Two teachers comprehensions, perceptions, and use of Understanding by Design
Jason Martel
University of Minnesota
Contact information included in PowerPoint
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Two teachers comprehensions, perceptions, and use of Understanding by Design
Jason Martel
University of Minnesota
Contact information included in PowerPoint
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Lesson GoalsCentral Focus of LessonThis lesson allows stu.docxcroysierkathey
Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical instruments. This is a hands-on activity allowing students to discover the differences in sounds made by different instruments. Students will also gain practice in recording their observations in their science notebooks.
What is the big idea or focus question of the lesson? For example: The focus of this lesson is for students to learn details about the history of the Georgian flag, describe the characteristics of the Georgian flag, count how many crosses are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know the students have learned what they should have learned. Objectives usually start with a verb; that explicitly describes what students will do. Avoid vague words like understand and know (they are not measurable). Objectives are single sentence statements. Objectives should focus on what the student will do not what the Teacher does. SWBAT- Students Will Be Able To.
What will the students know and be able to do by the end of the lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding the Great Wall of China
SWBAT: Identify the names of 4 fruits - SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the buildings they see and make. They will be using these words verbally as well as in writing. Students’ verbal and written descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and learned by the class in this lesson?
What other related words or synonyms will you use to build on their Vocabulary/Language development
Materials: What materials will be used in the Lesson or Learning Centers
For Example: Architecture photographs, color and building labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need additional support
Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic? What is your Hook ? For Example, a Mystery Box, The Teacher dressing up, etc…this must clearly connect to the Lesson Objectiv ...
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
Diverse Lesson Plan Template[Note Delete all of the writing in DustiBuckner14
Diverse Lesson Plan Template
[Note: Delete all of the writing in italics as you complete each section].
Focus on American cultural
The lesson should explore a diverse culture in depth on an age appropriate level.
The lesson can represent the cultures in the classroom as well as diverse cultures. .
It should not involve a holiday or food.
Grade Level: Pre-K Number of Students: 24 Instructional Location:Date:
Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?
Standard(s) Addressed:
What IL Learning Standards (Common Core, NGSS, etc.) will be addressed during the lesson?
Lesson Objectives and Demands
Lesson Objectives:
What will the students know and be able to do by the end of the lesson? (use observable language)
Lesson Considerations
Materials:
Prior Academic Learning and Prerequisite Skills:
List the prior knowledge that students will need to use and build upon to be successful in this lesson
Misconceptions: Identify common misconceptions regarding the concepts addressed in this lesson
Lesson Plan Details: Write a detailed outline of your class session includinginstructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic?
How will you activate and build on prior knowledge and experiences related to the topic?
How will you introduce and explain this strategy/skill so that students will understand the how and why?
How will you integrate the diversity into the lesson?
Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for understanding throughout the lesson)
How will you engage students in active meaning making of key concepts and ideas?
How will you model this strategy/skill for your students (exemplars and/or demonstrations)?
How will you provide opportunities for guided practice?
How will students independently practice using the strategy and the skill it targets?
What planned supports will you use for the whole class, individuals, and/or students with specific learning needs?
Closure - “After”: Restate teaching point, clarify key points, extend ideas, ch ...
Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to 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.
1. Year:
Teacher:
AT
Date:
06/07/2015
Set: mixed
ability
No of
Pupils:
Period: Subject: Art Topic:
Kirsty
Mitchell
Photography
Subject Learning Objectives and Learning outcomes: by the endof thelesson pupils will be able to
understand/know…All / Most / Some
To know more about the artist Kirsty Mitchell
To be able to design/draw images (that will leadto photographs)inspired by the
artist Kirsty Mitchell
To understand more about the powerof storytelling and creative photography
Learning outcomes:
All – will have started to draw/design images (that will lead to photographs)inspired by
the artist Kirsty Mitchell
Most – Will have added annotations to their work
Some – will have added more complex detail
Assessment opportunities
Individual: Looking at own work and identifying what has been successful and progress needs to be made.
Group: Discussion of work completed during the lesson, what is successful, what has been learned? Have you
created innovative designs/drawings? What has been successful and why and what can be improved?
Teacher: Continual verbal feedback throughout the lesson and demonstrate and explain objectives of the
lesson
Differentiation
EAL: To have different ways of explaining instructions, as well as incorporating visual aids for
example, showing a visual examples of what to do. Supporton a one to one basis.
G&T: Have more complex resources and visual aids
SEN: Explain the tasks in a simpler way, have differentiated range of resources to choosefrom
(eg. Handout, variety of props)
2. Resources:(Including opportunities for ICT and Health and Safety Issues):
Paper, pencils, rubber, a range of props, colouring pencils
Personal, social and
moral links:
Students are developing
the ability to critique
each others work in a
positive way, to accept
and appreciate
differences,
understanding of
students from other
cultures
Home Learning (H/W)
.
Bell Activity
Outline of lesson– plan or sequence ofevents
*Show Powerpoint and explain learning objectives and learning outcomes
*Students to start their drawings inspired by work shown, using materials and handouts focusing on the
learning objectives
*Students share what has been successful and what improvements could be made on their drawings
*Students tidy up.
3. 1) Connect- Overview (Big Picture) learning objectives
and outcomes shared
Show pupils the Powerpoint and make sure they have understood the aims
of today’s lesson.
Mention the learning objectives and learning outcomes of the lesson:
To know more about the artist Kirsty Mitchell
To be able to design/draw images (that will leadto
photographs) inspired by the artist Kirsty Mitchell
To understand more about the powerof storytelling
and creative photography
Learning outcomes:
All – will have started to draw/design images (that will
lead to photographs)inspired by the artist Kirsty Mitchell
Most – Will have added annotations to their work
Some – will have added more complex detail
Quick demonstration
2) Practicalwork
Pupils to start their designs/drawings inspired by the artist Kirsty Mitchell
Monitor each student to make sure they are including the lesson objectives
(Play classical music in the background)
Stop, Review andConsolidate(when appropriate)
Gp/Pair/Ind.
Group
Group
Individually
Time
5
Mins
2
mins
30
mins
4. 3 Consolidate-Plenary& links to future learning
Pupils hold up the work they have done in this lesson. They can also
choose another pupils work on their table and say what is successful and
why? As well as what improvements could be made.
Tidying up
Group
Individually
5
mins
2
mins
EVALUATION
Re: Pupil Learning Re: Own Teaching