Managing workload
•Download as PPTX, PDF•
0 likes•209 views
The document provides strategies for managing teaching workload, including design, time management, teaching, and support strategies. Design strategies include pre-planning the course before the semester starts, providing clear expectations and rubrics, and aligning objectives, assessments and activities. Time management strategies involve organizing information and being explicit about time requirements. Teaching strategies identify weekly activities and calendar time for creating presence in the class. Support strategies involve one-on-one support, instructional design assistance, technology support and teaching assistants. The document emphasizes being present in the course, creating a supportive community, setting clear expectations, using a variety of activities, and getting early feedback from students.
Report
Share
Report
Share
Recommended
Managing workload
This document provides strategies for managing instructor workload when teaching online courses. It recommends designing the course in advance by mapping objectives to assessments and activities. It also suggests using time management strategies like organization and clearly communicating time requirements. Teaching strategies include identifying weekly activities and scheduling time for course presence. The document also lists support resources and best practices like being present, creating community, setting clear expectations, and gathering feedback. The conclusion emphasizes clarifying availability, using technology and rubrics effectively, and adjusting teaching strategies to match students.
Managing workload
This document provides strategies for managing workload as an online instructor. It recommends pre-planning the course before the semester, providing clear expectations, and allocating units to align objectives and assessments. For time management, it suggests organizing information and being explicit about time requirements. Teaching strategies include identifying weekly activities and scheduling time for class presence. Support strategies involve one-on-one peer support, instructional design assistance, and technology support. Best practices include being present in the course, creating an online community, setting clear expectations, using varied activities, and getting early feedback. The conclusion emphasizes clarifying availability, using technology effectively, applying rubrics, and adjusting teaching strategies.
Educause 08 Part 3
The document discusses using backwards design principles to incorporate assessment into online instruction. It recommends tracking learner progress, attitudes, and challenges through meta-cognitive assessments, rubrics, and self-assessment strategies. A table shows Bloom's taxonomy processes and how they can be supported by visual, audio, and text tools for remembering, understanding, applying, analyzing, and creating. The document encourages using group projects, peer review, participation, pre-and post-testing, and interactive assessments and providing learners a role in performance measures. It directs readers to design an instructional experience with assessment and share it online.
7 09-2020 lesson planning
A lesson plan is the instructor’s road map
of what students need to learn and how
it will be done effectively during the class time.
Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
Study Strategies I
This document provides tips for students to be organized and successful. It recommends attending all classes, paying attention, participating, meeting with instructors, completing assignments on time, staying organized with a planner and binders for each class. Specific organizing tips include using dividers and three-hole punching materials in binders, understanding the syllabus and grading system, taking notes, and labeling items. It also discusses using a planner to schedule assignments and relaxation, and syncing calendars between Google and the school. The overall message is that being organized, attending all classes, and managing your time are key characteristics of successful students.
Chapter 2 Task 5: Manage Student Assignments
Managing student assignments effectively involves four areas: 1) assigning classwork and homework, 2) collecting completed work, 3) keeping records and providing feedback, and 4) dealing with late/missing assignments. Good strategies let students know assignments are valued, prompt responsible behavior, and help teachers manage assignments without unreasonable time.
Instructional Design - Bicycle Model
This document provides an overview of an instructional design course titled EDIT6100. It discusses the instructional design framework, which involves asking questions throughout the process, making decisions, developing prototypes and materials, and conducting reviews. It then covers the instructional design process steps of analyzing needs, establishing goals and objectives, designing instructional strategies and formats, developing materials, implementing training, and evaluating outcomes. Finally, it discusses different learning theories including behaviorism, cognitivism, and constructivism and their application to instructional approaches and learner activities.
Graphic orgchartfinal
Homework provides students opportunities to practice and reinforce concepts learned in class. An effective homework policy establishes clear purpose and expectations, provides varied feedback, and acknowledges student achievement. When utilized properly, homework can help students improve knowledge and expand learning outside the classroom.
