Module three L3S210
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This module aims to extend understandings of teacher professionalism and the connection between educational research and practice. It discusses approaches to conceptualizing professionalism, including essentialist and socially constructed views. The module also explores the individual notion of "professionality" and how research can inform teaching practices to address challenges in education. Activities guide students to develop research strategies, mind maps, and presentations on their topic to link theory and practice.
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This module explores educational issues in Australian education in a global society and identifies a topic for further investigation. It discusses how globalization impacts education through economic, political, and cultural dimensions. Five priorities for Australian schooling are outlined, focusing on teaching quality, early childhood education, school retention, curriculum, and accountability. The module emphasizes that research can help improve teaching, learning, and student outcomes. It addresses the research-practice gap and how teachers can engage with research as a collective professional learning activity. Learners are asked to identify a research issue of personal passion that could make a meaningful difference and to begin considering what they know, want to know, and how they will research their topic.
Pidp 3250 poster session
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Frameworks for teacher training sessions and workshops pdf
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
Team A Presentation Templatedraft[1]
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
LCIN Presentation: Effective Online Discussions
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
An in progress co-teaching project developing information, technology, and s...
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).3 pagesAPASOURCES 4MUST HAVE INTRODUCTION, SUBHEADINGS AN.docx
3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment
• Continue to build your plan based on the introduction you created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you are creating.
• Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your reasons for using an instructional plan.
Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course
Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.
Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.
The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014).
Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political science
• To introduce the students to some of the major political ideologies and philosophies
• To introduce the studen.
Action Research
Action research is an iterative process of planning, acting, observing, and reflecting on a problem or issue in an educational setting. A team of teachers work collaboratively to identify an issue, develop and implement a plan to address it, collect and analyze data on the results, and reflect on what was learned in order to plan next steps if needed. The goal is to not only improve outcomes but also increase the teachers' repertoire of effective practices and help resolve workplace challenges.
Seminar in Syllabus Making
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Innovating pedagogy at the OU
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Intensifying the Impact of Experiential Learning through Innovative Online Co...
Intensifying the Impact of Experiential Learning through Innovative Online Co...Gail Matthews-DeNatale
Presentation given by Gail Matthews-DeNatale, Ellen Stoddard, and Mamta Saxena at the 2015 National Society for Experiential Education conferencePRINTStrategies for Promoting Inclusiveness and Welcoming
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Critical Thinking ModelBEGIN ACTIVITY
ICON
Transcript
Bloom's TaxonomyBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docx
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Ashford University EDU 671 Complete Course
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
Curriculum-Development-and-Evaluation-with-Emphasis-on-Trainers-Methodology-I...
1) The document discusses concepts related to curriculum including definitions, nature, purposes and types of curriculum.
2) It explores different perspectives on the nature of curriculum including traditional versus progressive views. It also examines models of curriculum development from theorists like Ralph Tyler and Hilda Taba.
3) The purposes of curriculum are outlined as well as different types including recommended, written, implemented, achieved, tested, entitlement, supported and hidden curriculum.
PTLLS
This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
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Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Acce2016 Leadership Forum
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
STEM Symposium
Three key trends are discussed in the document:
1. Redesigning learning spaces to be more hands-on and support new models like flipped classrooms. Wireless bandwidth and large displays are being upgraded.
2. Rethinking how schools work by making them more flexible, project-based, and multidisciplinary to prepare students for the real world.
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This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
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This document discusses teaching design thinking, computational thinking, systems thinking, strategic thinking, and futures thinking through challenge-based learning. It outlines approaches like the Stanford d.school design process and Daylight Design Thinking process. Key aspects covered include organizing learning environments, contextualizing challenges, the design process, solution types, assessments, expectations for students, and sample contexts in engineering, food production, and materials technologies. Competitions and 2-4 activities/projects are suggested to teach these various thinking approaches.
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Lecture 3 Teaching Design Technologies 2016
This document provides an overview of teaching design technologies. It discusses key concepts like systems thinking, design thinking, and contexts. Engineering principles and systems, food and fibre production, food specializations, and materials technologies are presented as contexts. The design process of investigating problems, generating solutions, producing solutions, evaluating solutions, and collaborating is explained. Types of designed solutions like products, services, and environments are also summarized. Overall, the document outlines the main approaches and concepts used for teaching design technologies.
Lecture 2 Teaching Digital Technologies 2016
This document provides an overview of key concepts related to teaching digital technologies, including computational thinking, systems thinking, design thinking, and futures thinking. It discusses important problems in the world like global warming, armed conflicts, and overpopulation that could be addressed through computational thinking. The document also outlines key concepts for different year levels, including creating interactive games, databases, and computer systems. It provides examples of concepts like algorithms, binary search, and the travelling salesman problem.
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This document outlines a university course on teaching technologies education. It discusses key topics like what technology and educational technologies are, and introduces the technologies learning area. The course covers teaching digital technologies, design technologies, and systems, futures, and strategic thinking over 10 weeks. Students complete a log of learning activities and portfolio of their work which is due at the end. Tutorials involve exploring the Australian curriculum and hands-on challenges in design and programming.
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Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
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Module three L3S210
- 26. Modelling the process for topic exploration The Australian National Curriculum
Editor's Notes
- ideas: Need for a national curriculum; history; quality; consensus/co-operation; benefits/potential (avoid unnecessary duplication, smooth transitions between states; close gaps in academic standards & achievement between states; boost retention rates); aim of National Curriculum Board (synthesis of best elements); commonalities: language to report achievement, standards, types of skills; curriculum consistency; National approach = core (essential content & skills), nationally consistent assessment standards, shared language, and a common nomenclature for reporting achievement; Challenges: state defense of systems; membership of Board; teacher/union involvement
- Hindrances to the development of an extended professionality
- Strategies for the development of an extended professionality
- collaboration with school practitioners trusting, respectful and credible researcher-practitioner partnership with each making a unique contribution to issues under investigation; collaborative & co-constructivist approach; engagement in ongoing conversation; mutual ownership; mutually appropriate entry points for researcher, practitioner & school; no single model or blueprint, approach responsive to project
- ideas: Need for a national curriculum; history; quality; consensus/co-operation; benefits/potential (avoid unnecessary duplication, smooth transitions between states; close gaps in academic standards & achievement between states; boost retention rates); aim of National Curriculum Board (synthesis of best elements); commonalities: language to report achievement, standards, types of skills; curriculum consistency; National approach = core (essential content & skills), nationally consistent assessment standards, shared language, and a common nomenclature for reporting achievement; Challenges: state defense of systems; membership of Board; teacher/union involvement