integrated learning for grade level leaders
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Course development
Course Development is a process which includes course design, strategy, content selection and creation. Before anything else, you need to define the aims, goals and objectives of creating a course. How to define and what all to understand before defining is mentioned in the presentation.
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The document discusses the key elements of designing integrated hybrid and online courses, including determining course competencies and learning objectives, developing assessments to measure student progress, creating instructional materials and learning experiences to engage students, and synthesizing these elements into a course syllabus that incorporates interaction and technology. Faculty are provided with sample materials and resources to help with course planning, development of assessments and activities, and creation of an accessible online course.
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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.
2_Developing interactive teaching-learning activities.pptx
This document discusses developing interactive learner activities and teaching techniques for the revised lower secondary curriculum. It provides guidance on interactive learning and preparing interactive learner activities for real lessons. Some key points made include:
- Learning activities should actively involve learners through techniques like brainstorming, relating to real life examples, entry/exit tickets, icebreakers, learner-led reviews, and field activities.
- Effective learning activities align with learning outcomes, focus on experiential learning, have clear aims and purpose, promote thinking and problem solving, and include assessment components.
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BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
Integrative teaching as mode of instructional delivery
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
1.ppt
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
Curriculum -- Concepts.ppt
The document discusses curriculum and education in ancient India. It provides 9 objectives of education in ancient India, which included physical, intellectual, spiritual, and social development. Education was taught through listening, memorizing, and realizing concepts through meditation. The document also discusses categories of knowledge like facts, concepts, principles, and generalizations. It provides definitions of curriculum and different levels of curriculum like societal, institutional, and instructional. Finally, it discusses different approaches to curriculum development like the parallel curriculum model.
Recommended
Course development
Course Development is a process which includes course design, strategy, content selection and creation. Before anything else, you need to define the aims, goals and objectives of creating a course. How to define and what all to understand before defining is mentioned in the presentation.
Module 7pres
The document discusses the key elements of designing integrated hybrid and online courses, including determining course competencies and learning objectives, developing assessments to measure student progress, creating instructional materials and learning experiences to engage students, and synthesizing these elements into a course syllabus that incorporates interaction and technology. Faculty are provided with sample materials and resources to help with course planning, development of assessments and activities, and creation of an accessible online course.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?
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.
2_Developing interactive teaching-learning activities.pptx
This document discusses developing interactive learner activities and teaching techniques for the revised lower secondary curriculum. It provides guidance on interactive learning and preparing interactive learner activities for real lessons. Some key points made include:
- Learning activities should actively involve learners through techniques like brainstorming, relating to real life examples, entry/exit tickets, icebreakers, learner-led reviews, and field activities.
- Effective learning activities align with learning outcomes, focus on experiential learning, have clear aims and purpose, promote thinking and problem solving, and include assessment components.
- Participants are guided through activities to explore the characteristics of effective learning activities and prepare sample activities for topics in the S3 or S4 syllabus that break tasks
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
Integrative teaching as mode of instructional delivery
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
1.ppt
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
Curriculum -- Concepts.ppt
The document discusses curriculum and education in ancient India. It provides 9 objectives of education in ancient India, which included physical, intellectual, spiritual, and social development. Education was taught through listening, memorizing, and realizing concepts through meditation. The document also discusses categories of knowledge like facts, concepts, principles, and generalizations. It provides definitions of curriculum and different levels of curriculum like societal, institutional, and instructional. Finally, it discusses different approaches to curriculum development like the parallel curriculum model.
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The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction
Designing modules for deeper learning
The document discusses designing learning modules for deeper learning. It explains that the focus has shifted from teaching to learning with a more student-centered approach. Learning modules provide a structured experience with clear learning outcomes, activities, and assessments that integrate both in-person and online course components. The modules create opportunities for students to learn before, during, and after class through activities like preparation, in-class work, and reflection. The document provides guidance on aligning outcomes, methods, and assessments and fostering deep learning through sustained interaction, clear explanations, reasonable workload, in-depth pursuit of topics, and appropriate assessment. An activity asks the reader to develop an introductory module.
Sdr co po ppt (4)
The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
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The document discusses the iterative design process for an online postgraduate course in financial advising. Key points:
1. The course consists of 8 subjects being designed for a 6-week carousel model to provide qualifications for financial advisers by 2024.
