Slides from my presentation at the Learning and Skills research Network east midlands relaunch. How I've tried to incorporate research evidence into my practice. #LSRNEastMids
This document outlines a school's focus on student engagement and English learners for the 2010-2011 school year. It discusses using instructional rounds to develop collaborative inquiry and establish educational practices. It also describes a four step process for instructional rounds involving identifying problems, observing classrooms, debriefing, and focusing on next steps. The goals are to understand the instructional core of content, teacher knowledge, and student engagement and to validate the school's theory of action that focusing on student engagement will increase achievement. Strategies proposed include staff creating multimedia projects on student engagement using flip video cameras.
The document discusses using instructional rounds and flip videos to focus on student engagement. Administrators will begin book studies, introduce instructional rounds, and build common language. Rounds involve identifying problems, observing classrooms, and debating solutions. Videos from different schools will be shared and analyzed for levels of student engagement. The goal is to strengthen teaching and increase student achievement through engaging tasks and activities.
Preparing staff for instructional roundsndaviskunyung
The document discusses Instructional Rounds, which is a process for school staff to work together systematically to improve teaching and learning. It provides context on what has prepared staff at this school for Instructional Rounds. The key aspects of Instructional Rounds are that it is evidence-based rather than judgemental, focuses on a specific Problem of Practice identified by the school, and examines the relationship between teachers and students in the context of content. Developing a collaborative culture and clear expectations is important for the Instructional Rounds process.
Growing a culture of great teaching wellington 17shaun_allison
This document outlines strategies for growing a culture of great teaching at Durrington High School. It discusses six principles of great teaching distilled from educational research and the wisdom of expert teachers. The school implements various professional development strategies to build a shared understanding of these principles and support teachers in applying them, including INSET days, a staff blog, lesson observations, and subject planning sessions. The goal is to reduce variability in teaching quality and grow excellence by focusing on research-backed practices like scaffolding, modeling, questioning, and feedback. Preliminary results suggest the approach may be working as staff retention has increased in recent years.
Instructional rounds are a process for educators to work together to improve classroom instruction. They involve observing classroom instruction together, analyzing what was observed, and identifying next steps for improving teaching and learning. The goal is to build a common understanding of effective instructional practices and reduce variability across classrooms. Instructional rounds differ from teacher evaluations in that the focus is on improving the overall instructional system rather than individual teachers. Groups of educators observe classrooms together using a descriptive approach rather than making judgments. They then analyze what students and teachers were doing to identify problems of practice and develop theories of action to guide improvement efforts.
This document discusses goals, feedback, and evidence-based teaching. It emphasizes focusing teaching efforts on areas that will make the biggest difference for students. Effective feedback is difficult but important - it should help students progress and believe that effort leads to success. Formative assessment via feedback is highlighted as an effective way to check student understanding and guide further learning. The document provides examples of low-tech formative assessment techniques like mini-whiteboards and traffic light signals.
This document summarizes David Didau's presentation on invisible learning at the London Festival of Education. It discusses two definitions of learning, the difference between learning and performance, and challenges common assumptions about what constitutes effective teaching and learning. Specifically, it notes that performance does not necessarily indicate learning, that lesson observations are poor proxies for learning, and that introducing "desirable difficulties" like spacing, interleaving and testing can actually improve long-term learning compared to conventional approaches. The presentation argues teachers should separate learning from performance and question their own assumptions in order to better support invisible learning processes.
The school has joined the National Teacher Enquiry Network to develop their approach to collaborative professional development (CPD) for teachers. They will conduct a self-audit of their current CPD practices and survey teachers for feedback. The network provides opportunities for collaboration with other schools, access to research, and models for improving CPD, including Lesson Study where teachers collaboratively plan, observe, and reflect on lessons. The goal is to improve teaching and learning by allowing teachers to build ideas together through collaborative CPD activities supported by the network.
This document outlines a school's focus on student engagement and English learners for the 2010-2011 school year. It discusses using instructional rounds to develop collaborative inquiry and establish educational practices. It also describes a four step process for instructional rounds involving identifying problems, observing classrooms, debriefing, and focusing on next steps. The goals are to understand the instructional core of content, teacher knowledge, and student engagement and to validate the school's theory of action that focusing on student engagement will increase achievement. Strategies proposed include staff creating multimedia projects on student engagement using flip video cameras.
