Lesson-Planning.pptx
•Download as PPTX, PDF•
0 likes•3 views
This document outlines tasks for 5 groups to examine different aspects of a lesson plan based on required Curriculum Outcomes and Indicators. Group 1 is asked to identify which parts demonstrate the COIs and explain how. Group 2 is given the same task. Group 3 is asked to list and analyze guide questions. Group 4 is also asked to list and analyze guide questions, rewriting them using a different taxonomy. Group 5 is asked to provide suggestions to enhance the lesson plan and list relevant teaching theories.
Report
Share
Report
Share
Recommended
G235 1a) combi questions
This document provides guidance for students on preparing for a 1a exam question. It instructs students to work in groups to identify tasks they completed for coursework that involved multiple skills. It then provides an example essay plan for answering a 1a question and pairs students to create detailed plans for sample exam questions that combine two skill areas. Students will present their essay plans for feedback to improve their exam preparation.
A Closer Look at Strategy 4 and 7
This document outlines an agenda and objectives for a professional development session on formative assessment strategies 4 and 7, which focus on teaching students to self-assess and self-reflect. The session includes activities to differentiate between self-assessment and self-reflection, identify the characteristics of valid self-assessment, explain the value of these strategies, and create templates for self-assessment and self-reflection that can be used in the classroom. Participants learn about research supporting the strategies, discuss examples, and draft assessments/reflections for their own teaching. The overall goal is to help educators create a student culture that values self-assessment and self-reflection to guide learning.
Evidence based stem teaching_13feb2020
Evidence-based STEM Teaching, a summary of the CIRTL MOOC Evidence-based Undergraduate Teaching in STEM
Developing Learning Objectives
The document discusses the importance of developing learning objectives for online courses. It explains that learning objectives are specific and measurable statements of what students should be able to do upon completing a course. The document outlines several key benefits of creating clear learning objectives, including providing a common understanding between faculty and students, guiding course design and assessments, and ensuring programs meet accreditation standards. It also reviews best practices for writing learning objectives, such as using action verbs and considering taxonomies like Bloom's Taxonomy.
Deepening Understanding of Inquiry 2013: Year 2 PT & SP
This document provides an agenda for a 3-day professional development event for participating teachers and support providers in the San Jose Unified School District. The goals of the event are to deepen knowledge of inquiry-based learning, understand how it connects to teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, examining assessment data, and engaging in the research and application steps of the inquiry cycle. Presenters provide guidance on crafting focus questions, identifying essential components of instruction, and collecting appropriate data sources. Time is allotted for participants to begin filling out forms to document their individualized inquiry plans.
Intel Essentials Course
This document provides an overview of the modules in the Intel Essentials course. It discusses curriculum framing questions, essential questions and unit questions, methods of assessment, examples of student work, incorporating 21st century skills and internet research into lessons, creating modifications for students, and facilitating project-based learning and technology use in the classroom. The final modules focus on implementing and sharing out the created unit plan.
ADV LESSON PLANNING FOR TEACHERS OF 21ST CENTURY
This document outlines the key elements of effective lesson plans, including the six main parts: objectives, requirements, materials, procedure, assessment, and reflection. It discusses each part in detail, such as explaining that objectives should be specific, measurable, attainable, relevant and time-based. The lesson procedure explains how to structure a lesson from introduction to assessment. Formative and summative assessments are defined. Reflection is emphasized as important for improving lessons. Sample lesson plans and activities are provided to illustrate the concepts.
Learning Objectives
This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.
Recommended
G235 1a) combi questions
This document provides guidance for students on preparing for a 1a exam question. It instructs students to work in groups to identify tasks they completed for coursework that involved multiple skills. It then provides an example essay plan for answering a 1a question and pairs students to create detailed plans for sample exam questions that combine two skill areas. Students will present their essay plans for feedback to improve their exam preparation.
