Making connections - Transfer PD session
•
0 likes•39 views
The document discusses how magic tricks can help connect people. It explains that performing magic or being involved in a magic performance helps build social bonds. Watching a magic trick creates a shared experience between the performer and the audience that leaves both parties wanting to discuss what they just witnessed. This communal experience of amazement and puzzlement enhances social interaction and brings people together.
Report
Share
Report
Share
Download to read offline
Recommended
Schemes development
This document provides guidance on developing schemes of work for computing education. It recommends starting with identifying the "Why" by finding an engaging problem, question, or understanding to excite students. Next is planning the "How" by selecting classroom techniques and activities to practice computational thinking concepts. Finally, determine the "What" by identifying learning outcomes from an assessment framework. Developing a clear scheme of work in this way makes it evident to students what they will be learning and producing.
Business Letter - A How To Guide
This document provides guidance for first year college students on writing persuasive business letters. It emphasizes the importance of planning the structure and format of the letter, knowing the audience, using a 12-point font like Times New Roman, crafting an attention-grabbing opening sentence, and proofreading for mistakes. An included resource on persuasive writing techniques supports using ethos, logos and pathos to effectively convey a passionate message to the intended reader.
When Training Smells
Let's face it. We've all taken bad training. You know, the kind...the "hold-your-nose-and-get-through-it-as-fast-as-you-can" training. We have outlined the top six mistakes to avoid to ensure your training programs don't stink.
It for higher thinking....
The document discusses how traditional teaching methods are focused on teachers presenting information to students, but modern students are expected to be more creative and analytical thinkers. It proposes using computer technologies to support developing higher-order thinking skills and creativity in students. These skills include focusing, information gathering, remembering, analyzing, generating, organizing, imagining, designing, integrating, and evaluating.
Syllabus - Entrepreneurship and Design Thinking
This document provides an overview of an entrepreneurship and design thinking course offered at Harvard Summer School. The course teaches students cutting edge entrepreneurship methods including design thinking, lean startup methodology, and customer development. Students work in teams to identify problems, develop solutions, test assumptions, and iterate their ideas. The course culminates with student teams pitching their business ideas to the class. Overall, the course aims to not only teach entrepreneurship concepts and skills, but also develop abilities like problem solving, public speaking, and perseverance that will benefit students in their further studies and careers.
Ubiquitous Learning : Leveraging the Strengths of Online Education
Holding courses online is no longer a nice-to-have option for higher education. Colleges invest money in a learning management system and expect faculty to start using it. Unfortunately, preparing for the online classroom is very different from the traditional classroom, and many faculty resist the transition. Some resist from fear of change, others from fear of technology, and others because they cannot conceive of online learning being successful. The online environment offers many opportunities that are unavailable to the traditional classroom. In this session we will look at best practices in online learning, and some of the hallmarks of successful MOOCs, which attract tens of thousands of learners worldwide. We will discuss the nuts and bolts of effective online lectures, discussion questions, and assessment activities that allow students to use 21st century tools to demonstrate what they have learned. We will consider the value of peer assessments, rubrics, and group work that leverages collaborative problem solving. Part theory, and part tactical, this session is presented from the trenches of experience, and will allow you to share your successful ideas to embrace the process of knowledge making over knowledge consumption.
Presented at ATD2015, Orlando FL in the Higher Ed track.
Personal Professional Development
This document discusses the need for personalized professional development (PD) for educators. It outlines shifts from traditional PD, including moving from isolated to connected learning. Challenges of traditional PD like being unfulfilling and ineffective are highlighted. The benefits of a personalized PD approach through a personal learning network (PLN) are described, including encouraging networked learning, regularly sharing learnings, and engaging with learners on social media. Key aspects of a personalized PD program are recommended, such as creating a digital knowledge base with curated resources and communication tools. Popular PD learning tools including collaboration, communication, and resource curation tools are listed. The document provides examples of using blogs and digital portfolios to reflect on practice and showcase work.
Technological Knowledge Finish Next Week
Technological knowledge, planning and organizing, teamwork, communication skills, and problem solving skills are important for ICT technicians. These skills allow technicians to understand issues, discover solutions, and effectively communicate while working individually or in teams to solve problems. Leadership, determination, and tolerance are also important for managing teams and projects to successful completion.