The document discusses using instructional rounds and flip videos to focus on student engagement. Administrators will begin book studies, introduce instructional rounds, and build common language. Rounds involve identifying problems, observing classrooms, and debating solutions. Videos from different schools will be shared and analyzed for levels of student engagement. The goal is to strengthen teaching and increase student achievement through engaging tasks and activities.
Preparing staff for instructional roundsndaviskunyung
The document discusses Instructional Rounds, which is a process for school staff to work together systematically to improve teaching and learning. It provides context on what has prepared staff at this school for Instructional Rounds. The key aspects of Instructional Rounds are that it is evidence-based rather than judgemental, focuses on a specific Problem of Practice identified by the school, and examines the relationship between teachers and students in the context of content. Developing a collaborative culture and clear expectations is important for the Instructional Rounds process.
Growing a culture of great teaching wellington 17shaun_allison
This document outlines strategies for growing a culture of great teaching at Durrington High School. It discusses six principles of great teaching distilled from educational research and the wisdom of expert teachers. The school implements various professional development strategies to build a shared understanding of these principles and support teachers in applying them, including INSET days, a staff blog, lesson observations, and subject planning sessions. The goal is to reduce variability in teaching quality and grow excellence by focusing on research-backed practices like scaffolding, modeling, questioning, and feedback. Preliminary results suggest the approach may be working as staff retention has increased in recent years.
Instructional rounds are a process for educators to work together to improve classroom instruction. They involve observing classroom instruction together, analyzing what was observed, and identifying next steps for improving teaching and learning. The goal is to build a common understanding of effective instructional practices and reduce variability across classrooms. Instructional rounds differ from teacher evaluations in that the focus is on improving the overall instructional system rather than individual teachers. Groups of educators observe classrooms together using a descriptive approach rather than making judgments. They then analyze what students and teachers were doing to identify problems of practice and develop theories of action to guide improvement efforts.
This document discusses goals, feedback, and evidence-based teaching. It emphasizes focusing teaching efforts on areas that will make the biggest difference for students. Effective feedback is difficult but important - it should help students progress and believe that effort leads to success. Formative assessment via feedback is highlighted as an effective way to check student understanding and guide further learning. The document provides examples of low-tech formative assessment techniques like mini-whiteboards and traffic light signals.
This document summarizes David Didau's presentation on invisible learning at the London Festival of Education. It discusses two definitions of learning, the difference between learning and performance, and challenges common assumptions about what constitutes effective teaching and learning. Specifically, it notes that performance does not necessarily indicate learning, that lesson observations are poor proxies for learning, and that introducing "desirable difficulties" like spacing, interleaving and testing can actually improve long-term learning compared to conventional approaches. The presentation argues teachers should separate learning from performance and question their own assumptions in order to better support invisible learning processes.
The school has joined the National Teacher Enquiry Network to develop their approach to collaborative professional development (CPD) for teachers. They will conduct a self-audit of their current CPD practices and survey teachers for feedback. The network provides opportunities for collaboration with other schools, access to research, and models for improving CPD, including Lesson Study where teachers collaboratively plan, observe, and reflect on lessons. The goal is to improve teaching and learning by allowing teachers to build ideas together through collaborative CPD activities supported by the network.
Bremer State High School implemented an individualized negotiated curriculum in Science to better meet the needs of its diverse student population. The three guiding principles were to individualize curriculum and assessment, focus on success, and create coherence between curriculum, pedagogy and assessment. Teachers negotiated curriculum with each student based on their interests and abilities. Assessment focused on demonstrating outcomes rather than passing or failing. This framework aimed to improve student engagement and attitudes by ensuring they experienced success.
This document provides an overview for Week 5 of an instructional design course. It outlines the required readings, discussion topics on motivation and e-learning environments, and a final paper assignment. For the final paper, students must create a learning scenario applying instructional design strategies covered in the course and reflect on their choices. They are assessed on the content and mechanics of the paper. The document also shares a recommendation to watch a Dan Pink TED Talk on motivation, which discusses using intrinsic rather than extrinsic rewards to motivate learners through autonomy, mastery, and purpose.
