June 13 praxis presentation
•Download as PPTX, PDF•
1 like•199 views
This document discusses examples of practicum-based assignments from different teacher education programs, including OISE and other universities. It provides a list of assignment examples in four categories: 1) community projects, 2) school-based site projects, 3) engagement projects at the option school site, and 4) campus-based options connecting to practice sites. The document encourages connecting with option partners to discuss next steps and provides examples of assignments that could fall under each category.
Report
Share
Report
Share
Recommended
ePortfolios and English language learners Christine Grimmer, John Bourke
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
Koutsomichali - Embedding IL in a 1st year undergraduate module: a case study...
Koutsomichali - Embedding IL in a 1st year undergraduate module: a case study...IL Group (CILIP Information Literacy Group)
This document summarizes a blended information literacy module for first year arts and design students. It included face-to-face lectures, online videos and activities, and an assessment project on a local business. Student feedback was positive about the library staff involvement and materials covering their needs. Usage data showed most students accessed introductory research materials but fewer completed all online activities. The module was effective but could be improved by offering more options and better integrating information literacy into face-to-face lectures.Elementary Artifact Workshop
The document outlines guidelines for teacher education students to create electronic portfolios, including artifact selection and reflections. It recommends choosing artifacts that demonstrate growth and meeting teaching standards. Suggested artifacts include lesson plans, assessments, and course assignments. Reflections should explain how artifacts meet standards and show growth over time, linking learning experiences. Resources are provided to help students structure their portfolios and reflections.
Peer to-peer development with media-rich faculty case studies
The document discusses peer-to-peer faculty professional development strategies used at Simmons College, including the development of media-rich case studies of exemplary blended learning courses. It provides context on blended learning at Simmons and strategies they have used for faculty development, including annual conferences and institutes. It then describes a new approach using ethnographic case studies of ten faculty courses that include video interviews, course tours, materials and recommendations. The case studies are intended to support peer-to-peer learning both in-person and online for improving faculty skills with blended learning course design and instruction.
Strategic Planning for Blended eLearning
The document discusses an evolutionary approach to strategic planning for eLearning at the University of Wollongong. It provides context on the university's multiple campuses and partnerships. It notes that while most Australian universities have general IT and teaching & learning plans, only 11% have separate published plans for IT in teaching and learning. The rest have embedded e-learning strategies in more general documents. The strategic planning process at UOW involved consultation, implementation of a new learning management system, implementing the strategic plan, and evaluation. The plan aimed to increase blended and multi-location subjects and active collaborative learning experiences using e-learning technologies by 2010.
Loreto 5 Elsa Vink 2013
The document discusses implementing a "flipped learning" approach for the Year 11 Prelim Biology course to make it a more engaging and student-centered learning experience. It proposes developing interactive PDF portfolios consisting of digital activities for topics like evolution and fossils that are typically dry and rely solely on teacher delivery. This would allow students to take more responsibility for their learning and prepare better for the independent HSC studies. Resources would be archived for students to access as needed. The approach would develop students' independent attitude and problem-solving skills. Benefits include improving the document's and teachers' digital skills through collaboration. Challenges include issues with sharing digital resources across platforms.
Teaching blended learning through a blended community of inquiry
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
Digitally enhanced Patchwork Text Assessment workshop
these slides were prepared as part of a workshop run for the centre for recording Achievement in Novermber 201
Recommended
ePortfolios and English language learners Christine Grimmer, John Bourke
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
Koutsomichali - Embedding IL in a 1st year undergraduate module: a case study...
Koutsomichali - Embedding IL in a 1st year undergraduate module: a case study...IL Group (CILIP Information Literacy Group)
This document summarizes a blended information literacy module for first year arts and design students. It included face-to-face lectures, online videos and activities, and an assessment project on a local business. Student feedback was positive about the library staff involvement and materials covering their needs. Usage data showed most students accessed introductory research materials but fewer completed all online activities. The module was effective but could be improved by offering more options and better integrating information literacy into face-to-face lectures.Elementary Artifact Workshop
The document outlines guidelines for teacher education students to create electronic portfolios, including artifact selection and reflections. It recommends choosing artifacts that demonstrate growth and meeting teaching standards. Suggested artifacts include lesson plans, assessments, and course assignments. Reflections should explain how artifacts meet standards and show growth over time, linking learning experiences. Resources are provided to help students structure their portfolios and reflections.