Recommended
Schemes development
This document provides guidance on developing schemes of work for computing education. It recommends starting with identifying the "Why" by finding an engaging problem, question, or understanding to excite students. Next is planning the "How" by selecting classroom techniques and activities to practice computational thinking concepts. Finally, determine the "What" by identifying learning outcomes from an assessment framework. Developing a clear scheme of work in this way makes it evident to students what they will be learning and producing.
Business Letter - A How To Guide
This document provides guidance for first year college students on writing persuasive business letters. It emphasizes the importance of planning the structure and format of the letter, knowing the audience, using a 12-point font like Times New Roman, crafting an attention-grabbing opening sentence, and proofreading for mistakes. An included resource on persuasive writing techniques supports using ethos, logos and pathos to effectively convey a passionate message to the intended reader.
When Training Smells
Let's face it. We've all taken bad training. You know, the kind...the "hold-your-nose-and-get-through-it-as-fast-as-you-can" training. We have outlined the top six mistakes to avoid to ensure your training programs don't stink.
It for higher thinking....
The document discusses how traditional teaching methods are focused on teachers presenting information to students, but modern students are expected to be more creative and analytical thinkers. It proposes using computer technologies to support developing higher-order thinking skills and creativity in students. These skills include focusing, information gathering, remembering, analyzing, generating, organizing, imagining, designing, integrating, and evaluating.
Syllabus - Entrepreneurship and Design Thinking
This document provides an overview of an entrepreneurship and design thinking course offered at Harvard Summer School. The course teaches students cutting edge entrepreneurship methods including design thinking, lean startup methodology, and customer development. Students work in teams to identify problems, develop solutions, test assumptions, and iterate their ideas. The course culminates with student teams pitching their business ideas to the class. Overall, the course aims to not only teach entrepreneurship concepts and skills, but also develop abilities like problem solving, public speaking, and perseverance that will benefit students in their further studies and careers.
Ubiquitous Learning : Leveraging the Strengths of Online Education
Holding courses online is no longer a nice-to-have option for higher education. Colleges invest money in a learning management system and expect faculty to start using it. Unfortunately, preparing for the online classroom is very different from the traditional classroom, and many faculty resist the transition. Some resist from fear of change, others from fear of technology, and others because they cannot conceive of online learning being successful. The online environment offers many opportunities that are unavailable to the traditional classroom. In this session we will look at best practices in online learning, and some of the hallmarks of successful MOOCs, which attract tens of thousands of learners worldwide. We will discuss the nuts and bolts of effective online lectures, discussion questions, and assessment activities that allow students to use 21st century tools to demonstrate what they have learned. We will consider the value of peer assessments, rubrics, and group work that leverages collaborative problem solving. Part theory, and part tactical, this session is presented from the trenches of experience, and will allow you to share your successful ideas to embrace the process of knowledge making over knowledge consumption.
Presented at ATD2015, Orlando FL in the Higher Ed track.
Personal Professional Development
This document discusses the need for personalized professional development (PD) for educators. It outlines shifts from traditional PD, including moving from isolated to connected learning. Challenges of traditional PD like being unfulfilling and ineffective are highlighted. The benefits of a personalized PD approach through a personal learning network (PLN) are described, including encouraging networked learning, regularly sharing learnings, and engaging with learners on social media. Key aspects of a personalized PD program are recommended, such as creating a digital knowledge base with curated resources and communication tools. Popular PD learning tools including collaboration, communication, and resource curation tools are listed. The document provides examples of using blogs and digital portfolios to reflect on practice and showcase work.
Technological Knowledge Finish Next Week
Technological knowledge, planning and organizing, teamwork, communication skills, and problem solving skills are important for ICT technicians. These skills allow technicians to understand issues, discover solutions, and effectively communicate while working individually or in teams to solve problems. Leadership, determination, and tolerance are also important for managing teams and projects to successful completion.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. ReflectionMdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
The document summarizes two learning sequences for a course on information and communication technologies (ICT).
Sequence One focuses on collaborative learning and has students work in groups on a multimedia project. They discuss skills needed, plan and evaluate the project, and work collaboratively over several weeks to complete it.