A Closer Look at Strategy 4 and 7
This document outlines an agenda and objectives for a professional development session on formative assessment strategies 4 and 7, which focus on teaching students to self-assess and self-reflect. The session includes activities to differentiate between self-assessment and self-reflection, identify the characteristics of valid self-assessment, explain the value of these strategies, and create templates for self-assessment and self-reflection that can be used in the classroom. Participants learn about research supporting the strategies, discuss examples, and draft assessments/reflections for their own teaching. The overall goal is to help educators create a student culture that values self-assessment and self-reflection to guide learning.
Evidence based stem teaching_13feb2020
Evidence-based STEM Teaching, a summary of the CIRTL MOOC Evidence-based Undergraduate Teaching in STEM
Developing Learning Objectives
The document discusses the importance of developing learning objectives for online courses. It explains that learning objectives are specific and measurable statements of what students should be able to do upon completing a course. The document outlines several key benefits of creating clear learning objectives, including providing a common understanding between faculty and students, guiding course design and assessments, and ensuring programs meet accreditation standards. It also reviews best practices for writing learning objectives, such as using action verbs and considering taxonomies like Bloom's Taxonomy.
Deepening Understanding of Inquiry 2013: Year 2 PT & SP
This document provides an agenda for a 3-day professional development event for participating teachers and support providers in the San Jose Unified School District. The goals of the event are to deepen knowledge of inquiry-based learning, understand how it connects to teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, examining assessment data, and engaging in the research and application steps of the inquiry cycle. Presenters provide guidance on crafting focus questions, identifying essential components of instruction, and collecting appropriate data sources. Time is allotted for participants to begin filling out forms to document their individualized inquiry plans.
Intel Essentials Course
This document provides an overview of the modules in the Intel Essentials course. It discusses curriculum framing questions, essential questions and unit questions, methods of assessment, examples of student work, incorporating 21st century skills and internet research into lessons, creating modifications for students, and facilitating project-based learning and technology use in the classroom. The final modules focus on implementing and sharing out the created unit plan.
ADV LESSON PLANNING FOR TEACHERS OF 21ST CENTURY
This document outlines the key elements of effective lesson plans, including the six main parts: objectives, requirements, materials, procedure, assessment, and reflection. It discusses each part in detail, such as explaining that objectives should be specific, measurable, attainable, relevant and time-based. The lesson procedure explains how to structure a lesson from introduction to assessment. Formative and summative assessments are defined. Reflection is emphasized as important for improving lessons. Sample lesson plans and activities are provided to illustrate the concepts.
Learning Objectives
This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.
Eed 465 all weeks discussion and assignments – entire course
This document provides instructions and assignments for the entire EED 465 course, which focuses on social studies instruction in elementary grades. It includes 5 topics with discussions, assignments, and lessons. Assignments involve analyzing social studies standards, textbooks, and instructional approaches. Students are expected to integrate research from educational journals to support analyzing and designing social studies curriculum and lessons. The final assignment requires creating and teaching a social studies lesson to evaluate strategies taught in the course.
45. chapter 7 test
This document provides instructions for an Academic Interactions Report that is due on April 27. It includes a self-evaluation chart for students to circle numbers 1-5 to rate their improvement in areas like comprehending content, using vocabulary, producing clear speech, and using interaction strategies. Students are instructed to write a 1.5-3 page report answering questions about how prepared they are for higher education, what areas need improvement, and how they plan to address weaknesses. The document also reminds students of upcoming homework and a test.
Running head DEVELOPING MEASURABLE LEARNING OBJECTIVES1DEVEL.docx
Running head: DEVELOPING MEASURABLE LEARNING OBJECTIVES 1
DEVELOPING MEASURABLE LEARNING OBJECTIVES 2
Week 1: Developing Measurable Learning Objectives
Your Name
EDU 645: Assessment for Learning
Instructor’s Name
Date
(
Hint
: Delete
all of
these
green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
)
(
Hint
:
For help completing this assignment: Read
Chapter 4
: Instructional Objectives and Assessment; review the instructor guidance for
Week 1
; and review the links listed in the
Week 1
assignment prompt.
)
Highlight your path:
PK -6
7-12
Corporate Trainer
Military Trainer
Healthcare Trainer
Other:
(type response here)
Name of Standards: (insert the name of standards you are using for this assignment. For example, it may be Common Core State Standards)
Content Area: (what is the content area of the standard you selected?)