Peer to-peer development with media-rich faculty case studies
The document discusses peer-to-peer faculty professional development strategies used at Simmons College, including the development of media-rich case studies of exemplary blended learning courses. It provides context on blended learning at Simmons and strategies they have used for faculty development, including annual conferences and institutes. It then describes a new approach using ethnographic case studies of ten faculty courses that include video interviews, course tours, materials and recommendations. The case studies are intended to support peer-to-peer learning both in-person and online for improving faculty skills with blended learning course design and instruction.
Strategic Planning for Blended eLearning
The document discusses an evolutionary approach to strategic planning for eLearning at the University of Wollongong. It provides context on the university's multiple campuses and partnerships. It notes that while most Australian universities have general IT and teaching & learning plans, only 11% have separate published plans for IT in teaching and learning. The rest have embedded e-learning strategies in more general documents. The strategic planning process at UOW involved consultation, implementation of a new learning management system, implementing the strategic plan, and evaluation. The plan aimed to increase blended and multi-location subjects and active collaborative learning experiences using e-learning technologies by 2010.
Loreto 5 Elsa Vink 2013
The document discusses implementing a "flipped learning" approach for the Year 11 Prelim Biology course to make it a more engaging and student-centered learning experience. It proposes developing interactive PDF portfolios consisting of digital activities for topics like evolution and fossils that are typically dry and rely solely on teacher delivery. This would allow students to take more responsibility for their learning and prepare better for the independent HSC studies. Resources would be archived for students to access as needed. The approach would develop students' independent attitude and problem-solving skills. Benefits include improving the document's and teachers' digital skills through collaboration. Challenges include issues with sharing digital resources across platforms.
Teaching blended learning through a blended community of inquiry
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
Digitally enhanced Patchwork Text Assessment workshop
these slides were prepared as part of a workshop run for the centre for recording Achievement in Novermber 201
Technology Unit Outline
The document outlines a 6-week unit plan for a 5th grade social studies project where students will research and present on a selected state. Students will spend the first few weeks researching their state in print and online sources, then create a PowerPoint presentation to present their findings to the class in the final week. The plan identifies goals, objectives, standards, and accommodations for presenting their state research.
How Flipping Difficult can it be?
Delivered at TELFest Reunion: January 2017
Gareth provides an update on delivering flipped learning (to include changes and developments since year 1), and utilizing Lecture Capture and Google Community, in an undergraduate law module.
Session 3 Lynda Metcalfe Kemnal Technology College
This project aimed to [1] increase the quality and capacity of maths and science teacher training placements in schools linked to Greenwich and Goldsmiths universities. [2] It provided training to schools on mentoring, established new placement links, and offered ongoing support. [3] Over its yearlong run, it strengthened university-school partnerships, trained over 100 teachers in mentoring, and resulted in 8 schools newly offering placements - improving training opportunities.
Active learning, peer tutoring, and social learning technologies in a distanc...
In this presentation, we discuss the concept of Active learning, peer tutoring, and social learning technologies in a distance learning context . By the end of this presentation.
1. Discuss the limitations/challenges of using Peer Tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
2. Utilize a suitable Social Learning Technology to setup and enact an appropriate typology of Peer Tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
3. Assess the effectiveness a SLT-enhanced peer tutoring typology in fostering active learning among preprimary teacher-trainees in a distance learning context
4. Generate pedagogical strategies for utilizing SLT-enhanced peer tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
NYC iZone at WNET's Teaching and Learning
The document outlines several core elements of school innovation that new school models will focus on, including disrupting traditional assumptions about schooling. It discusses developing and implementing innovations at scale that disrupt assumptions such as one teacher delivering content to a whole classroom. An Innovation Zone will codify and scale innovations over four years by pursuing exemptions from restrictions, blending online and personalized learning, and optimizing student learning through algorithms.
BCcampus Professional Learning Framework
This Professional Learning Framework provides an at-a-glance overview of priorities, activities, guiding principles and directions for 2013-2014
Week 8 lesson 1
This document provides guidance for students preparing a presentation for a field expert on their aquatic conservation proposals. It outlines that students will develop a 5-minute summary of their proposal to present their key questions. It also notes they will have a practice Skype session with the deputy principal to learn professional communication etiquette before their actual Skype meeting with the field expert. The presentation and questions will be assessed based on rubrics aligned with the curriculum dimensions of extending knowledge and creative/critical thinking.