Sequence Two focuses on more complex learning involving 3D modeling. Students are given an ill-defined task and must find their own answers through guided discovery and collaboration. They create a project specification and presentation without step-by-step instructions. Both sequences aim to engage students in higher-order thinking through complex, open-ended tasks.
ed. Tech 1 - Project - Based learning and Multimedia
This document discusses project-based learning and multimedia. It defines project-based learning as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a product or performance. Multimedia is defined as integrating various media like text, graphics, video, and sound. Project-based multimedia learning combines these approaches by having students acquire knowledge and skills through designing a multimedia product. The document outlines seven key dimensions of project-based multimedia learning: using core curriculum, making real-world connections, extending over time, allowing student decision making, enabling collaboration, incorporating assessment, and utilizing multimedia. It argues this approach helps students develop important hard and soft skills for the modern workplace.
Jan feb 2015
The document provides information and resources for tier 1 and tier 2 math interventions. It discusses using flexible grouping and "math pods" for tier 1 differentiated instruction. For tier 2 interventions, it recommends focusing on developing number sense and foundational skills like addition, subtraction and fractions. It provides examples of diagnostic assessments and curriculum resources that can be used for targeted small group instruction, including KeyMath, Leaps and Bounds, and Do The Math. It emphasizes the importance of explicit instruction, representing math concepts in multiple ways, and monitoring student progress through interventions.
Learning Theories Group Project: Cognitive Theory
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Learning Theories Group Project: Cognitive Theory
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
CSR_Module1_Practical_Activities03-.pdf
This document provides guidance on classroom activities to promote communication about a school's corporate social responsibility (CSR) policies and activities. It outlines an activity for students to create a communication strategy and campaign for their school. The activity aims to encourage discussion of the school's CSR practices and policies, strengthen students' sense of belonging, and teach critical thinking and communication skills. The document provides objectives, resources, implementation steps, and examples for designing, planning, implementing, and evaluating a CSR communication campaign for the school.
Introduction to Personal Learning and Thinking Skills and Functional Skills
An introduction to PLTs and Functional Skills. A one hour session complete with practical Activities.
Project based learning Guide
This document provides an overview of project-based learning (PBL). It defines PBL as a student-centered learning method where students work independently or collaboratively to solve real-world problems through research, skill-building, and developing competencies. The final products are then publicly presented. Benefits of PBL include deeper understanding, higher-order thinking, skill development, increased motivation, and preparing students for future careers. When implementing PBL, teachers act as facilitators while students plan and manage their own work. Successful projects follow steps like defining the topic and outcomes, creating a work plan and schedule, and selecting resources for research.
Focus Group Protocol - Themes & Questions
This document outlines a focus group consultation on developing a shared vision of employability at DkIT. The consultation aims to engage staff, students, and employers to uncover best practices and develop a shared understanding of the skills and attributes of DkIT graduates. While DkIT graduates have a 94% employment rate within one year of graduating, employability practices tend to be localized. The focus group will discuss themes like understanding employability at DkIT, cultivating employability skills, graduate attributes, employers' roles, supports for recent graduates, and assisting socially disadvantaged students. The goals are to create a set of graduate attributes, an employability guide, an industry forum, and an institute-wide employability statement.
Ca eett modules 1-4 - april 21
The document summarizes a professional development session for teachers on integrating technology into instruction. It includes discussions on developing lesson plans, choosing assessments, and selecting learning activities and instructional strategies. Teachers worked in groups to design demonstrations of learning and shared examples of using technology like Google Earth, BrainPop, and SMART notebooks. The goal was to help teachers think about using technology to engage students and support higher-order thinking skills.
01 Ubd Pd Jan 2010
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
Students as Partners in the Design and Practice of Engineering Education: Und...
The document discusses engaging students as partners in engineering education design to better understand and foster intellectual abilities. It conducted focus groups and student-led learning projects to understand the student experience. Key findings include: students value context and tools over just knowledge; authentic experiences are important; and collaborating with students provides valuable new perspectives that can fundamentally redesign engineering curricula.