This document discusses research on enhancing the role of teaching assistants to better support student learning. A pilot study was conducted reviewing current practice, surveying teachers and TAs, and collecting data before and after implementing changes for 5 months. Findings showed that with teachers focusing on explanations and TAs providing more targeted support, students received more personalized attention. Teachers reported students achieving higher progress, while TAs and students indicated feeling more independent but still supported. Moving forward, the roles of teachers and TAs working together could be further developed and additional data collected to demonstrate the approach's impact over time.
The document outlines the key components of an effective language lesson: opening, sequencing, pacing, and closure. It describes what should be included in the opening (previewing the lesson, reviewing past material), sequencing (simple to complex activities, accuracy before fluency), pacing (varied activities with appropriate time limits), and closure (summarizing key points and linking to future lessons).
Instructional Rounds Training (Sept. 19, 2013)ESMSTigers
This document discusses instructional rounds, which are a job-embedded approach to professional learning. The key ideas are that everyone works on improving their practice, the focus is on the instructional core of teacher-student-content interaction, and the goal is continuous improvement over time through collaborative analysis. The process involves identifying an instructional problem, observing classrooms in small groups focused on the problem, debriefing to look for patterns and predict student learning, and determining next steps for the school and observers.
The document discusses moving away from an Accelerated Reader program for literacy research due to mixed evidence of its effectiveness, too many variables in implementation, and lack of progress for some students given the resources. It will instead adopt a Thinking Reading program which teaches reading skills directly rather than just encouraging reading, can accurately track student progress and evaluate the program, and has shown promising evidence even if limited as an individualized approach.
Here are some ways my school is providing differentiated instruction:
- Co-teaching in core content classes with general and special education teachers
- Small group instruction for re-teaching, pre-teaching, enrichment
- Use of visual supports, graphic organizers, manipulatives
- Choice boards and menus to allow student choice and interest
- Flexible grouping for instruction
- Technology supports like audio books, text to speech, speech to text
- Preferential seating and environmental accommodations
- Modified assignments and assessments
- Push-in support from special educators, reading specialists, ESL teachers
- After school tutoring and homework help programs
Senior leaders acknowledged that historically there had been a lack of focus on Key Stage 3 (KS3) in their schools, with all attention being placed on Year 11 outcomes. They now recognize the importance of the early secondary education years, as what happens in KS3 significantly impacts future results. One headteacher changed his school's philosophy to prioritize KS3, believing it is the "bedrock" of later success and that getting Years 6 through 10 right means Year 11 will then be successful. The document discusses efforts to raise the profile of KS3, including starting a student voice project, better preparing students for exams, and standardizing assessments and homework across departments to mirror GCSEs and emphasize mastery of content at an earlier stage
This presentation will help you to the following:
1. explain the HLC standard for clock hours.
2. utilize research on content retention and attention span to improve lessons.
3. utilize various strategies for lesson planning and effective content delivery including chunking, wait time, how the brain processes information, and differentiated instruction.
4. create effective lesson plans.
Instructional Rounds Training (November 14, 2012)ESMSTigers
The document discusses the purpose of school being student learning. It then provides norms for faculty, the philosophy of development being job embedded, ongoing, collaborative, and collective inquiry. It outlines the essential characteristics of a professional learning community as having a mission, vision, values, goals, collective inquiry, continuous improvement, collaborative teams, action orientation, and results orientation.
The Cult of Outstanding - Wellington 2014David Didau
This document summarizes key points from a presentation by David Didau at the Festival of Education on being wrong about learning. It discusses how we don't truly understand learning, experts can be wrong, and preferences don't equal truth. People are biased to avoid being wrong through confirmation bias and sunk cost fallacy. True learning is invisible and inferred from performance, yet performance is a poor indicator. Feedback is powerful but its nature, timing, and how students receive it matter more than quantity. The focus should be on meaningful outcomes rather than performative "outstanding" lessons.
The document discusses authentic learning experiences and scenario-based learning. It provides examples of scenario-based learning projects used at Cal Poly Pomona involving engineering design projects that address real-world problems. These projects are meant to provide authentic learning experiences for students by involving them in hands-on work to solve problems in a way that mirrors real engineering practice.