Grade or Audience: (Who are your learners?)
Standard(Copy and paste your standard below):
Measurable Learning Objectives/Outcomes/Targets
· Must include three different levels of Bloom’s Taxonomy.
· Be sure to highlight the measurable terms used in your objectives
· At the end of your learning objective and in parenthesis, list the Bloom’s Taxonomy cognitive domain that your learning objective addresses (see the exemplar in the Week 1 Guidance section of the course)
1.
2.
(
Delete any italicized words as these serve to guide the completion of this assignment
.
)3.
Week 1 Assignment Developing Measurable Learning Objectives [WLO: 3] [CLO: 1]
We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.
Prepare
Prior to beginning work on this assignment,
· Review the Weekly Lesson for Week 1 that provides more explicit details on how to create measurable learning objectives.
· Read Chapter 4: Learning Objectives, Assessment and Instruction. Be sure to complete the activity at the end of 4.1 that will help you identify measurable learning objectives.
· Explore the following article about the backward design model (Links to an external site.)Understanding by Design (Links to an external site.).
· Watch the following video about the backward design model (Links to an external site.)Grant Wiggins – Understanding by design (1 of 2 (Links to an external site.)).
· Review the Read the Standards (Links to an external site.) web p ...
Week%203%20 tutorial%202011 2
This document outlines the activities and readings for Week 3 of a curriculum course. Students are asked to: [1] Review their syllabuses and apply curriculum planning models to evaluate their unit plans based on lectures and readings; [2] Meet in groups to discuss their syllabuses and unit plans, considering how learning outcomes and assessment were chosen; and [3] Outline curriculum planning by design and discuss how it relates to their unit plans, making changes if needed to better support a backward design approach.
Danielson in service training june 2013
This is the powerpoint with info concerning domains 1-4 as well as lesson plan examples and strategies.
To help you explore ways of developing more powerful learnin.docx
This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.
Understanding Inquiry PT1 & ECO 2013
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
Learning Delivery Modalities Course 2:
This document provides an overview of Module 2 which focuses on Most Essential Learning Competencies (MELCs). The module aims to help teachers strengthen their understanding of MELCs. It discusses the development of MELCs and how they can be unpacked and combined in lesson planning. The module contains two lessons - the first explains the background and rationale for MELCs while the second discusses unpacking and combining MELCs into learning objectives. A number of activities are included for teachers to familiarize themselves with MELCs such as comparing the original curriculum to MELCs, answering questions, and practicing unpacking and combining MELCs in groups.
Deepening Understanding of Inquiry
This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
Edev405 discovery session 21st. October 2015
The document outlines an educational design workshop focused on the design thinking process. It discusses learning design case studies and examples. The workshop covers the discovery stage of the design thinking process, which has three sections: understanding the challenge, preparing research, and gathering inspiration. Activities guide participants through applying the discovery stage to their own challenges or issues of interest. The goal is for participants to capture their thinking in notes to add to wikis and complete an assessment task.
Field study 2 final
The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
Collected exam prep
The document provides information for students preparing for an exam that makes up 60% of a module. It discusses the pass marks needed in the exam to pass the module overall or to receive different grades. It also lists the areas students should focus on revising, including attending lectures, participating in seminars, completing readings, and participating in a debate. The document outlines the exam format, which includes three sections with three questions each that students must answer. It provides tips for answering questions, such as understanding the key words and outlining how the question will be addressed. It discusses what examiners look for in terms of demonstrating knowledge, applying concepts, employing sources, and showing critical thinking. Outstanding answers are said to engage thoroughly with issues and
Dynamic Instructional Design Model
The Dynamic Instructional Design (DID) model is a 6-step iterative process for instructional design based on continual feedback. The 6 steps are: 1) Know the Learners, 2) Articulate Objectives, 3) Establish the Learning Environment, 4) Identify Teaching and Learning Strategies, 5) Select Technologies, and 6) Evaluate and Revise the Design. Each step contains opportunities for feedback and revision within the step and across the entire process. The goal is to continually improve the design based on assessment of student learning and reflection on the design process.
