Unpacking Understanding by Design By Grant Wiggins, et alKaren Hartle
The New Milford Curriculum Handbook is largely based on Understanding by Design. This Powerpoint is an excellent resource for curriculum writers and implementors alike.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Unpacking Understanding by Design By Grant Wiggins, et alKaren Hartle
The New Milford Curriculum Handbook is largely based on Understanding by Design. This Powerpoint is an excellent resource for curriculum writers and implementors alike.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
This is a short version of the CRITHINKEDU educational protocol to support the development of critical thinking in higher education institutions. For more information, please read the full document at http://bit.ly/2XpF87r
Classroom achievement tests are generally teacher-made tests, these tests are constructed by teachers to test the amount of learning done by students, teacher-made tests usually measure attainment in a single subject in a specific class or form or grade. Teachers are empowered by institutional policies to assess the amount of learning done after a stipulated period of instruction.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Ground Reality of Research Issues and Concerns of Research ScholarsDr. N. Asokan
Dr.N.Asokan, Kalashalingam University, Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning, Problem Solving Skills, Lower & Higher Order Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books
This is a short version of the CRITHINKEDU educational protocol to support the development of critical thinking in higher education institutions. For more information, please read the full document at http://bit.ly/2XpF87r
Classroom achievement tests are generally teacher-made tests, these tests are constructed by teachers to test the amount of learning done by students, teacher-made tests usually measure attainment in a single subject in a specific class or form or grade. Teachers are empowered by institutional policies to assess the amount of learning done after a stipulated period of instruction.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Ground Reality of Research Issues and Concerns of Research ScholarsDr. N. Asokan
Dr.N.Asokan, Kalashalingam University, Purpose
Research Definition
Thinking Process
Issues Related to Research
Issues related to Guide – Student Relationship
Characteristics of Research scholars
Knowledge, Skill, Talent, Life Long Self Learning, Problem Solving Skills, Lower & Higher Order Thinking Skills, Fanatic Discipline
Class Room Research
Research Outcomes from Books
Какая реклама эффективна? Как стать лидером рынка? Куда развиваться дальше?UpSale
Программа вебинара:
1. Как занять 51% рынка с помощью инструментов интернет-рекламы.
2. Кем быть на рынке: акулой среди рыб или рыбой среди китов?
3. Максимум дохода, минимум потерь: выбор новых сегментов рынка.
4. Расширение линейки товаров (услуг): как увеличить объем и географию рынка?
Analyzuj a Proveď je obchodní název pro finanční analýzu firem a obcí.
Základním účelem Analyzuj a Proveď je přinést Vám konkrétní fungující nástroje pro zvyšování výkonnosti vašich firem, což vám následně pomůže naplňovat vaše osobní a profesní cíle.
Analyzuj a Proveď je produkt společnosti Edolo Consult s.r.o.
Security is always important in data networks, but it is particularly critical in wireless networks such as
WiMAX. Authentication is the first element in wireless security that, if not well safeguarded, all following
security measures will be vulnerable. Denial of Service is one of the attacks that could target a WiMAX
network to make its operation inefficient. This paper is an investigation into a) the weakness and threats on
WiMAX security algorithms and b) the best method that could prevent DoS attacks prior to the
authentication algorithm.
The paper is presenting the architecture of WiMAX and identifying the main layers and sub layers that
these security algorithms are performing their functions from within. The paper incorporates the new
method with the authentication algorithm to improve the efficiency of the security of WiMAX.
Trico heavy-duty wiper blades are designed to perform in the toughest environments and help protect precious cargo whether products or people while out on the road.
Carpe Diem! Position Yourself for for Maximum Revenue in 2016 -- TMHI Webinar...Marlene Maheu
Carpe Diem! Position Yourself for for Maximum Revenue in 2016
January 2016
1-Hour Webinar by Marlene M. Maheu, Ph.D.
For full webinar, visit telehealth.org/webinar
At the TeleMental Health Institute, you can earn CEs while you learn. You can benefit from our webinars, our individual course modules or full Certification in telemental health and online therapy.
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TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
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 ...
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
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.
1. FACULTAD DE ECOLOGÍA HUMANA
Carrera Educación Internacional
Course Name:
IEC 101 INTERNATIONAL EDUCATION CASE I Credits: 2
Semester/Year: 2010 Instructor: Jacqueline Ibarra
Schedule: Day and times TBA Office Hours:TBA
Contact Information:TBA Office
I. Course Description:
Groups of students use the principles of Communicative Language Teaching to assess
commercial text books. Students will survey English teachers about preferences in text
books.
II. Pedagogical Approach:
Student Role/Expectations:
• What do you expect from students? Students are expected to apply theory and
knowledge from the courses they are taking, in this case CLT.
o Students are expected to take an active role in their learning
o Follow a code of professional conduct.
o Commit yourself to ongoing learning.
• What do they have to do to be successful in this class?
o They will have to identify, analyze and solve a number of issues in a variety of
settings to preppare them to become truly professional in their field of work.
o They will have to demonstrate that they understand the concepts they have
learned and justify how they solved the case.