Twice exceptional students
Twice exceptional (2E) students have both high cognitive abilities and learning challenges or disabilities. They are difficult to identify because their gifts often mask their disabilities, putting them at risk of not reaching their potential. Strategies for helping 2E students include activating prior knowledge, building conceptual frameworks, and developing self-regulated learning. Instructors should provide multiple means of representation, expression, and engagement by using things like graphic organizers, flexible timing, and technology integration to support 2E students' strengths and challenges.
Meda5700 masteringpossibilities2.ppt
This document provides an overview of the process approach to instructional design. It discusses examining past learning experiences and identifying the major features of instructional activities. Instructional design is defined as systematically analyzing learner needs and addressing those needs. A needs assessment involves identifying the instructional problem, participants, context, and generating goals. The document also discusses developing mission statements and considering the characteristics of learners for an instructional design project.
Project management
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
Best BCA College in Delhi NCR - Asian School of Business
If you are looking for the best BCA college in Noida, Delhi NCR, You should consider the Asian School of Business.
Fall 2013 Syllabus: Social Media in Public Relations
Senior Seminar in Public Relations applying strategic communication principles effectively to use of PR tools and techniques in the domain of social media. Students gain a hands-on insight into how social media is shaping public relations practice and build a professional portfolio. Engages students as social media consultants to achieve their community non profit client's objectives and in personal branding.
(c) Vinita Agarwal. All Rights Reserved.
Ubd in ICT Learning
1. Understanding by Design (UbD) is a framework for designing curriculum and lessons that focuses on developing student understanding. It uses a "backward design" approach where teachers first identify the desired results and assessments before planning lessons and activities.
2. The key principles of UbD include focusing on big ideas, essential questions, and transfer of learning. Lessons are designed to help students make meaning of concepts and apply their knowledge to new situations.
3. The three stages of UbD's backward design process are: (1) identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction. Teachers clarify learning goals, plan assessments, and then develop lessons to
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Inquiry @ Uplands Session 1
This document discusses learning organizations and engaging 11-14 year olds in learning. It advocates that learning organizations should be places where people expand their capacity to create desired results through nurturing new patterns of thinking, collective aspiration, and continual learning. The document asks what specific learning needs 11-14 year olds have based on research and what types of teaching and learning have been shown to successfully engage them in international schools, focusing on design thinking, inquiry, and questioning.
Inquiry @ Uplands Session 1
Documenting our process: to create a research-based coherent and consistent continuum of learning that fosters social, emotional, academic success of our 11-14 year olds
More Related Content
Similar to Making connections - Transfer PD session
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. ReflectionMdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
The document summarizes two learning sequences for a course on information and communication technologies (ICT).
Sequence One focuses on collaborative learning and has students work in groups on a multimedia project. They discuss skills needed, plan and evaluate the project, and work collaboratively over several weeks to complete it.
Sequence Two focuses on more complex learning involving 3D modeling. Students are given an ill-defined task and must find their own answers through guided discovery and collaboration. They create a project specification and presentation without step-by-step instructions. Both sequences aim to engage students in higher-order thinking through complex, open-ended tasks.
ed. Tech 1 - Project - Based learning and Multimedia
This document discusses project-based learning and multimedia. It defines project-based learning as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a product or performance. Multimedia is defined as integrating various media like text, graphics, video, and sound. Project-based multimedia learning combines these approaches by having students acquire knowledge and skills through designing a multimedia product. The document outlines seven key dimensions of project-based multimedia learning: using core curriculum, making real-world connections, extending over time, allowing student decision making, enabling collaboration, incorporating assessment, and utilizing multimedia. It argues this approach helps students develop important hard and soft skills for the modern workplace.
Jan feb 2015
The document provides information and resources for tier 1 and tier 2 math interventions. It discusses using flexible grouping and "math pods" for tier 1 differentiated instruction. For tier 2 interventions, it recommends focusing on developing number sense and foundational skills like addition, subtraction and fractions. It provides examples of diagnostic assessments and curriculum resources that can be used for targeted small group instruction, including KeyMath, Leaps and Bounds, and Do The Math. It emphasizes the importance of explicit instruction, representing math concepts in multiple ways, and monitoring student progress through interventions.
