Edu 381 week 4 dq 2 cooperative learning (ash)
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Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
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Discussion
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Day 7
Assignment
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Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
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Edu 450 (classroom engagement and management) entire course
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Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
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Ash edu 382 week 2 discussion 1 curriculum new
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Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
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ePortfolio from Successful Teaching Online Mentoring Program (STOMP), Harper College
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Edu 381 week 3 dq 1 the quest for knowledge (ash)
http://finishedexams.com/homework_text.php?cat=4546
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Learning by teaching approach 3.2
an assignment given in the MOOC course: E-LEARNING ENVIRONMENTS AND E-LEARNING DESIGN
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
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Edu 450 (classroom engagement and management) entire course
Eed 465 all weeks discussion and assignments – entire course
Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Collaboration and Co-Teaching Workshop
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Shavon Terrell STOMP ePortfolio
ePortfolio from Successful Teaching Online Mentoring Program (STOMP), Harper College
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
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Edu 381 week 4 dq 1 assessing and evaluating learning (ash)
http://finishedexams.com/homework_text.php?cat=4550
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
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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.
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Group Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana Buscigliopptx
Edu 381 week 4 dq 2 cooperative learning (ash)
- 1. EDU 381 Week 4 DQ 2 Cooperative Learning (Ash) buy here http://finishedexams.com/homework_tex t.php?cat=4551 www.finishedexams.com Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
- 2. EDU 381 Week 4 DQ 2 Cooperative Learning (Ash) Cooperative learning models are designed to promote behaviors such as interdependence, individual accountability, positive interactions and social skills that support group processing. Read Chapter 13 and respond to the following questions: § What benefits did you see in this example of cooperative learning? § Do you anticipate any problems with this type of classroom learning? § What can you do in this instructional model to meet individual needs in a classroom of diverse learners? § How will you assess student learning using this model? § Not all school tasks should be completed cooperatively. Describe two specific tasks that might be used in a cooperative learning model. Refer to Chapter 13 of your text, additional resources and your own insights/experiences. Respond to at least two classmates’ postings.