Faculty Role/Expectations:
• What should students expect from you? Guidance, prompt feedback, punctuality.
o to have the program, course, seminar or workshop instructional
responsibilities.
III. Established Goals:
Student will be able to use English professionally
2. Students will use English to obtain, process, construct and provide professional information
in spoken and written form.
At the end of the course the learner will...
Students will be able to use CLT theory to compare two new text series.
Students will be able to survey English teachers about their preferred activities in a text and
write a report on the results.
Students will be able to make recommendations based on weaknesses and strenghts od
each text.
Students will be able to use Google Site to work collaboratively and a Blog to post their
reflections through the whole process.
IV. Understandings: What relevant goals (eg. content standards, course or program
objectives, learning outcomes) will this design address
English teachers analyze texts that their Coordinators show them.
Book selection is based on the needs of teachers and students.
Book selection is based on current theories of learning English as a Foreign Language.
• What are the big ideas?
o How do English teachers evaluate learning materials?
Analytical dimension: What is the case reader's task with respect to
the key decision or issue of the case?
Conceptual dimension: What theories, concepts or techniques might be
useful in the understanding and/or resolution of this case?
Presentation dimension: What is really important and relevant
information here and what is still missing?
• What specific understandings about them are desired?
o What is good material?
Learning the three stage process the individual preparation, small
group disccussion and large group or clas discussion.
Analyzing the case
a. Defining the issue: immediate and basic issues, high and
low importance and urgency
b. Analyzing case data: causes and effects, constraints and
opportunities, quantityaive and qualitative assessment.
c. Generating Alternatives
d. Selecting decsion criterion
e. Analyzing and evaluating alternatives: short term vs
long term, predicting outcomes, quantitavie vs
qualitative analysis
f. Selecting the preferred alternative
g. Developing an action and implementation plan: planning
the implementation
• What misunderstandings are predictable?
o Missing information and assumptions
Context Assumptions
"Normal State Affairs" Assumptions
Decison Criterion Assumption
3. If-Then Assumption
The "Perfect Person" Assumption
V. Essential Questions:
What provocative questions will foster inquiry, understanding, and transfer of learning?
How are case studies going to help students in their career? It gives them a sense of reality,
a simulation process
Why is this simulation going to prepare students? They will be exposed to experience
situations where they can anticipate reactions and actions to solve the case.
What can be learned from case studies? Interactions between peers, practicing theory and
knowledge, learning to take risks, argumenting their position.
Which team solves the case? I think the one that has done the investigation to support their
solutions, the ones who are convinced of what they are trying to solve/crack. what is the
underlying reason for taking CASOS?
What is it that the students are going to take with them for the rest of their lives? They are
going to take the overall experience, the reason to have hands on perception of their
professional life. They will take with them the experience of cracking the case. The possible
alternatives and taking responsibility for their decisons when suggesting the text. Or,
whatever other decsion presented to them. They should be able to reach a consensus and
learn about teamwork online through the site. They will be able to reflect on the blogs and
sense the maturity of how they began and how they have evolved.
VI. Knowledge: Students will know...
1. How to identify teacher and students needs
2. Draw conclusions from survey
3. How to teamwork
How to write a report, recommendations based on findings
VII. Skills: Students will be able to...
• Use CLT theory to survey students and teachers needs and preferences about
materials
• Use CLT theory to compare 2 texts
• Make a professional presentation using ppt
• Develop qualitative and quantitiative framework to reason clearly and logically in
sifting careflully through the data available.
• Assess what can be done and to make descisions to generate and evaluate different
alternatives in order to formulate congruent action and implementation plans.
• Use the tools, techniques and theories they have learned
• Communicate, express themselves, construct arguments and convince the jury of
their views.
• Manage time under pressure while juggling various responsibilites.
• Deal with others in conflict resolutions and the art of compromise.
• Use their imagination into creating multiple solutions to one case.
• Write reports of the book selection decision justifying it using CLT theory.
VIII. Performance Tasks:
4. • Through what authentic performance tasks will students demonstrate the desired
understandings? Comparative chart for both texts, survey for teachers and analysis
from teacher survey.
• By what criteria will performances of understanding be judged? Their descriptions of
the texts, book features, Ecuadorian market, survey analysis report, their insights
and growth on the process to solving the case, improvisation and synchronization
among team members.
IX. Other Evidence
• Through what other evidence (quizzes, tests, academic prompts, observations,
homework, journals) will students demonstrate achievement of the desired results?
Their reflections and their participation in the sites
• How will students reflect upon and self-assess their learning? Blogging their
reflections
X. Assessment
Policy
Procedure
Criteria (rubrics)
XI. Prerequisites (if other courses are required before taking this course, they should be
named, and if not then leave this space out)
XII. Course Rational (who should take this course and why, if applicable)
XIII. Class Procedure (describes percentage of time spent in class and on line and channels
of communication)
XIV. Course Content Case????
XV. Methodology
XVI. Bibliography
Learning with Cases second Edition Lousie A. Mauffette-Leenders, James A. Erskine, Michel
R. Leenders
Understanding by Design Grant Wiggins and Jay McTighe
https://docs.google.com/viewer?url=http://www.professorjackrichards.com/pdfs/role-of-
textbooks.pdf