Developing a qualifications framework and accreditation system for preschool ...
The document outlines Makerere University's efforts to develop a qualifications framework and accreditation system for preschool teachers in Uganda. It discusses the university's early childhood education (ECE) teacher training curriculum. Statistical data shows many ECE training institutions collaborate with Makerere. The proposed framework aims to standardize ECE teacher training, provide a clear career path, and recognize the roles of education assistants. Challenges include unqualified principals and tutors and unlicensed institutions. Opportunities include enabling education policies and universities developing ECE programs. The authors pray for adoption of the framework to guide training and licensing of qualified ECE teachers.
Presentation diogocasanova alt
The Cube and The Poppy: Participatory approaches for designing technology-enhanced learning spaces. Presentation at the 2015 ALT conference in Manchester
Developing a Continuum of Expertise: Transforming a Program Fidelity of Imple...
This document provides an overview of the Pirate CODE continuum model for developing teacher expertise at East Carolina University. It describes several components of the model including Video Grand Rounds for analyzing instructional videos, the ISLES modules for learning instructional strategies, a co-teaching initiative, the use of instructional coaches, and implementation of the edTPA portfolio assessment. It then discusses ideas for measuring the fidelity of implementation of new programs, noting that innovations should be stable, guidelines clear, and collaboration supported to effectively measure fidelity and promote program improvement.
Background to an Action Research Project
This document discusses an action research project using iPads at a college. It aimed to have tutors from different departments take a course on using iPads for learning and then introduce iPads into their classrooms. They would then meet to share activities and discuss lessons learned. The project set up a class set of 8 iPads and provided 6 tutors with personal iPads for research purposes. The tutors agreed to take part in interviews about their experiences. The college's strategic plan included developing innovative teaching and learning as well as embedding e-learning into all curriculum areas.
Supporting High Impact Practices with portfolio-based learning Alison Poot
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
Findings classipads
Findings and recommendations from an action research project where 6 tutors in a large FE college have worked together to experiment with a class set of iPads
23 June Tda Barbara Brown
The document outlines the distinctive features of the SEN Initiative 2008-09 teacher training program. It describes two elements: 1) taught sessions that draw on practitioner expertise and electronic resources; and 2) placements including a special school placement and paired classroom placements to develop skills. It discusses the positive impact on new teachers in gaining understanding of individual student needs, learning difficulties, and effective teaching strategies. It also describes a cluster activity to embed special educational needs training across institutions and the goals of developing inclusive teaching practices.
Pre-Service Teacher Introduction
This document provides an overview of the Digital Text Initiative (DigiTXT) program for pre-service teachers. DigiTXT aims to expand the use of technology in early elementary education by increasing usage of eBooks and developing best practices for shared eBook reading. Key goals are to integrate core literacy skills with digital literacy and design 21st century learning spaces. Pre-service teachers are invited to observe eBook shared reading sessions, complete a classroom project, and participate in the program online and in future trainings.
What is effective technology integration for 21st century
Students guide their own learning through active engagement with technology that allows problem solving and analysis in groups, offering numerous opportunities for further learning and frequent interaction. This enables continuous observation and feedback from teachers, using different technologies to reach all types of learners.
Action Plan
The document outlines staff development plans for training teachers on the ClassWorks and AWARE technology programs. It includes two staff development sessions, one focused on ClassWorks and one on AWARE. Each session includes the trainers, goals, attendees, length, activities, and assessment. The document also includes information from the Campus Improvement Plan relating to using funds to create a ClassWorks lab, train teachers on the programs, and use the tools to support math and reading skills.
Cff Pr
This document outlines Pennsylvania's Classrooms for the Future initiative, which aims to reform high school education for the 21st century. The initiative will provide $200 million over 3 years to equip classrooms with new technologies like laptops for students. It also funds extensive professional development for teachers on using technology to improve instruction. The goal is to help students develop 21st century skills and prepare for postsecondary education and careers in a global marketplace that demands technological proficiency. Initial results show increases in student engagement and course rigor, along with decreases in disruptions and drop-out rates.