This document outlines 10 points for designing authentic learning experiences: 1) using real-world problems, 2) having ill-defined problems for learners to solve, 3) requiring sustained investigation over time, 4) using multiple sources and perspectives, 5) collaboration, 6) reflection, 7) interdisciplinary perspectives, 8) integrated assessments, 9) producing polished real-world products, and 10) allowing for multiple interpretations and outcomes. Each point is then briefly explained to show how it contributes to a more authentic learning experience that better prepares learners. The document encourages using this checklist to evaluate one's own courses.
The document discusses recommendations for homework based on research. It suggests that the amount of homework should increase with grade level, from 30-40 minutes for elementary school to 120 minutes for high school. Parental involvement in homework should be minimal as research shows it can have negative effects. If homework is assigned, teachers should identify whether the purpose is practice, preparation, or elaboration, and provide feedback, which is most effective for learning.
Moving on From Minimum Standards discusses developing a strategy to enhance tutor contact details and availability beyond just providing basic information. It suggests using the Virtual Learning Environment to better communicate arrangements and manage equitable communication with students. A first step is identifying objectives like adopting a student-centered perspective to achieve enhancement and focusing efforts on tutors proactively sharing accurate contact information and availability.
The document outlines six principles to support great teaching and learning: high expectations, responding to feedback, expecting excellence, perfect practice, pride in work, and dedication and deliberate practice. It provides examples of how a teacher named Mr. Clarke implemented these principles in his classroom by setting a high bar for students, expecting hard work and effort, and providing feedback and opportunities for practice. The document also discusses content from sources on what makes great teaching, such as strong subject knowledge, quality instruction through scaffolding and modeling, and using questioning to check understanding and promote deeper thinking.
The survey and audit found that most staff feel they are able to make a difference in improving learning quality across the school. Lead teachers take on a coaching role to support colleagues, and peer observations are encouraged but limited. While opportunities exist for sharing practices and research-led development, only 44% felt their professional learning directly improved specific student learning in their class. Areas for improvement include making the impact of pedagogical developments more explicit and using baseline assessments to measure impact.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Bremer State High School implemented an individualized negotiated curriculum in Science to better meet the needs of its diverse student population. The three guiding principles were to individualize curriculum and assessment, focus on success, and create coherence between curriculum, pedagogy and assessment. Teachers negotiated curriculum with each student based on their interests and abilities. Assessment focused on demonstrating outcomes rather than passing or failing. This framework aimed to improve student engagement and attitudes by ensuring they experienced success.
This document provides an overview for Week 5 of an instructional design course. It outlines the required readings, discussion topics on motivation and e-learning environments, and a final paper assignment. For the final paper, students must create a learning scenario applying instructional design strategies covered in the course and reflect on their choices. They are assessed on the content and mechanics of the paper. The document also shares a recommendation to watch a Dan Pink TED Talk on motivation, which discusses using intrinsic rather than extrinsic rewards to motivate learners through autonomy, mastery, and purpose.
This document discusses research on enhancing the role of teaching assistants to better support student learning. A pilot study was conducted reviewing current practice, surveying teachers and TAs, and collecting data before and after implementing changes for 5 months. Findings showed that with teachers focusing on explanations and TAs providing more targeted support, students received more personalized attention. Teachers reported students achieving higher progress, while TAs and students indicated feeling more independent but still supported. Moving forward, the roles of teachers and TAs working together could be further developed and additional data collected to demonstrate the approach's impact over time.
The document outlines the key components of an effective language lesson: opening, sequencing, pacing, and closure. It describes what should be included in the opening (previewing the lesson, reviewing past material), sequencing (simple to complex activities, accuracy before fluency), pacing (varied activities with appropriate time limits), and closure (summarizing key points and linking to future lessons).
Instructional Rounds Training (Sept. 19, 2013)ESMSTigers
This document discusses instructional rounds, which are a job-embedded approach to professional learning. The key ideas are that everyone works on improving their practice, the focus is on the instructional core of teacher-student-content interaction, and the goal is continuous improvement over time through collaborative analysis. The process involves identifying an instructional problem, observing classrooms in small groups focused on the problem, debriefing to look for patterns and predict student learning, and determining next steps for the school and observers.
