This document provides an introduction to the backward design process for curriculum development. It outlines the three stages of backward design: 1) identify desired results, 2) determine acceptable evidence, and 3) plan learning experiences and instruction. For stage 1, it discusses identifying goals, essential questions, understandings, knowledge, and skills. It emphasizes that the purpose is to be thoughtful about learning goals rather than just gaining technical skills. It also notes that the process is not always linear and the stages don't need to be followed strictly step-by-step.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Training Slides of COMPETENCY-BASED CURRICULUM DEVELOPMENT, discussing the importance of Coaching.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Training Slides of COMPETENCY-BASED CURRICULUM DEVELOPMENT, discussing the importance of Coaching.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
This presentation formed part of the HEA-funded workshop 'Critical thinking in action: developing analytical skills in Criminology students. An experiential learning approach'
The workshop presented research and facilitated discussion on developing critical thinking skills in criminology students. Discussion of research results and use of a case study approach to teaching and learning highlighted how student views/concerns about their failure in developing critical thinking skills can be addressed via new directions in teaching.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to active and experiential learning please see: http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
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.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
2. Good design…is not so much about
gaining a few new technical skills as it is
about learning to be more thoughtful
and specific about our purposes and
what they imply (p. 14)
- distinguishing interesting learning from
effective learning
3. Stages of Backward Design
Stage 1: Identify desired results
◦ Requires clarity about priorities
◦ Must make choices
Stage 2: Determine acceptable evidence
◦ Evidence gathered through a variety of formal and
informal assessments during a unit of study, not
just a culminating test or project
◦ Self-assessment (p. 25) – explain what you mean;
describe the purpose of the self-assessment
4. Stages of Backward Design
Stage 3: Plan learning experiences and
instruction
◦ What activities will equip students with the
needed knowledge and skills?
◦ What material and resources are best suited
to accomplish these goals?
◦ “WHERETO” elements (p. 22)
T = tailored to the different needs, interests, and
abilities of learners modifications
5. Key Points
In actuality, it does not follow that this is
a step-by-step process …Don’t confuse
the logic of the final product with the
messy process of design work.
It doesn’t matter exactly where you start
or how you proceed, as long as you end
up with a coherent design reflecting the
logic of the three stages (p. 29)
6. Unpacking Stage 1: Elements
Established Goals: formal, long-term
goals, such as state content standards,
district program goals, departmental
objectives, and exit-level outcomes
◦ Typically refer to academic aims (e.g., factual,
conceptual, procedural)
◦ Also includes habits of mind (e.g., tolerance of
ambiguity) and values and attitudes (e.g.,
stepping in to mediate a playground dispute)
7. Essential Questions: highlight the big ideas
that are central to the design, ideas that the
work will require students to address
◦ Are at the heart of the subject
◦ Raise more questions – provoking and sustaining
engaged inquiry
◦ Because many of the truly essential questions
recur and have no final resolution, it is
appropriate to say that “seriously pursuing the
question” as opposed to “answering” it is the
desired result (p. 58)
8. Understandings: a “moral of the story”
about the big ideas
◦ What specific insights will students take away
about the meaning of ‘content’ via big ideas?
◦ Understandings summarize the desired
insights we want students to realize
◦ Specific generalizations about the “big ideas.”
They summarize the key meanings, inferences,
and importance of the ‘content’
◦ Deliberately framed as a full sentence “moral
of the story” – “Students will understand
THAT…”
9. Knowledge: the straightforward facts and
concepts that are to be gained from the
learning and teaching activities
Skill: identifies what students will be able to
do by the unit’s end (the discrete techniques,
complex procedures, and methods)
◦ Skill-related aims focus on techniques and
approaches (e.g., long division, jumping rope),
and processes (e.g., reading, problem solving), as
opposed to performance goals, such as “writing
persuasive essays,” which is a long-term outcome,
requiring many units and courses of study
10. • The targeted knowledge and skills can be of
three different kinds (p. 57):
– The building blocks for the desired understandings
– The knowledge and skills stated or implied in the
goals
– The “enabling” knowledge and skills needed to
perform the complex assessment tasks (identified
in Stage 2)
• We must always ask of knowledge and skill
goals, “For what kinds of important capacities
will this content actually equip us?” instead of
merely asking, “What knowledge and skills are
(potentially) important?”
– Transferability
11. Key Point
Although these categories are
conceptually distinct, they often overlap
in practice!
12. Essential Questions
Not only promote understanding of
the content of a unit on a particular
topic, but also spark connections and
promote transfer of ideas from one
setting to others (p. 107).
Keepstudents focused on inquiry as
opposed to just answers (p. 114)
13. A question is “essential” if it is meant to:
– Cause genuine and relevant inquiry into the big ideas
and core content
– Provoke deep thought, lively discussion, sustained
inquiry, and new understanding as well as more
questions
– Require students to consider alternatives, weigh
evidence, support their ideas, and justify their answers
– Stimulate vital, ongoing rethinking of big ideas,
assumptions, and prior lessons
– Spark meaningful connections with prior learning and
personal experiences
– Naturally recur, creating opportunities for transfer to
other situations and subjects
14. Key Points
• No question is inherently essential. It all
comes down to purpose, audience, and
impact
– Why we pose it
– How we intend students to tackle it
– What we expect for learning activities and
assessments as a result
• Many yes/no, either/or, and who/what/when
questions offer the potential to spark
impressive curiosity, thought, and reflection in
students, depending upon how they are posed
and the nature of the follow-ups
15. Key Points
Essential questions can be framed around four
categories of big ideas relevant to effective skill
learning (p. 113):
◦ Key concepts
◦ Purpose and value
◦ Strategy and tactics
◦ Context of use
Essential questions do not always need to be
global; they can go to the heart of a particular
topic, problem, or field of study
◦ Topical
◦ Overarching
16. Crafting Understandings
As with essential questions, no statement is
inherently a fact or understanding. It depends
upon who the learners are and what their
prior experience has been. (p. 136)
The point of identifying understandings is to
clearly frame our goals for ourselves, not to
come up with an actual learning plan (Stage 3)
– it’s a blueprint for the plan
17. Four Rules of Thumb:
• A desired understanding is a priority. A
unit should focus on a small number of
transferable big ideas about which
understandings are stated.
• Desired understandings are best stated
in propositional form: “Students will
understand that…”
18. Four Rules of Thumb:
• Although pertaining to general or abstract
ideas, the desired understandings must be
stated in clear, unambiguous terms – as
specific and insightful generalizations.
• Understandings are of two kinds, topical
and overarching. Topical understandings
are unit-specific, and overarching
understandings are broader and offer a
possible bridge to other units and courses.