Cff Pr Ppt
This document outlines Pennsylvania's Classrooms for the Future initiative, which aims to reform high school education for the 21st century by providing technology and professional development to classrooms. The $200 million, 3-year program will equip core subject classrooms with laptops and other technology. It also provides extensive professional development for teachers to learn how to integrate technology and develop student skills in areas like collaboration, problem-solving and digital literacy. The goal is to improve student learning and prepare graduates for an increasingly digital, global job market.
Week Eight: Lesson One
This document outlines the activities and assessments for a Week 8 lesson on preparing an aquatic science proposal. Students will develop a 5-minute summary presentation of their proposal to present to a field expert via Skype. They will also prepare a list of questions for the expert. The teacher will hold a practice Skype session on professional communication etiquette. Students will submit their presentation draft to the teacher for feedback and assessment based on rubrics focusing on extending knowledge and creative/critical thinking.
Deep Dive into CBL #connex13
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
EDTECH 554 - Providing professional development for teachers copy
The document outlines a proposed professional development workshop for teachers on project based learning. The workshop will be conducted over 1.5 days by an outside organization. It will teach teachers the pedagogical underpinnings of project based learning and how to apply it across disciplines while integrating standards. Learning will be measured through pre/post assessments and surveys. The goals are for teachers to adopt a project based approach in their classrooms and move to tier 3 technology integration, with students actively engaged in individual and collaborative technology use. This workshop aims to improve teacher effectiveness and differentiate instruction to better serve all learners.
More Related Content
What's hot
Technology Unit Outline
The document outlines a 6-week unit plan for a 5th grade social studies project where students will research and present on a selected state. Students will spend the first few weeks researching their state in print and online sources, then create a PowerPoint presentation to present their findings to the class in the final week. The plan identifies goals, objectives, standards, and accommodations for presenting their state research.
How Flipping Difficult can it be?
Delivered at TELFest Reunion: January 2017
Gareth provides an update on delivering flipped learning (to include changes and developments since year 1), and utilizing Lecture Capture and Google Community, in an undergraduate law module.
Session 3 Lynda Metcalfe Kemnal Technology College
This project aimed to [1] increase the quality and capacity of maths and science teacher training placements in schools linked to Greenwich and Goldsmiths universities. [2] It provided training to schools on mentoring, established new placement links, and offered ongoing support. [3] Over its yearlong run, it strengthened university-school partnerships, trained over 100 teachers in mentoring, and resulted in 8 schools newly offering placements - improving training opportunities.
Active learning, peer tutoring, and social learning technologies in a distanc...
In this presentation, we discuss the concept of Active learning, peer tutoring, and social learning technologies in a distance learning context . By the end of this presentation.
1. Discuss the limitations/challenges of using Peer Tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
2. Utilize a suitable Social Learning Technology to setup and enact an appropriate typology of Peer Tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
3. Assess the effectiveness a SLT-enhanced peer tutoring typology in fostering active learning among preprimary teacher-trainees in a distance learning context
4. Generate pedagogical strategies for utilizing SLT-enhanced peer tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
NYC iZone at WNET's Teaching and Learning
The document outlines several core elements of school innovation that new school models will focus on, including disrupting traditional assumptions about schooling. It discusses developing and implementing innovations at scale that disrupt assumptions such as one teacher delivering content to a whole classroom. An Innovation Zone will codify and scale innovations over four years by pursuing exemptions from restrictions, blending online and personalized learning, and optimizing student learning through algorithms.
BCcampus Professional Learning Framework
This Professional Learning Framework provides an at-a-glance overview of priorities, activities, guiding principles and directions for 2013-2014
Week 8 lesson 1
This document provides guidance for students preparing a presentation for a field expert on their aquatic conservation proposals. It outlines that students will develop a 5-minute summary of their proposal to present their key questions. It also notes they will have a practice Skype session with the deputy principal to learn professional communication etiquette before their actual Skype meeting with the field expert. The presentation and questions will be assessed based on rubrics aligned with the curriculum dimensions of extending knowledge and creative/critical thinking.
Developing a qualifications framework and accreditation system for preschool ...