Recommended
Managing workload
This document provides strategies for managing instructor workload when teaching online courses. It recommends designing the course in advance by mapping objectives to assessments and activities. It also suggests using time management strategies like organization and clearly communicating time requirements. Teaching strategies include identifying weekly activities and scheduling time for course presence. The document also lists support resources and best practices like being present, creating community, setting clear expectations, and gathering feedback. The conclusion emphasizes clarifying availability, using technology and rubrics effectively, and adjusting teaching strategies to match students.
Managing workload
This document provides strategies for managing workload as an online instructor. It recommends pre-planning the course before the semester, providing clear expectations, and allocating units to align objectives and assessments. For time management, it suggests organizing information and being explicit about time requirements. Teaching strategies include identifying weekly activities and scheduling time for class presence. Support strategies involve one-on-one peer support, instructional design assistance, and technology support. Best practices include being present in the course, creating an online community, setting clear expectations, using varied activities, and getting early feedback. The conclusion emphasizes clarifying availability, using technology effectively, applying rubrics, and adjusting teaching strategies.
Educause 08 Part 3
The document discusses using backwards design principles to incorporate assessment into online instruction. It recommends tracking learner progress, attitudes, and challenges through meta-cognitive assessments, rubrics, and self-assessment strategies. A table shows Bloom's taxonomy processes and how they can be supported by visual, audio, and text tools for remembering, understanding, applying, analyzing, and creating. The document encourages using group projects, peer review, participation, pre-and post-testing, and interactive assessments and providing learners a role in performance measures. It directs readers to design an instructional experience with assessment and share it online.
7 09-2020 lesson planning
A lesson plan is the instructor’s road map
of what students need to learn and how
it will be done effectively during the class time.
Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
Study Strategies I
This document provides tips for students to be organized and successful. It recommends attending all classes, paying attention, participating, meeting with instructors, completing assignments on time, staying organized with a planner and binders for each class. Specific organizing tips include using dividers and three-hole punching materials in binders, understanding the syllabus and grading system, taking notes, and labeling items. It also discusses using a planner to schedule assignments and relaxation, and syncing calendars between Google and the school. The overall message is that being organized, attending all classes, and managing your time are key characteristics of successful students.
Chapter 2 Task 5: Manage Student Assignments
Managing student assignments effectively involves four areas: 1) assigning classwork and homework, 2) collecting completed work, 3) keeping records and providing feedback, and 4) dealing with late/missing assignments. Good strategies let students know assignments are valued, prompt responsible behavior, and help teachers manage assignments without unreasonable time.
Instructional Design - Bicycle Model
This document provides an overview of an instructional design course titled EDIT6100. It discusses the instructional design framework, which involves asking questions throughout the process, making decisions, developing prototypes and materials, and conducting reviews. It then covers the instructional design process steps of analyzing needs, establishing goals and objectives, designing instructional strategies and formats, developing materials, implementing training, and evaluating outcomes. Finally, it discusses different learning theories including behaviorism, cognitivism, and constructivism and their application to instructional approaches and learner activities.
Graphic orgchartfinal
Homework provides students opportunities to practice and reinforce concepts learned in class. An effective homework policy establishes clear purpose and expectations, provides varied feedback, and acknowledges student achievement. When utilized properly, homework can help students improve knowledge and expand learning outside the classroom.
CEU Course Description TnT Practicum
During the 9-week Practicum, teachers transition from observer to active instructor role with increasing responsibilities. Each week focuses on a new teaching skill: setting up their course, communicating with students, using course tools, providing feedback and individualizing instruction, monitoring student progress, and closing out the course. Teachers meet weekly with their mentor, create course content, engage with students, and complete self-assessments to reflect on their development.
Chapter 2 Task 4: Design Effective Beginning and Ending Routines
Teachers should design efficient beginning and ending routines for the school day and class periods. The activities used to start and end each day significantly influence the classroom climate. Teachers need procedures to address students entering class, opening activities, students who are unprepared or returning from absence, and dismissal. Effective routines help manage these critical times and issues.
How to Make a Course Your Own: Teaching Standardized Courses
The document discusses standardized online courses and how instructors can make them their own. It defines standardized courses as those conforming to a common model with identical content across sections. While standardized courses allow for efficient development and consistent learning outcomes, they can lack instructor creativity and input. The document provides tips for instructors involved in developing standardized courses as subject matter experts or designers, as well as those teaching pre-existing standardized courses on focusing student interaction and enrichment without undermining existing content.
