Educators: this is a 10-slide presentation to give you a brief overview of the third week of our program of studies in CI Winter 2 in the RRC teacher education diploma programs. (RDCZP – April, 2015)

1. EDUC-1092 – Day Three
Course Implementation Winter, 2015
Recall: Theoretical Perspectives
Apply: Knowledge on Differentiated Learning
Create: Artifact to show evidence of learning
RZP
1
Source: CI course outline outcomes RRC modified by RZP for CI eTV Winter, 2015
Images courtesy of ClipArt.

2. THIRD WEEK
2
REVISIT, UNDERSTAND, DISCUSS:
• Theories: Social Development, Social Learning, 21st
Century Skills
• Theorists: Vygotsky, Bandura, U.S. Department of
Education et al.
RECALL, APPLY, CREATE:
• Collaborate on research / discuss
• Apply knowledge / create
• Present artifact / explain
(Presentation by onsite/remote area participants based
on Discussion Forum post)
Source: http://www.learning-theories.com/
Learning.Therories.com: Knowledge Base Webliography

3. THEORETICAL PERSPECTIVES
3
SOCIAL DEVELOPMENT (Vygostky 1896-1934)
• ‘social interaction precedes development’
• ‘consciousness and cognition are the end product of socialization’
SOCIAL LEARNING (Bandura 1925- age 90)
• ‘people learn from one another by observing, modeling’
• ‘attention, retention, reproduction, motivation – necessary’
• ‘self-efficacy is the belief in one’s capabilities’
21st CENTURY (U.S. Dept of Ed. et al.)
• ‘readiness, digital literacy, work-life skills required by learners’
• ‘P21 Framework for curriculum development, assessment, etc.’
Source: http://www.learning-theories.com/
Learning.Therories.com: Knowledge Base Webliography

4. GROUP WORK
4
• What are the criteria used to assign groups?
• What is the purpose of group work?
• How do members divide the tasks?
• How do members evaluate one another?

5. PROFESSIONAL DEVELOPMENT
- LIFELONG LEARNING -
5
Which format do you prefer and why?
• Webinar, course
• Conference, symposium
• Conversation with colleagues
• Article, research, book

6. LESSON PLAN: Differentiated Learning
6
By the end of this lesson, you should be able to:
• Remember information about D.L.
• Understand readiness, interest, learning modes
• Apply information in your lesson planning
• Analyze content, process, product, environment
• Evaluate delivery, reflect on performance
• Create better instructional tools
Source: http://www.nwlink.com/~donclark/hrd/bloom.html
Bloom’s Taxonomy
Source: http://www.caroltomlinson.com/
Carol Tomlinson on Differentiated Instruction
How often
do you revise
an old plan?

7. COURSE OUTLINE
7
• How do we design one?
• How can we make it relevant?
• How can we use it as a resource*?
My
Course
My
Course
*Group/pair work:
-explain assignments
-identify key dates
-analyze tasks
-evaluate process
-create artifact

8. PORTFOLIO
8
Where can I read about it?
Who can help me get started?
How many items should we include?
What format should we use?
Why should we have to create one?
ePortfolio

9. EDUC-1092
9
Introduction ✓
Key Terms ✓
Two Teaching Approaches ✓
Differentiated Learning ✓
PD/Lifelong Learning April 16
Lesson Plan April 23
Course Outline April 30
Portfolio May 07

10. EDUC-1092 – THIRD CLASS
Course Implementation Winter, 2015
10
Questions?
Concerns?
Requests?