The document outlines Makerere University's efforts to develop a qualifications framework and accreditation system for preschool teachers in Uganda. It discusses the university's early childhood education (ECE) teacher training curriculum. Statistical data shows many ECE training institutions collaborate with Makerere. The proposed framework aims to standardize ECE teacher training, provide a clear career path, and recognize the roles of education assistants. Challenges include unqualified principals and tutors and unlicensed institutions. Opportunities include enabling education policies and universities developing ECE programs. The authors pray for adoption of the framework to guide training and licensing of qualified ECE teachers.
Presentation diogocasanova alt
The Cube and The Poppy: Participatory approaches for designing technology-enhanced learning spaces. Presentation at the 2015 ALT conference in Manchester
Developing a Continuum of Expertise: Transforming a Program Fidelity of Imple...
This document provides an overview of the Pirate CODE continuum model for developing teacher expertise at East Carolina University. It describes several components of the model including Video Grand Rounds for analyzing instructional videos, the ISLES modules for learning instructional strategies, a co-teaching initiative, the use of instructional coaches, and implementation of the edTPA portfolio assessment. It then discusses ideas for measuring the fidelity of implementation of new programs, noting that innovations should be stable, guidelines clear, and collaboration supported to effectively measure fidelity and promote program improvement.
Background to an Action Research Project
This document discusses an action research project using iPads at a college. It aimed to have tutors from different departments take a course on using iPads for learning and then introduce iPads into their classrooms. They would then meet to share activities and discuss lessons learned. The project set up a class set of 8 iPads and provided 6 tutors with personal iPads for research purposes. The tutors agreed to take part in interviews about their experiences. The college's strategic plan included developing innovative teaching and learning as well as embedding e-learning into all curriculum areas.
Supporting High Impact Practices with portfolio-based learning Alison Poot
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
Findings classipads
Findings and recommendations from an action research project where 6 tutors in a large FE college have worked together to experiment with a class set of iPads
23 June Tda Barbara Brown
The document outlines the distinctive features of the SEN Initiative 2008-09 teacher training program. It describes two elements: 1) taught sessions that draw on practitioner expertise and electronic resources; and 2) placements including a special school placement and paired classroom placements to develop skills. It discusses the positive impact on new teachers in gaining understanding of individual student needs, learning difficulties, and effective teaching strategies. It also describes a cluster activity to embed special educational needs training across institutions and the goals of developing inclusive teaching practices.
Pre-Service Teacher Introduction
This document provides an overview of the Digital Text Initiative (DigiTXT) program for pre-service teachers. DigiTXT aims to expand the use of technology in early elementary education by increasing usage of eBooks and developing best practices for shared eBook reading. Key goals are to integrate core literacy skills with digital literacy and design 21st century learning spaces. Pre-service teachers are invited to observe eBook shared reading sessions, complete a classroom project, and participate in the program online and in future trainings.
What is effective technology integration for 21st century
Students guide their own learning through active engagement with technology that allows problem solving and analysis in groups, offering numerous opportunities for further learning and frequent interaction. This enables continuous observation and feedback from teachers, using different technologies to reach all types of learners.
Action Plan
The document outlines staff development plans for training teachers on the ClassWorks and AWARE technology programs. It includes two staff development sessions, one focused on ClassWorks and one on AWARE. Each session includes the trainers, goals, attendees, length, activities, and assessment. The document also includes information from the Campus Improvement Plan relating to using funds to create a ClassWorks lab, train teachers on the programs, and use the tools to support math and reading skills.
Cff Pr
This document outlines Pennsylvania's Classrooms for the Future initiative, which aims to reform high school education for the 21st century. The initiative will provide $200 million over 3 years to equip classrooms with new technologies like laptops for students. It also funds extensive professional development for teachers on using technology to improve instruction. The goal is to help students develop 21st century skills and prepare for postsecondary education and careers in a global marketplace that demands technological proficiency. Initial results show increases in student engagement and course rigor, along with decreases in disruptions and drop-out rates.
Cff Pr Ppt
This document outlines Pennsylvania's Classrooms for the Future initiative, which aims to reform high school education for the 21st century by providing technology and professional development to classrooms. The $200 million, 3-year program will equip core subject classrooms with laptops and other technology. It also provides extensive professional development for teachers to learn how to integrate technology and develop student skills in areas like collaboration, problem-solving and digital literacy. The goal is to improve student learning and prepare graduates for an increasingly digital, global job market.