Learning Theories Group Project: Cognitive Theory
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Learning Theories Group Project: Cognitive Theory
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
CSR_Module1_Practical_Activities03-.pdf
This document provides guidance on classroom activities to promote communication about a school's corporate social responsibility (CSR) policies and activities. It outlines an activity for students to create a communication strategy and campaign for their school. The activity aims to encourage discussion of the school's CSR practices and policies, strengthen students' sense of belonging, and teach critical thinking and communication skills. The document provides objectives, resources, implementation steps, and examples for designing, planning, implementing, and evaluating a CSR communication campaign for the school.
Introduction to Personal Learning and Thinking Skills and Functional Skills
An introduction to PLTs and Functional Skills. A one hour session complete with practical Activities.
Project based learning Guide
This document provides an overview of project-based learning (PBL). It defines PBL as a student-centered learning method where students work independently or collaboratively to solve real-world problems through research, skill-building, and developing competencies. The final products are then publicly presented. Benefits of PBL include deeper understanding, higher-order thinking, skill development, increased motivation, and preparing students for future careers. When implementing PBL, teachers act as facilitators while students plan and manage their own work. Successful projects follow steps like defining the topic and outcomes, creating a work plan and schedule, and selecting resources for research.
Focus Group Protocol - Themes & Questions
This document outlines a focus group consultation on developing a shared vision of employability at DkIT. The consultation aims to engage staff, students, and employers to uncover best practices and develop a shared understanding of the skills and attributes of DkIT graduates. While DkIT graduates have a 94% employment rate within one year of graduating, employability practices tend to be localized. The focus group will discuss themes like understanding employability at DkIT, cultivating employability skills, graduate attributes, employers' roles, supports for recent graduates, and assisting socially disadvantaged students. The goals are to create a set of graduate attributes, an employability guide, an industry forum, and an institute-wide employability statement.
Ca eett modules 1-4 - april 21
The document summarizes a professional development session for teachers on integrating technology into instruction. It includes discussions on developing lesson plans, choosing assessments, and selecting learning activities and instructional strategies. Teachers worked in groups to design demonstrations of learning and shared examples of using technology like Google Earth, BrainPop, and SMART notebooks. The goal was to help teachers think about using technology to engage students and support higher-order thinking skills.
01 Ubd Pd Jan 2010
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
Students as Partners in the Design and Practice of Engineering Education: Und...
The document discusses engaging students as partners in engineering education design to better understand and foster intellectual abilities. It conducted focus groups and student-led learning projects to understand the student experience. Key findings include: students value context and tools over just knowledge; authentic experiences are important; and collaborating with students provides valuable new perspectives that can fundamentally redesign engineering curricula.
Twice exceptional students
Twice exceptional (2E) students have both high cognitive abilities and learning challenges or disabilities. They are difficult to identify because their gifts often mask their disabilities, putting them at risk of not reaching their potential. Strategies for helping 2E students include activating prior knowledge, building conceptual frameworks, and developing self-regulated learning. Instructors should provide multiple means of representation, expression, and engagement by using things like graphic organizers, flexible timing, and technology integration to support 2E students' strengths and challenges.
Meda5700 masteringpossibilities2.ppt
This document provides an overview of the process approach to instructional design. It discusses examining past learning experiences and identifying the major features of instructional activities. Instructional design is defined as systematically analyzing learner needs and addressing those needs. A needs assessment involves identifying the instructional problem, participants, context, and generating goals. The document also discusses developing mission statements and considering the characteristics of learners for an instructional design project.
Project management
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
Best BCA College in Delhi NCR - Asian School of Business
If you are looking for the best BCA college in Noida, Delhi NCR, You should consider the Asian School of Business.
Fall 2013 Syllabus: Social Media in Public Relations
Senior Seminar in Public Relations applying strategic communication principles effectively to use of PR tools and techniques in the domain of social media. Students gain a hands-on insight into how social media is shaping public relations practice and build a professional portfolio. Engages students as social media consultants to achieve their community non profit client's objectives and in personal branding.
(c) Vinita Agarwal. All Rights Reserved.
Ubd in ICT Learning
1. Understanding by Design (UbD) is a framework for designing curriculum and lessons that focuses on developing student understanding. It uses a "backward design" approach where teachers first identify the desired results and assessments before planning lessons and activities.
2. The key principles of UbD include focusing on big ideas, essential questions, and transfer of learning. Lessons are designed to help students make meaning of concepts and apply their knowledge to new situations.