Opinion Writing
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
How do we build student’s confidence and motivation
This document discusses building student confidence and motivation for exams. It presents data showing students felt more negative emotions and performed worse on exams compared to coursework. The document evaluates different approaches to focus on skills over rigid knowledge, including Bloom's taxonomy and Keller's ARCS model of motivation. It proposes using Bloom's levels and skill-based learning techniques to help students with exam structure and performance.
Assessment assignment testing
This document discusses classroom assessment strategies. It begins by outlining the purpose of assessment as monitoring and evaluating student learning. Various types of assessment are described, including formative assessment through observations and questioning, and summative assessment using exams and report cards. Examples of assignments and tests in different skill areas like speaking, writing, and grammar are provided. The role of assignments and tests in linking learning and allowing student self-assessment is explained. Specific assessment strategies are then outlined, such as using learning logs, wall posters, and exit slips to check understanding. Rubrics are also discussed as a tool for assessment of learning. The document concludes with an activity asking students to design an assessment strategy and assignments/tests for a given classroom scenario
Eval Effec 8
This document presents a framework for analyzing instructional design in online offerings. It consists of six components: objective, task, condition, physical interaction, feedback, and criteria. These components are used to evaluate whether an instructional design meets learners' needs by analyzing how objectives, tasks, conditions, interactions, feedback, and assessment criteria are implemented. Several examples applying the framework to online courses and modules are provided and discussed. The presentation concludes by considering whether the framework is useful and what its limitations might be.
Edu 230 week 5 assignment clc lesson plan analysis
This document provides instructions for an EDU 230 Week 5 assignment analyzing two lesson plans - one using SIOP (Sheltered Instruction Observation Protocol) and one using EEI (Effective and Engaging Instruction). Students are asked to analyze each lesson plan by discussing how objectives align with academic standards, how assessments align with objectives, whether instructional planning meets the needs of diverse learners, and strategies to check for student understanding. They also must discuss advantages and disadvantages of the SIOP and EEI models. The analysis will be written for the group to submit.
Edu 230 week 5 assignment clc lesson plan analysis
This document provides instructions for an EDU 230 Week 5 assignment analyzing two lesson plans - one using SIOP (Sheltered Instruction Observation Protocol) and one using EEI (Effective and Engaging Instruction). Students are asked to analyze each lesson plan by discussing how objectives align with academic standards, how assessments align with objectives, how instructional planning meets the needs of diverse learners, and strategies to check for student understanding. They also must discuss the advantages and disadvantages of the SIOP and EEI approaches. The analysis will be written for the group to submit.
TSL3143 Curriculum Studies Revision
The document contains a lecture on curriculum and exam questions related to defining curriculum, curriculum types, factors influencing curriculum design, curriculum implementation, and curriculum evaluation. It includes 27 multiple choice and structured questions on these curriculum topics, with explanations and examples provided for some answers.
function-111-160731131028.pdf
The document discusses functions. It defines a function as a rule that relates variable quantities such that the second is uniquely determined by the first. It notes functions provide exact outputs unlike relations. It explains domains are the independent variable values and ranges are the dependent variable values. An example function is given and its domain and range are identified from its graph. One-to-one and onto functions are briefly explained with examples.
Powerpoint_Presentation_in_General_Mathe.pdf
The document outlines the course outline for a General Mathematics course covering several topics:
1. Functions and relations including ordered pairs, arrow diagrams, tables of values, equations, and graphs.
2. Specific function types including constant, linear, quadratic, cubic, and other functions.
3. Evaluating, operating on (adding, subtracting, multiplying, dividing, composing), and finding inverses of functions.
4. Rational, exponential, and logarithmic functions and their properties.
5. Basic business mathematics topics like simple and compound interest.
6. Logic including propositions, truth values, and fallacies.
More Related Content
Similar to Lesson-Planning.pptx
Eed 465 all weeks discussion and assignments – entire course
This document provides instructions and assignments for the entire EED 465 course, which focuses on social studies instruction in elementary grades. It includes 5 topics with discussions, assignments, and lessons. Assignments involve analyzing social studies standards, textbooks, and instructional approaches. Students are expected to integrate research from educational journals to support analyzing and designing social studies curriculum and lessons. The final assignment requires creating and teaching a social studies lesson to evaluate strategies taught in the course.