The document discusses moving away from an Accelerated Reader program for literacy research due to mixed evidence of its effectiveness, too many variables in implementation, and lack of progress for some students given the resources. It will instead adopt a Thinking Reading program which teaches reading skills directly rather than just encouraging reading, can accurately track student progress and evaluate the program, and has shown promising evidence even if limited as an individualized approach.
Here are some ways my school is providing differentiated instruction:
- Co-teaching in core content classes with general and special education teachers
- Small group instruction for re-teaching, pre-teaching, enrichment
- Use of visual supports, graphic organizers, manipulatives
- Choice boards and menus to allow student choice and interest
- Flexible grouping for instruction
- Technology supports like audio books, text to speech, speech to text
- Preferential seating and environmental accommodations
- Modified assignments and assessments
- Push-in support from special educators, reading specialists, ESL teachers
- After school tutoring and homework help programs
Senior leaders acknowledged that historically there had been a lack of focus on Key Stage 3 (KS3) in their schools, with all attention being placed on Year 11 outcomes. They now recognize the importance of the early secondary education years, as what happens in KS3 significantly impacts future results. One headteacher changed his school's philosophy to prioritize KS3, believing it is the "bedrock" of later success and that getting Years 6 through 10 right means Year 11 will then be successful. The document discusses efforts to raise the profile of KS3, including starting a student voice project, better preparing students for exams, and standardizing assessments and homework across departments to mirror GCSEs and emphasize mastery of content at an earlier stage
This presentation will help you to the following:
1. explain the HLC standard for clock hours.
2. utilize research on content retention and attention span to improve lessons.
3. utilize various strategies for lesson planning and effective content delivery including chunking, wait time, how the brain processes information, and differentiated instruction.
4. create effective lesson plans.
Instructional Rounds Training (November 14, 2012)ESMSTigers
The document discusses the purpose of school being student learning. It then provides norms for faculty, the philosophy of development being job embedded, ongoing, collaborative, and collective inquiry. It outlines the essential characteristics of a professional learning community as having a mission, vision, values, goals, collective inquiry, continuous improvement, collaborative teams, action orientation, and results orientation.
The Cult of Outstanding - Wellington 2014David Didau
This document summarizes key points from a presentation by David Didau at the Festival of Education on being wrong about learning. It discusses how we don't truly understand learning, experts can be wrong, and preferences don't equal truth. People are biased to avoid being wrong through confirmation bias and sunk cost fallacy. True learning is invisible and inferred from performance, yet performance is a poor indicator. Feedback is powerful but its nature, timing, and how students receive it matter more than quantity. The focus should be on meaningful outcomes rather than performative "outstanding" lessons.
The document discusses authentic learning experiences and scenario-based learning. It provides examples of scenario-based learning projects used at Cal Poly Pomona involving engineering design projects that address real-world problems. These projects are meant to provide authentic learning experiences for students by involving them in hands-on work to solve problems in a way that mirrors real engineering practice.
This document outlines 10 points for designing authentic learning experiences: 1) using real-world problems, 2) having ill-defined problems for learners to solve, 3) requiring sustained investigation over time, 4) using multiple sources and perspectives, 5) collaboration, 6) reflection, 7) interdisciplinary perspectives, 8) integrated assessments, 9) producing polished real-world products, and 10) allowing for multiple interpretations and outcomes. Each point is then briefly explained to show how it contributes to a more authentic learning experience that better prepares learners. The document encourages using this checklist to evaluate one's own courses.
The document discusses recommendations for homework based on research. It suggests that the amount of homework should increase with grade level, from 30-40 minutes for elementary school to 120 minutes for high school. Parental involvement in homework should be minimal as research shows it can have negative effects. If homework is assigned, teachers should identify whether the purpose is practice, preparation, or elaboration, and provide feedback, which is most effective for learning.
Moving on From Minimum Standards discusses developing a strategy to enhance tutor contact details and availability beyond just providing basic information. It suggests using the Virtual Learning Environment to better communicate arrangements and manage equitable communication with students. A first step is identifying objectives like adopting a student-centered perspective to achieve enhancement and focusing efforts on tutors proactively sharing accurate contact information and availability.
