning. Several websites that offer lesson plans and resources for teachers are also listed.
10 Questions for Blended Course Design
A brief one hour workshop to get folks thinking about blended course redesign. Presented at Western Technical, La Crosse, WI.
Final Project (1).pdf
The document outlines the requirements for a final group project on a local problem or issue. Each group will produce a paper and presentation on their chosen topic. Presentations will be 30-40 minutes long followed by Q&A. Groups are instructed to decide on a topic and rationale, and list three related research questions. Example topics are provided relating to curriculum design, integration of technology, alignment to standards, and solutions to local issues. The document guides the groups to brainstorm, choose a topic, and provide the required elements to the instructor.
Teaching Methods (Workshop, Project,Role play )
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
PR2_DLL Week 4.docx
This document summarizes a lesson plan for a 12th grade Practical Research 2 class. The lesson focuses on research scope and delimitation, problem statements, and conceptual frameworks. Key activities include dividing students into groups to identify the scope and delimitation of sample research topics, writing problem statements based on provided research articles, and developing conceptual frameworks and presentations for assigned research questions. The teacher evaluates student understanding through essay questions and notes that additional remedial activities may be needed for students scoring below 80%.
Building Better
The document provides guidance on building effective online courses by starting with course goals and the instructor's teaching style, using a learner-centered approach, and ensuring clear organization and interaction. It emphasizes understanding students, applying principles of good teaching, and using instructional design steps that include analysis, design, development and evaluation of the course. The document also discusses engaging students through varied content delivery, collaboration activities, and addressing different learning needs.
writing_research_paper_facilitator_guide(goerzen2011)
This document provides guidance for facilitating a workshop on writing research papers. It outlines the learning outcomes and agenda, including introducing key steps and resources to support students' research papers. The facilitator is encouraged to engage students through polls to understand their experience levels and topics. Key topics covered include understanding assignments, developing a thesis statement, designing a research strategy, and using citation management tools. The overall aim is to equip students with best practices for writing successful research papers.
Workshop
1) The workshop aims to improve teaching skills through discussion and hands-on practice in a group of 10-25 participants.
2) The workshop procedure involves a pre-active phase to define goals and prepare an agenda, and an active phase where participants receive instruction, work in small groups, and present their findings.
3) The workshop aims to help participants develop teaching strategies and skills through group discussion, activities, and feedback to apply new practices in their own teaching contexts.
Similar to Edtec 572 Final Presentation (20)
Chapter 5 instructional design for distance education
Chapter 5 instructional design for distance education
Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materia.docx
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...
writing_research_paper_facilitator_guide(goerzen2011)
writing_research_paper_facilitator_guide(goerzen2011)
Recently uploaded
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneمصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfHow to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Recently uploaded (20)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Edtec 572 Final Presentation
- 1. » Lauren Arrant April 28, 2012 » Sheena Gygax » Noel Johnson
- 2. Project Overview » Existing Problem: Graduate Teaching Assistants (TAs) don't receive thorough training to teach. » Solution: » Teach TAs how to teach topics in first year writing and the argument research paper. » Teach TAs how to engage college freshman and promote transfer skills.
- 3. Learners » Course Instructor: Master Instructor » Learners: College Graduate TAs that teach freshman composition. » Learner Description: » Deep knowledge of writing » May not know how to integrate different print and digital resources into their lessons » Learners may not know how to incorporate technology into lessons » TAs seek to keep college freshman motivated and engaged by assigning interesting topics and methods of researching » Age range:22-30 » Technical level:Basic computer skills » Primary language:English
- 4. Course Objectives » Given a class of freshman students, the TAs will be able to successfully guide college freshman in the following areas in accordance with the Professor Performance Checklist: 1. Prepare for research (brainstorming) 2. Conduct basic research 3. Evaluate and acknowledge resources 4. Avoid plagiarism
- 5. Class Content » Website » CompClass » Instructor Guides » Student Material
- 6. CompClass
- 7. Website
- 10. Objectives of Module 4 » Given section 48 of The Bedford Handbook, the TA will be able to state (recall) the definition of plagiarism, and locate the page number. » Given an article about plagiarism in the news, the TA will be able to give a summary to the class about their plagiarism in the news piece. » Given two pieces of writing (one journal article, one student paper), the TA will be able to circle all examples of paraphrases, signal phrases, and quotations, in under 10 minutes. » Given The Bedford Handbook, the TA should be able to locate and give the definition of each of the following phrases: source, in- text citation, signal phrase, paraphrase, and quotation.
- 11. Alpha test group » We worked with a Master Teacher and 3 TAs from the California State University system. » We gave a 30 minute demo, followed by a Q&A session. » We explained our lesson and gave them access to our online sites for further testing. » After our testers looked at our Module 4, they sent detailed feedback a few days later.
- 12. Alpha test: Module 4 » Why did we choose Module 4? » Technology » Print resources » Master Teacher material » TA materials
- 13. Conclusions of Alpha Test Feedback from test group: » Clarify objectives. » Avoid the use of non-action verbs. » Limit overlap between master teacher and TA materials. » State how long each activity will take within the hour long module. » Provide answers for all questions in Instructor Guide. » Master Teacher should have all hand-outs referred to in the lesson. » More media content and strategies for how TAs can implement it. » Provide more examples of "intentionality" and add more detail to the "plagiarism in the news" piece.
- 14. Revisions to be made after Alpha Test In response to our Alpha Testers suggestions, we will do the following: » Write clear objectives. » Add action verbs. » Omit any Master Teacher notes from the TA materials. » Denote the length of each activity. » Answer all questions posed in the instructor guide. » Add Master Teacher Handouts to website. » Add more media to lesson and strategies to integrate them. » Add more examples of "intentionality" and more instructional support detail to the "plagiarism in the news" piece.