Learning transfer
The document discusses enhancing learning transfer from formal training events by strengthening the roles of managers, learners, and learning professionals. It provides concrete actions each of these stakeholders can take before, during, and after learning events to better support application of new knowledge and skills on the job. This includes managers setting clear expectations, giving learners time to practice new skills, and learning professionals implementing strategies to promote retention and transfer. The goal is for all involved to work together to help learning not just prepare workers but drive productivity and change.
Vertical Collaborative Teams February 9, 2012
This document summarizes a meeting about developing core instruction action plans. It includes:
1) An overview of the meeting objectives which were to share plans from different schools, clarify expectations for instruction plans, and develop a checklist outlining the plan expectations.
2) A discussion of the components and implementation of instruction plans, including actions, evidence, impact, resources, responsibilities, and timelines.
3) Instructions for teachers to work in groups to develop a comprehensive checklist communicating the criteria for strong instruction plans using an online template.
Simple Example of a GCSE assessment and curriculum plan using Stedfast
We have created a very simple example of GCSE assessment and curriculum planning using Stedfast. The example in this presentation is Year 10 History. It is designed to show how teachers and trainers can plan their curriculum intent and implementation, measure their curriculum impact, review curriculum sequencing and conduct curriculum gap analysis.
Opening Faculty Meeting
The document outlines the agenda for an upcoming meeting. It includes an icebreaker activity, a discussion of the school's goals for the coming year such as balancing the budget and strategic planning, and a report on reworking faculty meetings. It also discusses goals for improving assessment of student learning, using late-start Thursdays for collaboration, and displaying student work around the school.
Design Chapter 10 - Organizing and Running a Training Program
This document discusses organizing and running an effective training program for firefighters. It emphasizes the importance of planning, promoting, conducting, and evaluating all aspects of the program. Key steps in planning include establishing objectives, considering the intended audience, determining costs and logistics. The training should allow participants to draw on their own experience, encourage reflection, and build on each section. Proper evaluation ensures the program is meeting its goals and identifies areas for improvement.
Differentiation 4
Differentiation is the focus for half term three. Teachers should identify and clarify key words for students by ensuring they understand what the words mean and how they can be used. This can be done through matching activities that revisit keywords each lesson or by having students maintain a word bank or key word wheel in their books to develop vocabulary.
6394ch6
This presentation is based on the book titled DATA WISE by Kathryn Parker Boudett, Elizabeth A. City & Richard J. Murnane
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
Instr design
Robert Gagne's approach to instructional design involves organizing external events to support internal learning processes. It focuses on arranging what teachers and learners do in a way that influences learning. The critical aspects are determining the learning objectives, organizing instructional events in a sequence, and including appropriate activities within each event. Gagne's model of instruction involves gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting content, providing guidance, eliciting performance, giving feedback, and enhancing retention and transfer.
TLA Collaboration
Collaboration between teachers and library media specialists can take two forms: instructional collaboration where they plan, teach, and assess curriculum together, and administrative collaboration where administrators and library media specialists coordinate efforts to improve student learning. While collaboration combines expertise and prevents isolation, obstacles like specialized roles, schedules, and perceptions must be overcome. Achieving full instructional collaboration is ideal and involves jointly planning a curriculum unit from start to finish using tools like a collaborative planning organizer.
Apprenticeships - Planning Curriculum Intent
We have had the chance to update the curriculum intent presentation that we uploaded last year. Providers have now been inspected and there is more clarity on what OfSTED expects for the Quality of Education judgement. In this presentation, we demonstrate how apprenticeship training providers can easily develop their curriculum intent, implementation, impact and sequencing using Stedfast (https://stedfast.io).
4. Course Design: Putting it All Together
The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input helps ensure relevance. Courses are designed in modular format with rotation of knowledge and skills while addressing different learning styles.
4: Course Design Putting It All Together
The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input and reviewing common problems can help customize content by industry or region. Courses should have clear modular structure alternating between knowledge and skills, while addressing different learning styles for each module.