3. The three stages of UbD's backward design process are: (1) identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction. Teachers clarify learning goals, plan assessments, and then develop lessons to
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Similar to Making connections - Transfer PD session (20)
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...
Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
ed. Tech 1 - Project - Based learning and Multimedia
ed. Tech 1 - Project - Based learning and Multimedia
Introduction to Personal Learning and Thinking Skills and Functional Skills
Introduction to Personal Learning and Thinking Skills and Functional Skills
Students as Partners in the Design and Practice of Engineering Education: Und...
Students as Partners in the Design and Practice of Engineering Education: Und...
Best BCA College in Delhi NCR - Asian School of Business
Best BCA College in Delhi NCR - Asian School of Business
Fall 2013 Syllabus: Social Media in Public Relations
Fall 2013 Syllabus: Social Media in Public Relations
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docx
More from Cin Barnsley
Inquiry @ Uplands Session 1
This document discusses learning organizations and engaging 11-14 year olds in learning. It advocates that learning organizations should be places where people expand their capacity to create desired results through nurturing new patterns of thinking, collective aspiration, and continual learning. The document asks what specific learning needs 11-14 year olds have based on research and what types of teaching and learning have been shown to successfully engage them in international schools, focusing on design thinking, inquiry, and questioning.
Inquiry @ Uplands Session 1
Documenting our process: to create a research-based coherent and consistent continuum of learning that fosters social, emotional, academic success of our 11-14 year olds
2018-19 G09-10 Zombie Apocalypse IDU planner
This document outlines an interdisciplinary unit plan exploring the concept of zombies. The 19 hour unit brings together arts and individuals and societies to examine popular representations of zombies in film, art, and literature and consider what they say about underlying societal issues. Students will analyze the origins and evolution of zombie myths. They will also study the science of disease transmission and management. Through these lenses, students will consider whether a study of zombies can help us better understand our rights and responsibilities in a globalized world experiencing health crises like pandemics. A variety of teaching strategies and assessments are outlined, with the goal of students synthesizing their learning to create a collaborative performance of understanding.
Making connections - Transfer PD session
The document discusses how magic tricks can help connect people. It explains that performing magic or being involved in a magic trick as the observer helps form a social bond between the performer and spectator. The article argues that magic tricks trigger our innate desire to understand the world and find patterns, which then facilitates human connection.
Making connections - Transfer PD session
The document discusses how magic tricks can help connect people. It explains that performing magic or being involved in a magic performance helps build social bonds. Watching a magic trick creates a shared experience between the performer and the audience that leaves both parties wanting to discuss what they just witnessed. This communal experience of amazement and puzzlement enhances social interaction and brings people together.
MYP Making connections - Transfer PD session 2
This document outlines an agenda for a curriculum collaboration session between teachers of different subject groups. The goals are to identify connections between subject concepts and skills, encourage transfer of thinking skills between subjects, and find opportunities for future collaboration. Teachers will share details of current or past units, discuss how subject ideas overlap, and identify common thinking skills and Learner Profile attributes. They will also rate potential connections between subjects and identify concrete next steps for future cross-curricular projects. Resources are provided on MYP concepts and overviews of different grades to facilitate these discussions.
2018-19 G09 10 "Is the future post-human" IDU planner
This document provides an interdisciplinary unit plan exploring the topic "Is the Future Post-Human?". The 19-hour unit will engage students in Media, Language and Literature, and Science. Students will explore contemporary scientific media and art to understand implications of artificial intelligence for humanity. They will analyze representations of the future in films and artworks. Through creating a speculative film, students will demonstrate knowledge of AI concepts and implications, using scientific language. A range of learning experiences are outlined, including analyzing texts and films, discussing ethical issues, and mapping concepts to build understanding of AI.
MS EARCOS 2018 (1)
EARCOS MS Leaders Conference, Shanghai, 2018
Session Title
Creating systems to enhance student engagement and agency
Session Description
Students can flourish when systems are redesigned to increase engagement and agency. Too often, we hear from students that school is something that is done “to” them. This session will share the stages that we underwent to create a new school schedule that uses time creatively to provide personalised learning pathways for our middle school learners. We have reallocated time in our school day that gives students:
choice and voice in course design
promotes creativity and collaboration
opportunities to discover their passion in courses that are interdisciplinary, inquiry-based and experiential in nature.