45. chapter 7 test
This document provides instructions for an Academic Interactions Report that is due on April 27. It includes a self-evaluation chart for students to circle numbers 1-5 to rate their improvement in areas like comprehending content, using vocabulary, producing clear speech, and using interaction strategies. Students are instructed to write a 1.5-3 page report answering questions about how prepared they are for higher education, what areas need improvement, and how they plan to address weaknesses. The document also reminds students of upcoming homework and a test.
Running head DEVELOPING MEASURABLE LEARNING OBJECTIVES1DEVEL.docx
Running head: DEVELOPING MEASURABLE LEARNING OBJECTIVES 1
DEVELOPING MEASURABLE LEARNING OBJECTIVES 2
Week 1: Developing Measurable Learning Objectives
Your Name
EDU 645: Assessment for Learning
Instructor’s Name
Date
(
Hint
: Delete
all of
these
green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
)
(
Hint
:
For help completing this assignment: Read
Chapter 4
: Instructional Objectives and Assessment; review the instructor guidance for
Week 1
; and review the links listed in the
Week 1
assignment prompt.
)
Highlight your path:
PK -6
7-12
Corporate Trainer
Military Trainer
Healthcare Trainer
Other:
(type response here)
Name of Standards: (insert the name of standards you are using for this assignment. For example, it may be Common Core State Standards)
Content Area: (what is the content area of the standard you selected?)
Grade or Audience: (Who are your learners?)
Standard(Copy and paste your standard below):
Measurable Learning Objectives/Outcomes/Targets
· Must include three different levels of Bloom’s Taxonomy.
· Be sure to highlight the measurable terms used in your objectives
· At the end of your learning objective and in parenthesis, list the Bloom’s Taxonomy cognitive domain that your learning objective addresses (see the exemplar in the Week 1 Guidance section of the course)
1.
2.
(
Delete any italicized words as these serve to guide the completion of this assignment
.
)3.
Week 1 Assignment Developing Measurable Learning Objectives [WLO: 3] [CLO: 1]
We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.
Prepare
Prior to beginning work on this assignment,
· Review the Weekly Lesson for Week 1 that provides more explicit details on how to create measurable learning objectives.
· Read Chapter 4: Learning Objectives, Assessment and Instruction. Be sure to complete the activity at the end of 4.1 that will help you identify measurable learning objectives.
· Explore the following article about the backward design model (Links to an external site.)Understanding by Design (Links to an external site.).
· Watch the following video about the backward design model (Links to an external site.)Grant Wiggins – Understanding by design (1 of 2 (Links to an external site.)).
· Review the Read the Standards (Links to an external site.) web p ...
Week%203%20 tutorial%202011 2
This document outlines the activities and readings for Week 3 of a curriculum course. Students are asked to: [1] Review their syllabuses and apply curriculum planning models to evaluate their unit plans based on lectures and readings; [2] Meet in groups to discuss their syllabuses and unit plans, considering how learning outcomes and assessment were chosen; and [3] Outline curriculum planning by design and discuss how it relates to their unit plans, making changes if needed to better support a backward design approach.
Danielson in service training june 2013
This is the powerpoint with info concerning domains 1-4 as well as lesson plan examples and strategies.
To help you explore ways of developing more powerful learnin.docx
This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.
Understanding Inquiry PT1 & ECO 2013
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
Learning Delivery Modalities Course 2:
This document provides an overview of Module 2 which focuses on Most Essential Learning Competencies (MELCs). The module aims to help teachers strengthen their understanding of MELCs. It discusses the development of MELCs and how they can be unpacked and combined in lesson planning. The module contains two lessons - the first explains the background and rationale for MELCs while the second discusses unpacking and combining MELCs into learning objectives. A number of activities are included for teachers to familiarize themselves with MELCs such as comparing the original curriculum to MELCs, answering questions, and practicing unpacking and combining MELCs in groups.