Week Eight: Lesson One
This document outlines the activities and assessments for a Week 8 lesson on preparing an aquatic science proposal. Students will develop a 5-minute summary presentation of their proposal to present to a field expert via Skype. They will also prepare a list of questions for the expert. The teacher will hold a practice Skype session on professional communication etiquette. Students will submit their presentation draft to the teacher for feedback and assessment based on rubrics focusing on extending knowledge and creative/critical thinking.
What's hot (20)
Session 3 Lynda Metcalfe Kemnal Technology College
Session 3 Lynda Metcalfe Kemnal Technology College
Active learning, peer tutoring, and social learning technologies in a distanc...
Active learning, peer tutoring, and social learning technologies in a distanc...
Developing a qualifications framework and accreditation system for preschool ...
Developing a qualifications framework and accreditation system for preschool ...
Developing a Continuum of Expertise: Transforming a Program Fidelity of Imple...
Developing a Continuum of Expertise: Transforming a Program Fidelity of Imple...
Supporting High Impact Practices with portfolio-based learning Alison Poot
Supporting High Impact Practices with portfolio-based learning Alison Poot
What is effective technology integration for 21st century
What is effective technology integration for 21st century
Similar to June 13 praxis presentation
Deep Dive into CBL #connex13
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
EDTECH 554 - Providing professional development for teachers copy
The document outlines a proposed professional development workshop for teachers on project based learning. The workshop will be conducted over 1.5 days by an outside organization. It will teach teachers the pedagogical underpinnings of project based learning and how to apply it across disciplines while integrating standards. Learning will be measured through pre/post assessments and surveys. The goals are for teachers to adopt a project based approach in their classrooms and move to tier 3 technology integration, with students actively engaged in individual and collaborative technology use. This workshop aims to improve teacher effectiveness and differentiate instruction to better serve all learners.
Teaching Librarians Online About How to Teach Online
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Pedagogy for Professional Learning
This presentation reflects on a certificate course aimed at teaching faculty eLearning officers the skills to become instructional designers. The course covered topics like learning theories, technologies in teaching, and instructional design over 12 weeks with activities like discussions and a wiki. While participants engaged well and evaluations were positive, explicitly using a theory of transformational learning may have better helped officers question assumptions and see themselves as instructional designers. Specifically, incorporating reflective activities grounded in Mezirow's work on meaning perspectives and critical reflection could have facilitated transformative learning.
Learning Designs For Constructivist Pedagogy
An ILLUSTRATED QUEST for a coherent pedagogical approach to e-learning in practice-based education
C2 l faculty development presentation by nwcc spring 2011
The document discusses faculty development practices at Pace University and Norwalk Community College focused on ePortfolio implementation. Both schools use a cohort model of 10-15 faculty across disciplines. Pace meets faculty in "Teaching Circles" over three sessions to introduce, exchange ideas on, and plan ePortfolio use. Norwalk holds introductory workshops to generate faculty enthusiasm and understanding of ePortfolios. The discussion highlights collaborative learning opportunities and questions about connecting theory and practice. Evidence of faculty finding the programs worthwhile suggests effectiveness.
Teaching Methods (Workshop, Project,Role play )
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Curriculum Integration: Using NAF Curriculum
The document discusses curriculum integration and provides guidance on developing integrated projects. It defines curriculum integration as having teachers from different subject areas collaborate on projects that incorporate skills and content from all subjects. Two potential project topics on the financial crisis and concept of money are presented. The document then discusses best practices for conceptual integration, such as identifying a unifying concept, related topics, and crafting an open-ended driving question. It emphasizes the benefits of collaboration between teachers and providing real-world relevance for students. Examples of successful integration processes and resources for additional support are also provided.
guide what is pbl en
This document provides an overview and guide to project-based learning (PBL). It defines PBL, discusses when to use it, conditions that support it, and research supporting its effectiveness. PBL engages students in learning knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. It is most effective when students have voice and choice, work with others, and produce a public product or presentation. Conditions that support PBL include a safe classroom environment, personalized learning, collaborative work, and involvement of community partners. Research shows PBL can boost achievement and help students develop skills like problem-solving that transfer beyond school.