The document outlines six principles to support great teaching and learning: high expectations, responding to feedback, expecting excellence, perfect practice, pride in work, and dedication and deliberate practice. It provides examples of how a teacher named Mr. Clarke implemented these principles in his classroom by setting a high bar for students, expecting hard work and effort, and providing feedback and opportunities for practice. The document also discusses content from sources on what makes great teaching, such as strong subject knowledge, quality instruction through scaffolding and modeling, and using questioning to check understanding and promote deeper thinking.
The survey and audit found that most staff feel they are able to make a difference in improving learning quality across the school. Lead teachers take on a coaching role to support colleagues, and peer observations are encouraged but limited. While opportunities exist for sharing practices and research-led development, only 44% felt their professional learning directly improved specific student learning in their class. Areas for improvement include making the impact of pedagogical developments more explicit and using baseline assessments to measure impact.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Teachers will lead collaborative enquiries to develop aspects of their pedagogy. They will focus on a specific cohort, gather evidence of their practice's impact on student learning, and engage in collaborative planning, observing, recording, reflecting and tweaking. The goal is to embed effective practices and share results. Teachers will use regular CPD sessions and mentor support for planning and discussion. The process involves identifying an inquiry question, designing an evaluation, investigating issues, planning interventions, reviewing with experts, refining approaches, and evaluating impact.
TESTA, Durham University (December 2013)TESTA winch
This document summarizes a presentation about the TESTA (Transforming the Experience of Students Through Assessment) research project. The project studied assessment practices across several university programs to understand how to improve student learning. Key findings included that students learned best with a balance of formative and summative assessment, timely feedback, and clear goals and standards. The presentation reviewed assessment patterns found, common student feedback themes, and recommendations for changes to support learning like increasing formative tasks and streamlining assessment variety.
The document discusses the implementation of Curriculum for Excellence in Scottish primary schools. It outlines the scope and principles of the new curriculum, including placing the learner at the center, emphasizing pedagogy, and assessing to support learning. It also provides examples from one primary school's journey in reshaping its curriculum to focus on learner outcomes, joined-up learning across subjects, and using formative assessment strategies. The head teacher aims for every child to become an architect of their own learning.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
Supporting Meanginful Professional Developmentdvodicka
The document discusses strategies to promote meaningful professional development and student engagement. It emphasizes adopting a belief that all students can learn at high levels and providing enhanced support for underrepresented groups. Schools will need to develop a culture of data analysis, diagnostic instruction, and student-centered strategies to meet all students' needs. Meeting agendas should implement strategies to increase engagement among leaders.
This document provides an overview of outcome-based education (OBE) at UTHM. It discusses key concepts in OBE including constructive alignment, continuous quality improvement, and closing the assessment loop. It also outlines the relationships between program educational objectives, program learning outcomes, course learning outcomes, teaching and learning activities, and assessment. Key performance indicators are identified to measure achievement of learning outcomes. The document emphasizes aligning learning outcomes, teaching methods, and assessments to ensure students can demonstrate what they have learned.
1. The document discusses teachers taking on the role of researchers to improve their practice. It describes how teachers can develop focused research questions, collect classroom data, and make changes based on the findings.
2. Examples are provided of teacher-led research projects that examined classroom interactions and participation levels. The projects helped teachers refine their questioning techniques and increase student involvement.
3. Taking a research approach allows teachers to gain a deeper understanding of their classroom context and make evidence-based changes.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
This document discusses outcome-based education (OBE) and related concepts. It defines OBE as focusing on student learning by using learning outcome statements, providing learning activities to help students achieve outcomes, and assessing how well students meet outcomes. It discusses constructive alignment, where teaching methods and assessments are aligned with intended learning outcomes. The document also covers continuous quality improvement (CQI) and closing the assessment loop to enhance teaching/learning based on evidence. Key performance indicators (KPIs) are used to measure achievement of course, program, and institutional learning outcomes and objectives.
Lights, action, clapperboards: changing how students think and perform throug...Tansy Jessop
1) The document discusses challenges with assessment and feedback on TV production degree programs, including an over-reliance on summative assessment, disconnected feedback between assignments, and a lack of clear goals and standards.
2) It proposes addressing these issues through increasing formative assessment, improving feedback dialogues across modules, and co-creating assessment criteria with students to help internalize goals and standards.
3) Case studies show that a "TESTA effect" of rebalancing assessment toward formative, connecting feedback, and clarifying expectations can improve learning outcomes and student satisfaction.
