Goal-Setting, AAPT Facilitators Workshop
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A set of slides on backwards design (Wiggins & McTighe, 2005) and multiple learning goals for significant learning (Fink, 2013), for the American Association of Philosophy Teachers' workshop for facilitators of the AAPT Teaching & Learning Workshops--training to facilitate those workshops.
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Este documento presenta una introducción a la plataforma educativa Edmodo. Se describe Edmodo como una herramienta que permite a profesores y estudiantes comunicarse y compartir recursos educativos de manera segura. La plataforma apoya diferentes niveles de comprensión como comprensión, análisis, síntesis, aplicación y evaluación para promover el conocimiento.
April Wiki Work
La Mezquita-Catedral de Córdoba es una antigua mezquita construida en el siglo VIII que posteriormente fue convertida en catedral cristiana en el siglo XVI. Es uno de los edificios más importantes de la arquitectura andalusí por su impresionante estructura de arcos de herradura y columnas que sostienen la techumbre de la nave principal. Actualmente es tanto un lugar de culto católico como un destacado monumento histórico y arquitectónico de España.
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This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
Transforming Course Assessments with Backwards Design & Renewable Assignments
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
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This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
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Visual aids and prompts for Day Two of the Developing Educational Practice course at the University of the Arts London.
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This document provides an overview of a workshop on curriculum planning and course design. The workshop aims to help participants understand what curriculum entails beyond just content, and identify different components for designing a course that actively engages students. It discusses defining curriculum, Schwab's curriculum commonplaces of the teacher, student, subject matter and milieu. Participants reflect on these factors and how to select essential content and learning outcomes. The workshop also addresses assessment, learning activities, resources and the importance of front-end analysis to guide course planning decisions.
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1. The document outlines goals for a meeting to share a draft guidebook on inquiry-based instruction and collaboration. It aims to elicit feedback and expand toolkits for these areas.
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Here is an example using the objective strand you provided:
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When considering the authentic assessment task, students will need to organize and interpret data and communicate their findings to an audience. Therefore, an additional skill that could be explicitly taught is:
Structure information in summaries, essays and reports. (ATL Category: Communication, ATL Cluster: Communication)
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The document discusses the Understanding by Design framework for curriculum planning. It outlines the three stages of backwards design: 1) identifying desired results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences. For stage 1, teachers are advised to establish goals, enduring understandings, and essential questions. For stage 2, the document discusses formative and summative assessments and aligning assessments to standards. Teachers are preparing a unit plan using the Understanding by Design process.
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This document provides guidance for developing a teaching philosophy statement focused on adult learning in an online environment. It discusses key concepts in adult learning theory, such as the five issues addressed in andragogy. The document outlines the recommended sections to include in a teaching philosophy statement: conceptualization of learning, conceptualization of teaching, goals for students, implementation of the philosophy, and a professional growth plan. Specific questions are provided for each section to help articulate beliefs about adult learning and teaching approach.
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As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
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Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
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Slides that introduce SoTL: what it is, some examples, and why one might do it. Presented to a few groups at Lakehead University in November 2019. Slides available to download w/o slideshare account: https://osf.io/xkw4g/
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This document discusses open educational resources (OER) in philosophy. It defines OER as educational materials that are in the public domain or available with an open license, allowing anyone to legally copy, use, adapt and share them. The document notes rising textbook costs as a key issue that OER aims to address through improving access and allowing customization. It provides examples of OER that can be used in philosophy, such as open textbooks and logic materials. Challenges of finding and implementing high-quality OER are also acknowledged.
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Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
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This document summarizes a presentation on advocating for open educational resources (OER) on campus. It discusses the high costs of textbooks for students and rising tuition as problems that OER can help address. OER are defined as educational materials that can be freely used, adapted, and shared. The benefits of OER discussed include improving access and equity, allowing customization of materials, and enabling non-disposable and student-produced work. Suggested advocacy strategies include gathering data, advocating to faculty, asking for training and inclusion in the library, and forming a campus OER working group.
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Here are the day 2 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-2
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Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
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These slides are downloadable in Power Point format on my Open Science Framework repository: https://osf.io/kctf3
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These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
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تتميز هذهِ الملزمة بعِدة مُميزات :
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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Goal-Setting, AAPT Facilitators Workshop
- 1. GOAL-SETTING AAPT TEACHING & LEARNING FACILITATOR WORKSHOP, 2016 Christina Hendricks Slides licensed CC BY 4.0
- 2. Learning goals for session • Explain what “backwards course design” is and why it’s valuable • Describe at least three different kinds of learning goals • Create at least one learning goal for an upcoming course, hopefully of a kind you hadn’t considered before
- 3. Imagine a new course you could be assigned to teach … • What’s the first thing you would start to plan? A new course
- 4. Backwards Design Beginning of course End of course 2 or more years later • What do you hope students can do by the end of the course? Wiggins & McTighe (2005), Fink (2013) • What do you hope they can do 2 or more years later?
- 5. Backwards Design Beginning of course End of course 2 or more years later Wiggins & McTighe (2005), Fink (2013) Learnin g Goals “Significant Learning”
- 7. Types of learning goals (Fink) Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn OTHER
- 8. Your learning goals Write here to share: http://is.gd/AAPT2016_tlf_doc Create a learning goal for one of your courses (ideally something you hadn’t considered before). Foundational Knowledge • What key information/ideas should students learn? Human Dimension • What could students learn about selves, others, interacting w/others? Application • What kinds of thinking need to develop: critical, creative, practical? • What skills should students develop? Caring • What changes would you like to see in students’ feelings, interests or values? Integration • What connections should make among ideas in course, between course & other courses or their lives? Learning How to Learn • How can students learn to be good learners in this course? How to become self-directed learners?
- 9. My new Goals for Intro Course Integration Human Dimension Caring Learning How to Learn Apply philosophical thinking to current events Recognize if rely on unexamined beliefs Care about whether have examined beliefs Take notes on main arguments in readings Explain how philosophical activity is everywhere Engage in respectful philosophical dialogue Explain the value of learning with/from peers Explain how to get help, what resources available
- 10. Get Students Involved in Goals! Have discussion or survey on what goals students have for the course, using this (or another) taxonomy • Possibly revise the ones you wrote for the course • Or just have them write goals for themselves & revisit during the course
- 11. Thank you! These slides are available here: https://is.gd/aapt2016_tlf_slides Christina Hendricks c.hendricks@ubc.ca Blog: http://blogs.ubc.ca/chendricks Twitter: @clhendricksbc Slides licensed CC BY 4.0
Editor's Notes
- Lines because these interact with each other
- Think on own first, then share in pairs and write on doc or on paper