MyStudentSuccessLab 3.0 POINT AND CLICK DEMO
The document describes updates to a student career development program called Student Success Career Development 3.0. The updates include simplified navigation, improved assessments with more questions at higher Bloom's taxonomy levels, enhanced study plan features like alphabetized topic lists and goal setting at the beginning, and new student resources like MySearchLab and a Finishstronger247 YouTube channel. Journal entries and practice activities are now graded and feed into the gradebook, and post-tests reflect higher-order strategic thinking to demonstrate knowledge advancement.
Observations types
This document describes several types of classroom observations that can be implemented in schools to improve teaching and learning: instructional rounds, literacy/numeracy walks, Japanese lesson study, peer observations/triads, peer shadowing/mentoring, and coaching. For each observation type, the document provides details on purpose, process, considerations for implementation, and potential resources. It suggests that schools select a focus, determine protocols, and allocate time for observation cycles, debriefing, and follow-up in order to successfully adopt these observation strategies.
Sec lesson plan_template
This lesson plan template provides sections for the teacher to describe the key elements of a lesson, including objectives, standards addressed, materials needed, how student differences are accommodated, grouping, activities and tasks, and assessment. The template guides the teacher to connect all activities to objectives and consider reflection on the lesson's effectiveness.
Assisting the marginal teacher
The document outlines characteristics of marginal teachers such as a lack of planning, classroom management issues, poor teaching skills, and deficiencies in subject matter knowledge. It provides steps principals should take to assist marginal teachers which include identifying specific areas for improvement, creating timelines and expectations, documenting progress, and providing intensive assistance such as frequent observations, additional training, and observations of master teachers. If improvement is not shown, the final phase involves potential decision making regarding the teacher's employment.
Lesson Planning.docx
Lesson planning is a teacher's guide for what students need to learn, how it will be taught, and how learning will be measured. It helps teachers be more effective by providing a detailed outline to follow. Good lesson planning is essential for teaching and learning as it allows teachers to thoughtfully plan objectives, activities, sequencing, materials, timing, and grouping. A detailed lesson plan has five parts - objectives, subject matter, procedure, evaluation, and assignment. The first step in any lesson is effective lesson planning, which includes knowing your students, setting learning objectives, writing the lesson objective, and planning your timeline.
educationalplanningintructionalandtimeframing-180317112210.pdf
Educational planning involves applying rational and systematic analysis to make education more effective and responsive to student and societal needs. It involves setting strategies, policies, programs and standards in advance to achieve educational objectives. Key aspects of educational planning include having a future orientation, being mission-driven, and being pervasive throughout the educational process. Effective planning in education creates a roadmap for instructors and makes decision-making more efficient. It involves developing schemes of work and lesson plans to organize content delivery and assessing student learning through various methods. Instructional planning provides guidance for classroom events and allows teachers to make informed decisions based on student needs and curricula. Its importance includes facilitating knowledge gain and skill application as well as efficient use of resources and
More Related Content
What's hot
CEU Course Description TnT Practicum
During the 9-week Practicum, teachers transition from observer to active instructor role with increasing responsibilities. Each week focuses on a new teaching skill: setting up their course, communicating with students, using course tools, providing feedback and individualizing instruction, monitoring student progress, and closing out the course. Teachers meet weekly with their mentor, create course content, engage with students, and complete self-assessments to reflect on their development.
Chapter 2 Task 4: Design Effective Beginning and Ending Routines
Teachers should design efficient beginning and ending routines for the school day and class periods. The activities used to start and end each day significantly influence the classroom climate. Teachers need procedures to address students entering class, opening activities, students who are unprepared or returning from absence, and dismissal. Effective routines help manage these critical times and issues.
How to Make a Course Your Own: Teaching Standardized Courses
The document discusses standardized online courses and how instructors can make them their own. It defines standardized courses as those conforming to a common model with identical content across sections. While standardized courses allow for efficient development and consistent learning outcomes, they can lack instructor creativity and input. The document provides tips for instructors involved in developing standardized courses as subject matter experts or designers, as well as those teaching pre-existing standardized courses on focusing student interaction and enrichment without undermining existing content.