Class 2 so tl overview con't and generating a research questiontjcarter
This document provides an agenda for a class on getting started with the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. SoTL involves systematic, literature-based inquiry into teaching and learning processes and outcomes. It follows scientific standards and practices and generates peer-reviewed work that contributes new knowledge. The document discusses developing research questions for SoTL studies and provides examples of SoTL and non-SoTL activities. It also outlines steps in the SoTL process and considerations for coming up with a good research question.
Class 2 so tl overview con't and generating a research questiontjcarter
This document provides an agenda for a class on getting started with the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. SoTL involves systematic, literature-based inquiry into teaching and learning processes and outcomes. It follows scientific standards and practices and generates peer-reviewed work that contributes new knowledge. The document discusses developing research questions for SoTL studies and provides examples of SoTL and non-SoTL activities. It also outlines steps in the SoTL process and considerations for coming up with a good research question.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
This document discusses myths about assessment and feedback that were explored through the TESTA project over five years. The TESTA project aimed to provide evidence-based research and drive changes to assessment practices across several university programmes. The document discusses five common myths, including that modular designs always lead to coherent programmes, assessment is mainly about grading, formative assessment is difficult to do, feedback is only written comments from lecturers, and that students will engage in good learning practices without scaffolding. For each myth, the document provides evidence from student surveys and programme audits that challenge the myths. It also outlines changes implemented by TESTA to improve assessment and feedback practices.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
From Principle to Practice
1. From Principle to Practice
#LSRNEastMids Nottingham College
@MikeTylerSport
2. Planning & Curriculum Structure
Pedagogical Content Knowledge
has strong evidence of impact on student outcomes according to Coe (2014)
How do students think about the content?
What are students’ common misconceptions and mistakes?
How do concepts relate, fit together, build on other concepts?
In what order should concepts be taught? Why?
What modes of instruction does this content lend itself to?
3. Research
Sweller Cognitive Load Theory
ACQUISITION
Kirschner, Sweller & Clark
Why Minimal Guidance During
Instruction Does Not Work
Ebbinghaus Forgetting Curve
RETRIEVAL
Söderström & Björk Learning Versus Performance
5. Cognitive Load Theory
Principle Practice
Activate Prior Knowledge
Minimal New Knowledge
Modelling
Knowledge Organisers
Dual Coding
Working memory is quickly overloaded
Due to volume/complexity of content
Or due to complicated presentation
6. e.g. ‘Live’ exam answer modelling
‘Worked example effect’ enables focus on comprehension
rather than problem solving (reducing WM load)
Teacher can later withdraw/fade scaffold
Gives student insight into expert thought
processes and self-correcting
7. e.g. Knowledge Organisers
Activation of Prior Knowledge
Contextualisation of new learning
Repetition and regularity are key
Visit these every lesson
8. e.g. Dual Coding
Two ‘channels’: visual and verbal
Reduces cognitive load if channels
are well integrated
Teacher explained the diagrams,
students copied, then added text.
11. e.g. Starter Quizzes
Diagnostic for teacher and student
Informs teacher of re-teach needs
Directs student to further practice*
12. Learning Versus Performance
Principle Practice
Interleaved Curriculum
Practice not Plenaries
Learning requires intervals between
acquisition and retrieval
Therefore plenaries probably do not
evidence learning, only performance
13. e.g. Practice not Plenaries
Better to
‘Overlearn’
Quiz
Practice transfer into a new context
Review & Recap
16. From Principle to Practice
#LSRNEastMids Nottingham College
@MikeTylerSport
17. References
Coe, R., Aloisi, C., Higgins, S, & Elliot Major, L. (2014) What makes great teaching? Review of the
underpinning research. Sutton Trust.
Kirschner, P.A., Sweller, J. & Clark, R.E. (2006) Why Minimal Guidance During Instruction Does Not
Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-
Based Teaching. Educational Psychologist, 41(2), 75–86
Soderstrom, N.C. & Bjork, R.A. (2015) Learning Versus Performance: An Integrative Review. Perspectives
on Psychological Science, 10(2), 176–199.
Sweller, J. (2006) The worked example effect and human cognition. Learning and Instruction, 16, 165-
169.