This document provides an overview of the modules in the Intel Essentials course. It discusses curriculum framing questions, essential questions and unit questions, methods of assessment, examples of student work, incorporating 21st century skills and internet research into lessons, creating modifications for students, and facilitating project-based learning and technology use in the classroom. The final modules focus on implementing and sharing out the created unit plan.
Calamity & Creativity in Chemistry: Alternative Assessment to Promote Information Literacy
Presented at the RSC Teaching Fellow's meeting in Liverpool, September 2014.
Developing Conceptual Understanding Through Alternative AssessmentKatherine Haxton
#HEASTEM16 talk looking at using infographics with peer-assessment adaptive comparative judgement, and self-assessment. Slide relating to student grades removed cf presentation version.
Calamity & Creativity in Chemistry: Alternative Assessment to Promote Information Literacy
Presented at the RSC Teaching Fellow's meeting in Liverpool, September 2014.
Developing Conceptual Understanding Through Alternative AssessmentKatherine Haxton
#HEASTEM16 talk looking at using infographics with peer-assessment adaptive comparative judgement, and self-assessment. Slide relating to student grades removed cf presentation version.
Questions that should be asked for online delivery classes are: Is the instructor using online exemplary practices? Is the instructor qualified to teach online? Methods that could be used on a voluntary basis to answer these questions will be discussed.
An introduction to the scholarship of teaching and learning (SoTL) for those who wish to explore the possibilities for scholarly research and publishing.
This presentation was delivered as a webinar as part of Insight 2014; Do IT digital-e
Tools explored were Mentimeter, Polleverywhere, Socrative and Nearpod, TitanPad
Using Brightspace for Skills Assessment by Gary Abbott of D2L London office.
Presentation at the Brightspace London Connection, May 18. 2017, at the Canada House in Trafalgar Square.
Moving to online instruction (for dummies)نسمة منصور
This is a summary of quick research I did (not at all comprehensive or sufficient) for shifting from face to face learning to online learning due to the current crisis. You can use it as an intro if you have no to low idea about online learning and instructional design.
Questions that should be asked for online delivery classes are: Is the instructor using online exemplary practices? Is the instructor qualified to teach online? Methods that could be used on a voluntary basis to answer these questions will be discussed.
An introduction to the scholarship of teaching and learning (SoTL) for those who wish to explore the possibilities for scholarly research and publishing.
This presentation was delivered as a webinar as part of Insight 2014; Do IT digital-e
Tools explored were Mentimeter, Polleverywhere, Socrative and Nearpod, TitanPad
Using Brightspace for Skills Assessment by Gary Abbott of D2L London office.
Presentation at the Brightspace London Connection, May 18. 2017, at the Canada House in Trafalgar Square.
Moving to online instruction (for dummies)نسمة منصور
This is a summary of quick research I did (not at all comprehensive or sufficient) for shifting from face to face learning to online learning due to the current crisis. You can use it as an intro if you have no to low idea about online learning and instructional design.
http://www.biographywritingservices.com/ This checklist will help you to write a quality and correct biography very quickly. For more information check our presentation.
With the explosion of the maker movement, schools are beginning to embrace creativity. However, what does this mean for assessment? Should we assess the creative process? Should we assess the finished product? Does assessing creativity actually make kids more risk-averse? In this workshop we explore what it means to assess both the creative process and the creative product without leading to risk aversion.
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Ash edu 650 week 3 assignment different school models newvindaniel123
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
5. Essential Question Unit Questions How can math help me understand the world around me? What are fractals good for? Why have stories always been important throughout history? Why do we still read Shakespeare? How is Shakespeare’s work relevant to my life? How does art reflect or change society? How does impressionist art reflect life in the late 1800’s? How does your own art reflect your life and culture? What does it take to change the world? How did the policies or actions of Abraham Lincoln affect America in the 1860’s? How do the policies and actions of Abraham Lincoln affect your life today?
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