Deepening Understanding of Inquiry
This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
Edev405 discovery session 21st. October 2015
The document outlines an educational design workshop focused on the design thinking process. It discusses learning design case studies and examples. The workshop covers the discovery stage of the design thinking process, which has three sections: understanding the challenge, preparing research, and gathering inspiration. Activities guide participants through applying the discovery stage to their own challenges or issues of interest. The goal is for participants to capture their thinking in notes to add to wikis and complete an assessment task.
Field study 2 final
The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
Collected exam prep
The document provides information for students preparing for an exam that makes up 60% of a module. It discusses the pass marks needed in the exam to pass the module overall or to receive different grades. It also lists the areas students should focus on revising, including attending lectures, participating in seminars, completing readings, and participating in a debate. The document outlines the exam format, which includes three sections with three questions each that students must answer. It provides tips for answering questions, such as understanding the key words and outlining how the question will be addressed. It discusses what examiners look for in terms of demonstrating knowledge, applying concepts, employing sources, and showing critical thinking. Outstanding answers are said to engage thoroughly with issues and
Dynamic Instructional Design Model
The Dynamic Instructional Design (DID) model is a 6-step iterative process for instructional design based on continual feedback. The 6 steps are: 1) Know the Learners, 2) Articulate Objectives, 3) Establish the Learning Environment, 4) Identify Teaching and Learning Strategies, 5) Select Technologies, and 6) Evaluate and Revise the Design. Each step contains opportunities for feedback and revision within the step and across the entire process. The goal is to continually improve the design based on assessment of student learning and reflection on the design process.
Opinion Writing
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
How do we build student’s confidence and motivation
This document discusses building student confidence and motivation for exams. It presents data showing students felt more negative emotions and performed worse on exams compared to coursework. The document evaluates different approaches to focus on skills over rigid knowledge, including Bloom's taxonomy and Keller's ARCS model of motivation. It proposes using Bloom's levels and skill-based learning techniques to help students with exam structure and performance.
Assessment assignment testing
This document discusses classroom assessment strategies. It begins by outlining the purpose of assessment as monitoring and evaluating student learning. Various types of assessment are described, including formative assessment through observations and questioning, and summative assessment using exams and report cards. Examples of assignments and tests in different skill areas like speaking, writing, and grammar are provided. The role of assignments and tests in linking learning and allowing student self-assessment is explained. Specific assessment strategies are then outlined, such as using learning logs, wall posters, and exit slips to check understanding. Rubrics are also discussed as a tool for assessment of learning. The document concludes with an activity asking students to design an assessment strategy and assignments/tests for a given classroom scenario
Eval Effec 8
This document presents a framework for analyzing instructional design in online offerings. It consists of six components: objective, task, condition, physical interaction, feedback, and criteria. These components are used to evaluate whether an instructional design meets learners' needs by analyzing how objectives, tasks, conditions, interactions, feedback, and assessment criteria are implemented. Several examples applying the framework to online courses and modules are provided and discussed. The presentation concludes by considering whether the framework is useful and what its limitations might be.
Edu 230 week 5 assignment clc lesson plan analysis
This document provides instructions for an EDU 230 Week 5 assignment analyzing two lesson plans - one using SIOP (Sheltered Instruction Observation Protocol) and one using EEI (Effective and Engaging Instruction). Students are asked to analyze each lesson plan by discussing how objectives align with academic standards, how assessments align with objectives, whether instructional planning meets the needs of diverse learners, and strategies to check for student understanding. They also must discuss advantages and disadvantages of the SIOP and EEI models. The analysis will be written for the group to submit.
Edu 230 week 5 assignment clc lesson plan analysis
This document provides instructions for an EDU 230 Week 5 assignment analyzing two lesson plans - one using SIOP (Sheltered Instruction Observation Protocol) and one using EEI (Effective and Engaging Instruction). Students are asked to analyze each lesson plan by discussing how objectives align with academic standards, how assessments align with objectives, how instructional planning meets the needs of diverse learners, and strategies to check for student understanding. They also must discuss the advantages and disadvantages of the SIOP and EEI approaches. The analysis will be written for the group to submit.