Learning transfer
The document discusses enhancing learning transfer from formal training events by strengthening the roles of managers, learners, and learning professionals. It provides concrete actions each of these stakeholders can take before, during, and after learning events to better support application of new knowledge and skills on the job. This includes managers setting clear expectations, giving learners time to practice new skills, and learning professionals implementing strategies to promote retention and transfer. The goal is for all involved to work together to help learning not just prepare workers but drive productivity and change.
Vertical Collaborative Teams February 9, 2012
This document summarizes a meeting about developing core instruction action plans. It includes:
1) An overview of the meeting objectives which were to share plans from different schools, clarify expectations for instruction plans, and develop a checklist outlining the plan expectations.
2) A discussion of the components and implementation of instruction plans, including actions, evidence, impact, resources, responsibilities, and timelines.
3) Instructions for teachers to work in groups to develop a comprehensive checklist communicating the criteria for strong instruction plans using an online template.
Simple Example of a GCSE assessment and curriculum plan using Stedfast
We have created a very simple example of GCSE assessment and curriculum planning using Stedfast. The example in this presentation is Year 10 History. It is designed to show how teachers and trainers can plan their curriculum intent and implementation, measure their curriculum impact, review curriculum sequencing and conduct curriculum gap analysis.
Opening Faculty Meeting
The document outlines the agenda for an upcoming meeting. It includes an icebreaker activity, a discussion of the school's goals for the coming year such as balancing the budget and strategic planning, and a report on reworking faculty meetings. It also discusses goals for improving assessment of student learning, using late-start Thursdays for collaboration, and displaying student work around the school.
Design Chapter 10 - Organizing and Running a Training Program
This document discusses organizing and running an effective training program for firefighters. It emphasizes the importance of planning, promoting, conducting, and evaluating all aspects of the program. Key steps in planning include establishing objectives, considering the intended audience, determining costs and logistics. The training should allow participants to draw on their own experience, encourage reflection, and build on each section. Proper evaluation ensures the program is meeting its goals and identifies areas for improvement.
Differentiation 4
Differentiation is the focus for half term three. Teachers should identify and clarify key words for students by ensuring they understand what the words mean and how they can be used. This can be done through matching activities that revisit keywords each lesson or by having students maintain a word bank or key word wheel in their books to develop vocabulary.
6394ch6
This presentation is based on the book titled DATA WISE by Kathryn Parker Boudett, Elizabeth A. City & Richard J. Murnane
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
Instr design
Robert Gagne's approach to instructional design involves organizing external events to support internal learning processes. It focuses on arranging what teachers and learners do in a way that influences learning. The critical aspects are determining the learning objectives, organizing instructional events in a sequence, and including appropriate activities within each event. Gagne's model of instruction involves gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting content, providing guidance, eliciting performance, giving feedback, and enhancing retention and transfer.
TLA Collaboration
Collaboration between teachers and library media specialists can take two forms: instructional collaboration where they plan, teach, and assess curriculum together, and administrative collaboration where administrators and library media specialists coordinate efforts to improve student learning. While collaboration combines expertise and prevents isolation, obstacles like specialized roles, schedules, and perceptions must be overcome. Achieving full instructional collaboration is ideal and involves jointly planning a curriculum unit from start to finish using tools like a collaborative planning organizer.
Apprenticeships - Planning Curriculum Intent
We have had the chance to update the curriculum intent presentation that we uploaded last year. Providers have now been inspected and there is more clarity on what OfSTED expects for the Quality of Education judgement. In this presentation, we demonstrate how apprenticeship training providers can easily develop their curriculum intent, implementation, impact and sequencing using Stedfast (https://stedfast.io).
4. Course Design: Putting it All Together
The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input helps ensure relevance. Courses are designed in modular format with rotation of knowledge and skills while addressing different learning styles.
4: Course Design Putting It All Together
The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input and reviewing common problems can help customize content by industry or region. Courses should have clear modular structure alternating between knowledge and skills, while addressing different learning styles for each module.
MyStudentSuccessLab 3.0 POINT AND CLICK DEMO
The document describes updates to a student career development program called Student Success Career Development 3.0. The updates include simplified navigation, improved assessments with more questions at higher Bloom's taxonomy levels, enhanced study plan features like alphabetized topic lists and goal setting at the beginning, and new student resources like MySearchLab and a Finishstronger247 YouTube channel. Journal entries and practice activities are now graded and feed into the gradebook, and post-tests reflect higher-order strategic thinking to demonstrate knowledge advancement.