Overarching goal: Share and discuss a schedule model that includes interdisciplinary, holistic and personalised learning pathways to promote student competencies, agency and engagement
IB Global Conference Singapore 2018 Teacher Agency
This document discusses developing teacher agency through professional pathways. It outlines key influencers in professional learning such as Timperley, Wiliam, Guskey and Hunzicker. It discusses elements of effective professional development including being job-embedded, supportive, instructionally-focused, collaborative and ongoing. The document also presents tools for teacher inquiry, new teacher induction, curriculum renewal and alternative forms of professional learning. It emphasizes creating a culture of continuous improvement and knowing the impact of professional development through various levels including reactions, learning, behavior and student outcomes.
HSC Modern History Exam questions 2002 13
This document provides exam questions on various history topics including World War I, Germany from 1918-1939, the Vietnam War from 1954-1979, and prominent 20th century personalities. The questions assess understanding of key events, causes and consequences, and interpretation of historical sources related to the topics. Students would need to draw on their knowledge and provided sources to answer the questions in essay format.
Hsc modern questions 2002 13
This document contains exam questions on various history topics from different time periods. The questions assess understanding of key events, historical interpretations, and the usefulness of historical sources. Topics include World War I, Germany from 1918-1939, the Vietnam War from 1954-1979, and prominent 20th century personalities. Students would need to draw on their knowledge of the time periods and historical thinking skills to analyze the questions and develop well-supported responses.
HSC Modern History Exam questions 2002-13
This document provides sample exam questions on various history topics, including World War I, Germany 1918-1939, personalities of the 20th century, and the conflict in Indochina from 1954-1979. For each topic, two potential exam questions are provided. The questions assess understanding of key events, developments, individuals, causes and consequences. Sources to be used in answering some questions are also listed.
Gleischaltung
Nazi Germany initially consolidated power from 1933-1934 through the process of Gleichschaltung, which coordinated all aspects of German society under Nazi control. This included eliminating non-Nazi political parties and organizations, establishing a one-party Nazi state after passing the Enabling Act, and systematically suppressing dissent through laws restricting civil liberties and establishing concentration camps.
Year 7 information evening
This document summarizes an information evening for parents about TAS Middle School's Year 7 program. It discusses that middle school is designed for young adolescents undergoing rapid development, bridging primary and secondary school. It provides an overview of the homeroom structure, integrated curriculum, academic expectations around homework and assessment, and examples of subjects like English, HSIE and electives. It also outlines the school's offerings for co-curricular activities, sports, cadets and service learning opportunities.
More from Cin Barnsley (14)
2018-19 G09 10 "Is the future post-human" IDU planner
2018-19 G09 10 "Is the future post-human" IDU planner
IB Global Conference Singapore 2018 Teacher Agency
IB Global Conference Singapore 2018 Teacher Agency
Recently uploaded
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
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
The 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.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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 etcThe simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Recently uploaded (20)
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Making connections - Transfer PD session
- 3. How can we help our students connect their knowledge, understanding and skills across subjects?
- 4. Transfer is “making connections — including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations.” Assessing for Understanding Across the IB Continuum
- 5. Getting to know each other: Using a current unit, or one from Semester 1, share: 1.“What are the “big ideas” (key concepts) you want students to learn? How do the big ideas of the subjects connect or overlap? 2. What ATLs are you explicitly teaching? What strategies do you use to do this? 3. How might we better include the Learner Profile attributes in our lessons? 15 mins x 3
- 6. Important and urgent. Important but not urgent. Not important but urgent. Not important and not urgent. ATL skill: Plan short- and long-term assignments; meet deadlines
- 7. Possible connections: How does your subject connect to others? Circle the rating and use the notes column for rough ideas to connect with a teacher from a different subject group. I think I’m in love! A match made in heaven. Intriguing - let’s spend more time together! Maybe
- 8. Which idea is ‘the One’? Identify 1-2 future opportunities for transfer of ATL skills and/or conceptual knowledge with another subject group.
- 9. Sharing Here is the beginning of a new ATL Global Resource please add any cool ideas that you heard today