2. An active, collaborative approach is taken, informed by educational theories of connected learning. Subjects will include scenario-based assessments and focus on communication, collaboration, creation and feedback.
3. The design process is ongoing, with further consultation in January 2020 to consolidate design elements like topic outcomes and assessment, and finalize the online course structure. The new qualification is a work in progress designed sustainably.
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system-of-learning-plan-preparation1-220829142420-7543f35c (1) (1).pptx
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system-of-learning-plan-preparation1-220829142420-7543f35c (1) (1).pptx
bmnmnjjjjjkkgggggggggggggggggggggggggggggggggggggkuuuuuuuuuuuuuuuuuuuuuuuuuuuuuulpooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
Transformational online and hybrid teaching module overview
This 7-module faculty development program teaches strategies for effective online and hybrid course design. The modules cover topics such as asynchronous and synchronous instruction, using multimedia, fostering social presence and community, and integrating quality standards. Faculty will learn how to design courses with clear objectives, varied assessments, and interactive learning experiences to engage students. The goal is to prepare educators to teach online using research-backed principles and tools.
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The document discusses the importance of coherent course design in aligning an institution's educational vision with classroom implementation. It emphasizes designing courses based on learning outcomes and ensuring continuity between global outcomes, weekly plans, and individual lesson plans. Well-formulated intended learning outcomes should be measurable and specify what learners will be able to do upon completion. The key stages of course design include defining the educational philosophy, objectives, methods, syllabus, schemes of work, assessment procedures, and ensuring plans are implemented in lessons.
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Project based learning is a teaching method where students gain knowledge and skills by investigating and responding to complex, open-ended questions or challenges over an extended period of time. It focuses on developing students' critical thinking, collaboration, communication skills, and creativity. Students are given voice and choice in their projects, and are asked to present their work to authentic audiences beyond the classroom. Proponents argue that project based learning prepares students for the 21st century workplace by developing important skills like collaboration, communication, responsibility, and innovation.
Design CBE
This document discusses using the Desire2Learn learning management system and other tools to design competency-based courses. It outlines goals of creating course templates, instructor training, and customized design. It also discusses using tools like release conditions, assessments, and an intelligent agent to accommodate competency-based education. The document provides background on competency-based education and compares it to traditional models. It evaluates using Desire2Learn to structure courses and discusses potential enhancements using additional tools.
Parallel_Curriculum_Model for Open House.ppt
The Parallel Curriculum Model is a framework for designing curriculum that includes four interrelated designs or "parallels":
1) The Core Curriculum focuses on essential concepts, principles, and skills through representative topics and analytical activities.
2) The Curriculum of Connections builds on the core by linking concepts across disciplines and contexts.
3) The Curriculum of Practice applies knowledge through authentic problems and roles like researchers or scholars.
4) The Curriculum of Identity explores how content relates to students' interests, strengths, and personal growth.
Together these parallels provide flexibility to meet varied student needs and abilities through challenging, meaningful curriculum.
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This document outlines an approach for schools to design curriculum that strengthens learning. It discusses using tools to map curriculum to ensure consistency, identify gaps, and invite collaboration. Curriculum mapping reveals what is taught, allows teachers to align content to standards and share practices. The approach also involves designing learning sequences and units to clarify intentions, processes, and assessments to guide students through new learning in a scaffolded way. The goal is to purposefully design contextual, fair, and equitable learning experiences that develop key competencies for all students.
CI 350 Project Based Learning
This document defines project based learning as a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It discusses how project based learning develops 21st century skills like critical thinking, problem solving, collaboration, and communication. The document also explains that project based learning allows for a wider perspective through different learning methods, and helps students become better prepared for the workplace by developing skills like collaboration, responsibility, and creativity.
Lesson plan
The document discusses key components of an effective lesson plan, including objectives, materials, procedures, and assessment. It provides guidance on what teachers should consider when designing lessons, such as variety, coherence, challenge, flexibility, and balance. The document also outlines different types of lesson plans and formats that can be used. Overall, it aims to help teachers understand best practices for writing lesson plans that support student learning.
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This document defines project based learning as a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It allows students to develop 21st century skills like critical thinking, problem solving, collaboration, and communication. Project based learning provides students with a more well-rounded perspective by using different materials and learning methods. It also better prepares students for the workplace by developing skills that can be applied throughout their lives.