TSL3143 Curriculum Studies Revision
The document contains a lecture on curriculum and exam questions related to defining curriculum, curriculum types, factors influencing curriculum design, curriculum implementation, and curriculum evaluation. It includes 27 multiple choice and structured questions on these curriculum topics, with explanations and examples provided for some answers.
Similar to Lesson-Planning.pptx (20)
Eed 465 all weeks discussion and assignments – entire course
Eed 465 all weeks discussion and assignments – entire course
Running head DEVELOPING MEASURABLE LEARNING OBJECTIVES1DEVEL.docx
Running head DEVELOPING MEASURABLE LEARNING OBJECTIVES1DEVEL.docx
To help you explore ways of developing more powerful learnin.docx
To help you explore ways of developing more powerful learnin.docx
How do we build student’s confidence and motivation
How do we build student’s confidence and motivation
Edu 230 week 5 assignment clc lesson plan analysis
Edu 230 week 5 assignment clc lesson plan analysis
Edu 230 week 5 assignment clc lesson plan analysis
Edu 230 week 5 assignment clc lesson plan analysis
More from edwardlouieserrano
function-111-160731131028.pdf
The document discusses functions. It defines a function as a rule that relates variable quantities such that the second is uniquely determined by the first. It notes functions provide exact outputs unlike relations. It explains domains are the independent variable values and ranges are the dependent variable values. An example function is given and its domain and range are identified from its graph. One-to-one and onto functions are briefly explained with examples.
Powerpoint_Presentation_in_General_Mathe.pdf
The document outlines the course outline for a General Mathematics course covering several topics:
1. Functions and relations including ordered pairs, arrow diagrams, tables of values, equations, and graphs.
2. Specific function types including constant, linear, quadratic, cubic, and other functions.
3. Evaluating, operating on (adding, subtracting, multiplying, dividing, composing), and finding inverses of functions.
4. Rational, exponential, and logarithmic functions and their properties.
5. Basic business mathematics topics like simple and compound interest.
6. Logic including propositions, truth values, and fallacies.
MUSIC 7.pptx
This document provides information about folk music styles from the lowland regions of the Philippines. It defines folk songs as songs written by common people to accompany daily activities. Examples of folk songs mentioned include "Pamulinawen" from Ilocos, "Atin Cu Pung Singsing" from Pampanga, and "Bahay Kubo" and "Sarung Banggi" from other regions. The document also defines the musical styles of harana, kundiman and devotional songs. It concludes with a short formative assessment to test the reader's understanding.
MUSIC 10.pptx
20th century music was defined by technological innovations enabling widespread recording and distribution of music. A variety of new styles emerged that broke from classical conventions, including impressionism, expressionism, neo-classicism, avant-garde music, and modern nationalism. Neo-classicism drew inspiration from 18th century classical music and was a moderate style between romanticism and expressionism, using tonal harmonies with some dissonance. Avant-garde music, like serialism, sought to break boundaries and innovate within traditional structures. Modern nationalism incorporated folk materials and motifs into classical compositions to represent specific cultures and regions.
5 MathQuestions.pptx
1) The probability of rolling a sum of 13 with two dice is 0, because the highest possible sum is 12.
2) The number 354,042 is divisible by 2 and 3, as it is even and the sum of its digits is divisible by 3.
3) If the sum of three consecutive integers is 129, the value of the second integer is 43.
Grade 7-Sample Questions-1.pptx
The document contains 44 math word problems. It provides the problems, solutions, and answers. The problems cover a range of math topics including ratios, percentages, averages, algebra, geometry, and more. For each problem, the full question is stated, the steps to solve the problem are shown, and the final numerical answer is provided.
grade8forcesblog-110915053410-phpapp01.pdf
This document provides information about forces and motion. It begins by explaining Aristotle's theory of motion, which proposed that objects naturally come to rest unless a force acts upon them. It then discusses Galileo's experiments showing that all objects fall at the same rate, regardless of mass. Next, it outlines Isaac Newton's three laws of motion, including examples of how they can explain phenomena like planetary motion. It also explains concepts like mass, weight, balanced and unbalanced forces. Throughout, it uses examples like falling objects, arrows, and cars to illustrate key principles of forces and motion.