Observations types
This document describes several types of classroom observations that can be implemented in schools to improve teaching and learning: instructional rounds, literacy/numeracy walks, Japanese lesson study, peer observations/triads, peer shadowing/mentoring, and coaching. For each observation type, the document provides details on purpose, process, considerations for implementation, and potential resources. It suggests that schools select a focus, determine protocols, and allocate time for observation cycles, debriefing, and follow-up in order to successfully adopt these observation strategies.
Sec lesson plan_template
This lesson plan template provides sections for the teacher to describe the key elements of a lesson, including objectives, standards addressed, materials needed, how student differences are accommodated, grouping, activities and tasks, and assessment. The template guides the teacher to connect all activities to objectives and consider reflection on the lesson's effectiveness.
Assisting the marginal teacher
The document outlines characteristics of marginal teachers such as a lack of planning, classroom management issues, poor teaching skills, and deficiencies in subject matter knowledge. It provides steps principals should take to assist marginal teachers which include identifying specific areas for improvement, creating timelines and expectations, documenting progress, and providing intensive assistance such as frequent observations, additional training, and observations of master teachers. If improvement is not shown, the final phase involves potential decision making regarding the teacher's employment.
What's hot (20)
Chapter 2 Task 4: Design Effective Beginning and Ending Routines
Chapter 2 Task 4: Design Effective Beginning and Ending Routines
How to Make a Course Your Own: Teaching Standardized Courses
How to Make a Course Your Own: Teaching Standardized Courses
Simple Example of a GCSE assessment and curriculum plan using Stedfast
Simple Example of a GCSE assessment and curriculum plan using Stedfast
Design Chapter 10 - Organizing and Running a Training Program
Design Chapter 10 - Organizing and Running a Training Program
Similar to Managing workload
Lesson Planning.docx
Lesson planning is a teacher's guide for what students need to learn, how it will be taught, and how learning will be measured. It helps teachers be more effective by providing a detailed outline to follow. Good lesson planning is essential for teaching and learning as it allows teachers to thoughtfully plan objectives, activities, sequencing, materials, timing, and grouping. A detailed lesson plan has five parts - objectives, subject matter, procedure, evaluation, and assignment. The first step in any lesson is effective lesson planning, which includes knowing your students, setting learning objectives, writing the lesson objective, and planning your timeline.
educationalplanningintructionalandtimeframing-180317112210.pdf
Educational planning involves applying rational and systematic analysis to make education more effective and responsive to student and societal needs. It involves setting strategies, policies, programs and standards in advance to achieve educational objectives. Key aspects of educational planning include having a future orientation, being mission-driven, and being pervasive throughout the educational process. Effective planning in education creates a roadmap for instructors and makes decision-making more efficient. It involves developing schemes of work and lesson plans to organize content delivery and assessing student learning through various methods. Instructional planning provides guidance for classroom events and allows teachers to make informed decisions based on student needs and curricula. Its importance includes facilitating knowledge gain and skill application as well as efficient use of resources and
Educational planning, intructional and time framing
this presentation is about educational planing, Instructional and Time time framing in the class to delever good lecture and manage it
Planning insruction pedagogy
This document discusses the importance of planning in education at different levels. It explains that planning occurs at the year plan, unit plan, and lesson plan levels. A year plan is created at the beginning of the academic year and helps allocate time for topics and assessments. A unit plan breaks a topic into subtopics and sets learning goals and objectives. A lesson plan follows steps like preparation, presentation, comparison and application to teach a topic in a single class period. Planning helps make the teaching and learning process more systematic, organized and effective.
Designing and planning teaching and learning process
This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.
L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
Presentation Theory
The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.
Course design
Course designing is an important part of education. Teacher should be very careful while designing the course. This presentation will help the academicians to prepare a good course.
Differentiated Instruction and Effective Strategies
This document discusses various classroom instructional strategies and considerations for diverse learners. It provides over 20 instructional strategies for teachers, including scaffolding, think-tac-toe, tiered activities, and graphic organizers. It also covers key components of instructional design, such as gaining student attention, presenting content, and assessing performance. The document emphasizes matching instructional methods to student needs and abilities.
