Internship Orientation November 11, 2009
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This document summarizes an orientation for Medaille College interns. It discusses: - The objectives of connecting students to resources, reviewing the internship process, and introducing experiential learning theory - Key messages about taking ownership of one's learning and being responsible and accountable - Definitions of internships as structured, supervised opportunities to apply classroom learning in real-world contexts - Benefits of internships like applying knowledge to problems and exploring career choices - Resources available to students, including guidelines and requirements - The roles and responsibilities of students throughout the internship stages - Kolb's experiential learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation as a framework
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The document discusses principles of learning objectives. It defines learning objectives and explains their importance in providing clarity of purpose and a basis for evaluation. Key components of a good learning objective include being specific, measurable, achievable, relevant and time-bound. Objectives should specify an action verb, audience, expected behavior, standard and condition. Bloom's taxonomy is presented as a framework for classifying objectives according to cognitive levels from remembering to creating. Sample learning objectives at different cognitive levels are provided following the structure of specifying an action verb, audience and object.
Seminar in Syllabus Making
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.
Lesson planning
The document provides guidance on developing effective lesson plans by addressing key components such as learning objectives, learning activities, and assessment. It emphasizes that a lesson plan should:
1) Identify clear and measurable learning objectives that are aligned with the overall course goals.
2) Include different activity types to engage students and help them practice and develop skills related to the objectives.
3) Plan assessments that allow students to demonstrate their understanding and provide instructors feedback to improve teaching.
4) Sequence the lesson using a framework like Gagne's nine events of instruction to maintain student engagement and facilitate learning.
PTLLS
This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
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This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.Assessment for Learning I
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Formative Assessment
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
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