Best practices
This document discusses best practices for creating a positive learning environment. It defines best practices as strategies that develop critical thinking, value diversity, and incorporate teamwork. Best practices are important because students must be able to work in diverse teams globally. They include teaching a balanced curriculum from multiple perspectives, integrating subjects, differentiating instruction for individual needs, and providing active, real-world learning opportunities. The document provides examples of how to implement best practices and develop critical thinking and creativity in the classroom.
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The document discusses designing learning modules for deeper learning. It explains that the focus has shifted from teaching to learning with a more student-centered approach. Learning modules provide a structured experience with clear learning outcomes, activities, and assessments that integrate both in-person and online course components. The modules create opportunities for students to learn before, during, and after class through activities like preparation, in-class work, and reflection. The document provides guidance on aligning outcomes, methods, and assessments and fostering deep learning through sustained interaction, clear explanations, reasonable workload, in-depth pursuit of topics, and appropriate assessment. An activity asks the reader to develop an introductory module.
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The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
Educational design presentation 2020
The document discusses the iterative design process for an online postgraduate course in financial advising. Key points:
1. The course consists of 8 subjects being designed for a 6-week carousel model to provide qualifications for financial advisers by 2024.
2. An active, collaborative approach is taken, informed by educational theories of connected learning. Subjects will include scenario-based assessments and focus on communication, collaboration, creation and feedback.
3. The design process is ongoing, with further consultation in January 2020 to consolidate design elements like topic outcomes and assessment, and finalize the online course structure. The new qualification is a work in progress designed sustainably.
System-of-Learning-Plan-Preparation (1).pptx
The document provides information on preparing a lesson plan as an OCI Coordinator for the school year 2022-2023. It discusses transitioning to a progressive face-to-face learning modality with online and printed materials. It outlines the purpose and steps for preparing a lesson plan, including identifying learning objectives, assessing students, planning learning activities, sequencing lessons, creating timelines, and providing closure. The functions and competencies of an OCI Coordinator in reviewing and aligning curriculum materials are also described.
system-of-learning-plan-preparation1-220829142420-7543f35c (1) (1).pptx
khkjjgbbbbbbbbjkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkhhhhhhhhyttttttttttttttttttttttttttttttttttttttttoooooooooooooooooooooooooooooooo
system-of-learning-plan-preparation1-220829142420-7543f35c (1) (1).pptx
bmnmnjjjjjkkgggggggggggggggggggggggggggggggggggggkuuuuuuuuuuuuuuuuuuuuuuuuuuuuuulpooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
Transformational online and hybrid teaching module overview
This 7-module faculty development program teaches strategies for effective online and hybrid course design. The modules cover topics such as asynchronous and synchronous instruction, using multimedia, fostering social presence and community, and integrating quality standards. Faculty will learn how to design courses with clear objectives, varied assessments, and interactive learning experiences to engage students. The goal is to prepare educators to teach online using research-backed principles and tools.
Fostering a community of collaboration and discussion - Mark Andrews
The document discusses improvements made to the Moodle virtual learning environment (VLE) for Cambridge Judge Business School's Executive MBA program. A 6-month project developed the VLE to better align with the program's objectives of being transformative, practical, personal, and harnessing collective intelligence. Improvements included redesigning the homepage, courses, and announcements. Participant feedback found the VLE dated and discussions disconnected. Lessons highlighted framing discussions and inducting all parties on the VLE's role. Next steps focused on using the VLE to tell the program narrative and capturing outside experiences.
(Unit 1) 11072 appraches of curriculum construction
This file is helpful in understanding the concept of curriculum. How a curriculum can be constructed and also approaches required for curriculum.
Sue Sheerin Coherent course design: translating your educational vision into ...
The document discusses the importance of coherent course design in aligning an institution's educational vision with classroom implementation. It emphasizes designing courses based on learning outcomes and ensuring continuity between global outcomes, weekly plans, and individual lesson plans. Well-formulated intended learning outcomes should be measurable and specify what learners will be able to do upon completion. The key stages of course design include defining the educational philosophy, objectives, methods, syllabus, schemes of work, assessment procedures, and ensuring plans are implemented in lessons.