T&L Starters
The document discusses the importance and purposes of starter sessions at the beginning of lessons. Starters are meant to engage students, get them focused on the lesson objectives, and inject a sense of pace. They can introduce new topics, review prior knowledge, or get students practicing thinking and participating from the start of class. The document provides tips for overcoming problems with starters, such as careful planning, establishing clear expectations, and using activities that latecomers can easily join. It emphasizes trialing different types of starters and sharing strategies between teachers.
Six things that make college teachers successful
This document provides tips for faculty teaching college courses for the first time. It recommends taking advantage of teaching resources, thorough course planning well before the semester starts, and effective preparation and organization for each class session. During classes, instructors should arrive and start on time, interact frequently with students through active learning techniques, and demonstrate passion for the subject to inspire student learning. The overall guidance is to take full advantage of support resources, plan extensively and practice for the first day, and maintain organization and engagement during interactive class sessions.
Strategy Sessions: Get organised with a lesson plan
In any given semester, course content should be properly communicated to the students in an organised manner to ensure the learning outcomes are met within the limited time. A 'lesson plan' becomes handy in this situation.
A lesson plan is a tool and a model for structuring an individual lesson. It provides strategies for efficiently putting together content needed for teaching; the amount of time spent in each topic and what supporting tools can be used. Other advantages of a lesson plan is that it ensures the consistency of teaching from one semester to another. Also if there are multiple lecturers teaching the same unit, they can use the same patterns and tools for teaching.
In this presentation, Menik Tissera uses an example of her own lesson plan to demonstrate how to effectively create and use one.
THE LEARNING SESSION
The learning session consists of a set of intentional and organized actions done among the teacher, students, and the learning object.
Lesson plans
This document provides guidance on creating effective lesson plans. It discusses the key purposes of lesson plans as being alignment, effective execution, and ongoing reflection and refinement. It describes common elements of lesson plans such as learning objectives, pre-class preparation, in-class activities, and wrap-up. Lesson plans should align learning objectives, activities, and assessments and help ensure successful execution of lessons. They also allow instructors to reflect on lessons and improve them over time.
Instructional development amirppt.
Instructional development models address challenges in producing teaching materials and strategies, even in difficult environments. These models convey the complex process of instructional design graphically and through text. One such model is the teaching-learning cycle, which involves diagnosing student needs, setting objectives, selecting content, preparing lessons, and guiding activities. The cycle aims to motivate students and effectively support their learning.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning of complex concepts through relationships and processes. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: analyze learners, state objectives, select materials, utilize materials, require participation, and evaluate. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of learner participation and sensory experience.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning about relationships and processes to facilitate study. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: 1) analyze learners, 2) state objectives, 3) select media and materials, 4) utilize materials, 5) require participation, and 6) evaluate and revise. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of engagement and active learning.
Webinar-in-LP-Writing.pptx
This document provides information about lesson planning for future teachers. It discusses the basic concepts, legal bases, importance and guiding principles of lesson planning. It also outlines the key parts of a lesson plan, including objectives, subject matter, procedures and assessment. Specifically, it emphasizes the importance of writing objectives that are specific, measurable, attainable, results-oriented and time-bound. The document then gives examples of verbs that can be used to write objectives in the cognitive, psychomotor and affective domains. Finally, it provides guidance on writing the different sections of a lesson plan, such as the subject matter, preliminary activities, lesson proper and assessment.
3: Course Design Overview The Big Picture
The document discusses integrating learning objectives, styles, and motivations into course design. It provides teaching methods for different learning objectives like knowledge, skills, and attitudes. It suggests design elements to accommodate visual, auditory and kinesthetic learning styles. It also recommends structuring courses to address students' varied motivations like goals, social interaction, and learning. The overall goal is to engage students and keep them motivated through balanced, practical course content and structure.
3. Course Design Overview: The Big Picture
The document discusses integrating learning objectives, styles, and motivations into course design. It provides teaching methods for different learning objectives like knowledge, skills, and attitudes. It suggests design considerations for visual, auditory and kinesthetic learning styles. It also addresses structuring the course to accommodate goal-oriented, activity-oriented and learning-oriented student motivations.