MUSIC 9 (1).pptx
The document provides an overview of music from the Medieval, Renaissance, and Baroque periods. It discusses the characteristics of Gregorian chants from the Medieval period, including that they were monophonic and without meter. Polyphonic masses and madrigals emerged in the Renaissance period. The Baroque period saw the rise of elaborate musical genres such as concerto, fugue, oratorio and chorale. Famous composers from each period include Adam de la Halle, Palestrina, Bach, Vivaldi and Handel.
Earthquakes.pptx
1) Earthquakes are caused by the accumulation of strain along faults until rupture occurs, releasing seismic energy.
2) Earthquake magnitude is measured using several scales based on the amplitude and period of seismic waves, with the most commonly used being the Moment Magnitude scale.
3) Earthquake geography and hazards assessment involves locating faults, estimating recurrence, measuring crustal deformation, assessing shaking intensity, liquefaction potential, tsunami risk and more to determine earthquake probabilities in a region.
Force.pptx
This document defines force as a push or pull on an object that gives it energy to start moving, change direction, or stop moving. Forces are described by their strength and direction, and are measured in Newtons. There are two types of forces - contact forces that occur when objects touch, like pushes or pulls, and non-contact forces that act over a distance, like gravity or magnetism.
Steps of the scientific method_1.ppt
The scientific process involves 7 steps: (1) identify a problem, (2) gather information, (3) formulate a hypothesis, (4) design an experiment, (5) record and organize data, (6) analyze data, and (7) draw conclusions. An example is provided of an experiment to determine why termites follow an ink line. The independent variable is manipulated (e.g. color of paper), the dependent variable is measured (e.g. if termites follow), and constants are kept the same (e.g. type of pen, termites used). Data is recorded, organized in tables, and analyzed using graphs to identify patterns and draw conclusions.
MAPEH-MELCs.pdf
The document contains the quarterly learning competencies and standards for music education from Grades 1-3. In Grade 1, students learn about sound, silence, rhythm, pitch, melody, form, timbre, dynamics, tempo and texture. In Grade 2, students build on these concepts with a focus on rhythmic patterns, melodic patterns, musical form, timbre, dynamics, tempo and texture. In Grade 3, students continue developing their understanding of rhythm, melody, form, timbre, dynamics, tempo and texture, and learn to apply these concepts through singing and playing instruments.
newtons_laws_of_motion.ppt
This document provides an overview of Newton's three laws of motion:
1) An object at rest stays at rest and an object in motion stays in motion unless acted upon by an unbalanced force. Friction is given as an example of a force that can slow objects in motion.
2) The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.
3) For every action, there is an equal and opposite reaction. Examples of this law include a bird's wings pushing air down to lift itself up and a rocket expelling gases out the bottom to propel
More from edwardlouieserrano (14)
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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/y977uz6bpd3af4qsebv7r9b7s21935vdDigital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcIntroduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaThe Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
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...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Lesson-Planning.pptx
- 2. Group 1 -Examining the Lesson Plan based on the required COIs for Sy 2022-23 Group 1 Which part/s of the lesson demonstrate the COIs ? Explain how each COI is demonstrated.
- 5. Group 2 -Examining the Lesson Plan based on the required COIs for Sy 2022-23 Group 1 Which part/s of the lesson demonstrate the COIs ? Explain how each COI is demonstrated.
- 8. Group 3-Examining the Guide questions • List down the guide questions listed in each part of the lesson plan( activity, analysis, abstraction, application, assessment). • Are the questions easy to understand? Explain your answer. • What principles were applied/used in writing down the guide questions? • Rewrite the questions following the Blooms taxonomy
- 9. Group 4-Examining the Guide questions • List down the guide questions listed in each part of the lesson plan( activity, analysis, abstraction, application, assessment). • Were the questions easy to understand? • What principles were applied/used in writing down the guide questions? • Rewrite the questions following the thinking squares used as guide in SOLO taxonomy.
- 10. Group 5 • What can be done to enhance the lesson plan? • Write down your suggestions • List down teaching and learning theories that you used as basis to enhance the lesson plan.