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Design CBE
This document discusses using the Desire2Learn learning management system and other tools to design competency-based courses. It outlines goals of creating course templates, instructor training, and customized design. It also discusses using tools like release conditions, assessments, and an intelligent agent to accommodate competency-based education. The document provides background on competency-based education and compares it to traditional models. It evaluates using Desire2Learn to structure courses and discusses potential enhancements using additional tools.
Parallel_Curriculum_Model for Open House.ppt
The Parallel Curriculum Model is a framework for designing curriculum that includes four interrelated designs or "parallels":
1) The Core Curriculum focuses on essential concepts, principles, and skills through representative topics and analytical activities.
2) The Curriculum of Connections builds on the core by linking concepts across disciplines and contexts.
3) The Curriculum of Practice applies knowledge through authentic problems and roles like researchers or scholars.
4) The Curriculum of Identity explores how content relates to students' interests, strengths, and personal growth.
Together these parallels provide flexibility to meet varied student needs and abilities through challenging, meaningful curriculum.
Curriculum design presentation 2012
This document outlines an approach for schools to design curriculum that strengthens learning. It discusses using tools to map curriculum to ensure consistency, identify gaps, and invite collaboration. Curriculum mapping reveals what is taught, allows teachers to align content to standards and share practices. The approach also involves designing learning sequences and units to clarify intentions, processes, and assessments to guide students through new learning in a scaffolded way. The goal is to purposefully design contextual, fair, and equitable learning experiences that develop key competencies for all students.
CI 350 Project Based Learning
This document defines project based learning as a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It discusses how project based learning develops 21st century skills like critical thinking, problem solving, collaboration, and communication. The document also explains that project based learning allows for a wider perspective through different learning methods, and helps students become better prepared for the workplace by developing skills like collaboration, responsibility, and creativity.
Lesson plan
The document discusses key components of an effective lesson plan, including objectives, materials, procedures, and assessment. It provides guidance on what teachers should consider when designing lessons, such as variety, coherence, challenge, flexibility, and balance. The document also outlines different types of lesson plans and formats that can be used. Overall, it aims to help teachers understand best practices for writing lesson plans that support student learning.
Ci 350 project based learning
This document defines project based learning as a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It allows students to develop 21st century skills like critical thinking, problem solving, collaboration, and communication. Project based learning provides students with a more well-rounded perspective by using different materials and learning methods. It also better prepares students for the workplace by developing skills that can be applied throughout their lives.
Best practices
This document discusses best practices for creating a positive learning environment. It defines best practices as strategies that develop critical thinking, value diversity, and incorporate teamwork. Best practices are important because students must be able to work in diverse teams globally. They include teaching a balanced curriculum from multiple perspectives, integrating subjects, differentiating instruction for individual needs, and providing active, real-world learning opportunities. The document provides examples of how to implement best practices and develop critical thinking and creativity in the classroom.
Course mapping
This presentation provides help in defining and describing course maps and steps for creating a course map.
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integrated learning for grade level leaders
- 1. INTEGRATED LEARNING Sacred Heart School Bahrain
- 2. WHAT IS INTEGRATED LEARNING? WHAT ARE ITS BENEFITS?
- 3. INTEGRATED LEARNING What? • Making connections between different subjects, subject areas and skills • Connecting the curriculum to the real world • Focusing on application of knowledge and skills to diverse issues and challenges Why? • Encourages a deeper understanding of topics and the inter-relationships between complex real-world systems • Promotes skill development and higher order thinking • Creates more independent, active and engaged learners
- 4. INTEGRATING LEARNING Theme based learning • or the practice of integrating curriculum areas around a topic – helps learning become more relevant for students. 21st Century Skills • comprising skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society
- 5. • Identify a theme for your year group • Isolate the skills/knowledge areas to be developed • List down the common and subject specific learning objectives Step 1 - Outline (During this workshop) • Creation of one lesson plan in each subject • Identify further project goals and output for exhibition Step 2 - Plan and Prepare (During this workshop) • Creation of further lesson plans and activities • Creation of assessment Step 3 – Continue planning and preparing for the exhibition (After this workshop) Step 4 – Execution and Culmination Integrated Learning at SHS Bahrain • Goal: Interconnectedness of Learning • Output: Exhibition Week
- 6. BREAKOUT