Similar to Managing workload (20)
educationalplanningintructionalandtimeframing-180317112210.pdf
educationalplanningintructionalandtimeframing-180317112210.pdf
Educational planning, intructional and time framing
Educational planning, intructional and time framing
Designing and planning teaching and learning process
Designing and planning teaching and learning process
Differentiated Instruction and Effective Strategies
Differentiated Instruction and Effective Strategies
Strategy Sessions: Get organised with a lesson plan
Strategy Sessions: Get organised with a lesson plan
More from rinkisuryavanshi
Course Mapping.pptx
Course mapping creates a visual representation of a course that ensures alignment between learning objectives, assessments, and learning activities. It encourages backward design, where instructors first identify the desired learning outcomes and then design assessments and lessons to achieve those outcomes. The key steps in course mapping are to establish course and module objectives, create assessments to measure if objectives are met, and design learning activities to actively engage students in meeting the objectives. Course mapping is an ongoing process that helps instructors develop a cohesive course structure aligned with intended learning goals.
Course mapping
Course mapping creates a visual representation of a course that ensures alignment between objectives, assessments, learning activities, and technologies. It encourages instructors to design their course backwards, starting with the desired learning outcomes. The process involves identifying measurable and relevant course and module objectives, developing assessments and learning activities to achieve the objectives, and selecting appropriate technologies to support student learning. Course mapping is iterative and allows instructors to continuously improve their course design over time.
Coursemanagement
This document provides an overview of the key features available in the course management control panel, including tools for content organization, attendance tracking, plagiarism detection, link checking, student performance analytics, early alert systems for at-risk students, user and group management, customization options, and utilities for bulk operations. Key areas covered are content storage, course tools, evaluations, users and groups, customization, and packages/utilities.
Creating and editing content
This document discusses various ways to create and edit content within a learning management system, including uploading files through the course menu or content editor, adding images, audio, video, and web links. It also notes that course files are located in the course management area and contain uploaded content for a single course that cannot be shared across courses.
Course mapping
This presentation provides help in defining and describing course maps and steps for creating a course map.
Course management
This document provides an overview of the key features available in the course management control panel, including content organization and sharing tools, attendance tracking, plagiarism detection, link checking, analytics reports, user and group management, customization options, and utilities for bulk operations. Instructors can store files and link content across course folders, use tools to track attendance and submissions, customize the course appearance, and copy or archive an entire course. A variety of reports are available to analyze student activity, grades, and retention.
More from rinkisuryavanshi (6)
Recently uploaded
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneTemple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Recently uploaded (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Managing workload
- 2. Strategies to Manage Workload DESIGN STRATEGIES TIME MANAGEMENT STRATEGIES TEACHING STRATEGIES SUPPORT STRATEGIES
- 3. Design Strategies Pre-Planning – Map and complete your course before the semester starts Provide clear expectations for instructional processes and attribution of successful products in rubrics Allocate units-align objectives with assessments and activities Anticipate Course responsibilities Prioritize Course activities
- 4. Time Management Strategies Organization is essential for managing workload Organize information in an easy-to-follow order Be explicit and emphatic about the time requirements in the syllabus Manage asynchronous discussions
- 5. Teaching Strategies Identify your weekly teaching activities. At the beginning of the semester, put time on your personal calendar for- Create presence by inserting yourself regularly in your class. Pre-set the emails and messages.
- 6. Support Strategies One-on-One support Instructional design assistance Content expertise Technology support Americans with Disability Act (ADA) Copyright compliance help Teaching Assistant
- 7. Best Practices for Managing your Course Be present in the course Create a supportive online course community Share a set of very clear expectations for your students and for yourself Use a variety of large group, small group, and individual work experience Use both synchronous and asynchronous activities Early in the term, about week 3, ask for informal feedback on “ how is the course going?” and “Do you have any suggestions?”
- 8. Conclusion Students expect you to give them the time they need when they need it. It is up to you, the instructor, to clarify and specify contact availability, follow technology to communicate effectively, use rubrics for grading, and adjusting your teaching strategies to match your style with your students.