D4 l ala-handout
Handout with information about the Design for Learning program, a series of free online modules to help library workers learn how to teach online. This program is made possible by the Institute for Museum and Library Services (IMLS), the South Central Regional Library Council (SCRLC), the Empire State Library Network (ESLN), and the School of Information Studies at Syracuse University (iSchoolSU).
Hughes final chapter iv
The document discusses a project that implemented project-based learning in a 4th grade social studies classroom focusing on the California Gold Rush. The project had objectives of creating supplemental technology-enhanced lessons and evaluating student performance and engagement. Evaluation found that students participating in project-based learning scored higher on standardized tests and reported higher satisfaction than those in traditional classrooms. However, teacher styles and school support could limit evaluation and expansion of the project-based approach.
Take Your Library Instruction Online! The Design for Learning Program
This document provides an overview of the 7-step Design for Learning program which teaches library workers how to design online instruction. The program is a free self-guided online course consisting of 7 modules that guide participants through needs assessment, learning outcomes, instructional strategies, and assessment. Participants work at their own pace to develop an instructional design plan and content for their own online module, applying principles of universal design for learning.
Vct anafuertes2-120111093510
This document provides information about a virtual classroom tour project conducted by Ana Fuertes Sanz at IES Monegros Gaspar Lax school in Sariñena, Spain. The project aimed to encourage 14-16 year old students to use information and communication technologies to support learning about energy problems and solutions. Students collaborated to research energy efficiency and identify suitable solutions for their homes through a wiki platform and presentations. The project promoted skills like critical thinking, problem solving, communication and taking environmental responsibility beyond the classroom.
Pbl presentation pgu session (1)
This document provides an overview of project-based learning (PBL), including its definition, benefits, and how to incorporate it into teaching. Some key points covered include:
- PBL engages students through authentic learning activities that answer questions or solve problems reflecting real-world work.
- It focuses on higher-order thinking, has open-ended tasks with multiple solutions, and requires self-management skills and collaboration.
- Benefits of PBL include teaching students to apply knowledge across disciplines, motivating disengaged students, and helping students understand real-world applications.
- Crafting effective PBL includes aligning to standards, using authentic real-world tasks with open-ended outcomes, and providing an
Lit review 2.docx
This document analyzes a study that examined how a teacher implemented project-based learning in her first grade classroom while still addressing required grade-level standards. The teacher negotiated project topics and activities with students to integrate standards into their interests. Researchers observed as the teacher encouraged students to independently problem solve during projects. The study found that negotiating plans with students gave them a sense of ownership over their work and motivated higher-level thinking. However, the findings may not generalize to other classrooms without the same teacher. Further research is needed on supporting teachers to successfully adopt this collaborative project approach.
Edtech554final paper1
The document describes a proposed 1.5 day workshop for 10 elementary teachers to educate them in project-based lessons and move them to a higher level of technology integration. The workshop would cover topics like PBL pedagogy and applications across disciplines. Activities would give teachers hands-on experience with projects and viewing student projects. Learning would be measured through pre/post assessments and observation of teachers' implemented projects. The goal is to help students develop 21st century skills through exploring real-world problems, and for teachers to learn how PBL supports differentiating instruction and integrating technology into the curriculum.
Handbook for the integration of the gender perspective in teaching and research
Presentation held by Maria J. Pando - Canteli and Pilar Rodriguez (Universidad de Deusto) during the SUPERA Final Conference, organised by SUPERA on 25 March 2022.
Outline for action research prospectus
This document outlines a research prospectus examining how project-based learning impacts high school students' technology skills and collaborative learning. The research will take place over 12 weeks in a technology classroom, using interviews, focus groups, and skills assessments. Five research questions are posed: 1) Does PBL increase tech skills? 2) Does group work improve vocabulary recognition? 3) Can students independently apply skills learned in groups? 4) Does instructional presentation style affect outcomes? 5) Are project outcomes representative of skills learned through dialogue? A literature review examines a study of PBL's effects on 5th grade social studies learning.
College Autonomy
The document discusses the concept of academic autonomy for colleges and its benefits. It aims to promote innovations in teaching and evaluation methods to improve education standards. An autonomous college would have freedom in curriculum design, teaching methods, and student assessments while being accountable for academic quality. Autonomy encourages critical thinking skills and meeting social needs but proper implementation and accountability are important to ensure program and student competency.
ModelClassroom_3YearReport FINAL
This 3-year report summarizes the successes, challenges, and lessons learned of the Model Classroom program from 2010-2013. Some key successes included increased student engagement, the establishment of an ongoing community of practice among educators, and positive teacher feedback about the workshop model. Common challenges included a lack of flexibility in curricula due to standardized testing, difficulties with collaboration, and issues with timing. Lessons learned included the importance of relationships and support networks for teachers, using a blended model of virtual and in-person professional development, recognizing diverse types of experts, and starting with smaller classroom practices that can lead to larger projects. The report provides several case studies of teacher projects and professional development activities to illustrate findings. It recommends focusing future
Similar to June 13 praxis presentation (20)
EDTECH 554 - Providing professional development for teachers copy
EDTECH 554 - Providing professional development for teachers copy
Teaching Librarians Online About How to Teach Online
Teaching Librarians Online About How to Teach Online
C2 l faculty development presentation by nwcc spring 2011
C2 l faculty development presentation by nwcc spring 2011
Take Your Library Instruction Online! The Design for Learning Program
Take Your Library Instruction Online! The Design for Learning Program
Handbook for the integration of the gender perspective in teaching and research
Handbook for the integration of the gender perspective in teaching and research
Recently uploaded
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneWhat is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Recently uploaded (20)
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
June 13 praxis presentation
- 2. PRACTICUM-BASED ASSIGNMENTS Some Examples @OISE Examples from Other Programs Nor th Developmental Language Project Portfolio Assignment @UC Berkley Dynamic Classroom Creation UVA’s Curriculum, Management Buddy Journals and Conflict Resolution Project. Doncrest Alverno College’s Videotaping Technology Conference and Action Research Project teaching sequence Lesson Design Assignment Weekly Practicum Log (Alverno Diversity Doll College) Week-long Literacy Plan Learning Luggage *See Resource List for Assignment Descriptions
- 3. PRACTICUM-BASED ASSIGNMENTS Description Benefits Obstacles
- 4. TIME TO CONNECT WITH YOUR OPTION Please take the next 5-10 minutes to connect with your option partners around next steps for your program next year.
- 5. FOUR CATEGORIES OF PRAXIS Category #1: Community projects Category #2: School-based option site projects Category #3: Option School site engagement projects Category #4: Campus-based Options that make connections to sites of practice
- 6. CATEGORY #1: COMMUNIT Y PROJECTS This categor y focuses on assignments and projects where teacher candidates would work within the school community. Theoretical concepts from School and Society, TES or Psychological Foundations may be used to inform projects and assignments from this categor y. EXAMPLE Social Justice Community Engagement Project (ICO) where OISE TCs choose a community organization (i.e., Boys and Girls Club) in the neighborhood of their practicum and commit 25 hours to helping support that organization. The goal of this assignment is to have the TC build a relationship with the organization as a way to understand the needs of the community in which they are teaching.
- 7. CATEGORY #2: SCHOOL-BASED OPTION SITE PROJECTS This categor y includes projects and assignments, which take place at the school site itself. In this categor y, the school site is integral to such projects and assignments that enable teacher candidates to integrate concepts from their courses into a project that might involve a combination of students, teachers and parents. EXAMPLE One teacher, one student project @Doncrest where TCs will be matched with one at -risk student at the school with whom they partner for the year. Based on the gradual release from Tribes, TCs will grow these relationships throughout the year. These experiences will provide useful context for some of the conversation that happen in School and Society, Psych Foundations and TES.
- 8. CATEGORY #3: OPTION SCHOOL SITE ENGAGEMENT PROJECTS This categor y includes projects and assignments where teacher candidates have the oppor tunity to obser ve teaching in a classroom that is exemplifying a theor y learned in class. EXAMPLE Running Records @Nor th option where an experienced teacher comes in to work with the TCs on how to do a running record. TCs are then given the opportunity to go into the classroom and complete a running record with students from the school (CH Best/Wilmington).
- 9. TIME TO CONNECT Please take the next 5-10 minutes to connect with your Option team around next steps for 2012/13.