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This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. The template includes sections for general classroom information, reflections on readings about phonemic awareness and linguistic components, an audio recording practice and assessment of a student, analysis of assessment results, strategies and activities, relevant standards, uses of technology, and a final reflection. Students are to complete the template over the course of six sessions on phonemic awareness, incorporating at least one technology tool explored in the course.
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Phonemic Awareness Final Project
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. The template includes sections for general classroom information, assessments of student phonemic awareness, analysis of assessment results, instructional strategies and activities, standards, and use of technology tools. One required element is an example assessment and analysis of a student's phonemic awareness. The completed template will help create a comprehensive plan for strengthening students' phonemic awareness skills through various activities, assessments, and use of technology.
Lote Assessment1
This document discusses curriculum planning using the Victorian Essential Learning Standards (VELS). It explains how to plan a unit of work by determining the purpose and focus, selecting relevant standards from domains like LOTE and ICT, and choosing learning focus statements. An example unit on weather is provided. Key steps include highlighting relevant standards elements and learning focus statements, and considering if they require modifying an original unit plan or suggest new ideas.
Development of Substantive Instructor Gu
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
DNP Project Proposal Defense Template1Buil
DNP Project
Proposal Defense Template
1
Build the presentation
Use the information from your DPI Project Proposal Template document as the base.
Edit down your proposal presentation.
Summarize Chapters 1-3.
Include Appendix A.
Check…and Double Check
Timing: The Proposal Defense presentation should be no longer than 30 minutes.
Be sure you have the approval of your DPI Chairperson and Committee for everything in the presentation; if you are unsure of something, clarify it prior to your defense call.
Practice multiple times.
Format
DO:
Use this GCU slide layout.
Use an easy to read font size.
Use figures and tables.
DO NOT:
Do not add slide transitions, animation, or sounds that are distracting.
Do not crowd slides with excessive text.
Oral Presentation
Create notes in your presentation of the points you want to cover in your oral presentation of each slide.
Except for specific content, such as clinical questions, do not just read the slides. Paraphrase in a conversational, yet professional manner (the result of practice, as per the prior slide).
Your oral presentation should explain or expand upon what is on the slides; it should not reiterate the content.
Title Page
Start with a title page that uses the title of the DPI Project
Investigator's Background
What qualifies you to do this project?
Credentials
Experience
Etc.
BE VERY BRIEF.
Topic Background
Why this topic?
History
Need
What needs(s) in practice does the research identify? What need will your project address and implement?
You can use more than one slide to address each of the categories.
Problem Statement
Your problem statement should clearly and explicitly state the reasons you are doing your study.
The purpose of this study is to…
Importance of the project
How might your project impact the field of study or health care outcomes?
How could it impact your work as a professional?
What else is significant?
Theoretical Foundation
If it is discussed in your project, include a slide on the philosophical orientation.
For example: critical theory or social constructivism
clinical Questions
Number your questions to facilitate easy reference during discussions with the committee members.
Methodology
Define which major category of methodology you implemented for your project.
Include your rationale as to why your chosen methodology is appropriate to your clinical questions?
Cite relevant methodology literature in support of your choice of methodology.
Specifics on Methodology
Depending on your choice of methods, you may need
to outline specifics such as (including but not limited to):
Variables—PICOT
Participants—number, how selected, IRB considerations, demographics
Reliability and validity
Methods of data collection
Data analysis
Limitations
You may need multiple slides for these categories.
References
List only those cited in the DPI Project Proposal Defense presentation.
One slide should be sufficient ...
To help you explore ways of developing more powerful learnin.docx
This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.
Pa final project(1)Lana Davis
The document provides instructions for a final project template for a course on supporting phonemic awareness in the classroom. It outlines parts to include in the template such as general classroom information, reflections on phonemic awareness and readings, plans for student assessment and analysis, strategies and activities to incorporate phonemic awareness, relevant standards, and use of technology. The template is to be completed throughout the course and submitted at the end for feedback.
Encouraging creativity and reflection in the curriculum
The document summarizes a workshop that aimed to encourage creativity and reflection in curriculum design using Viewpoints, a series of reflective tools. Participants were split into groups to address scenarios relating to assessment, information skills, or creativity using worksheet prompts. They mapped principles to a student timeline, selected implementation ideas, and discussed tailoring solutions. Groups then shared their key outputs. The presenters concluded by discussing next steps to refine the workshop format, develop an online tool, and disseminate examples.
Pa final project(1)Lana Davis /2
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
EH 1020, English Composition II Course Syllabus Course Descri.docx
EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
6. Assignments: This course has eight assignments, one to be submitted for each unit. With each assignment, students will work toward completing the final draft of the Research Paper (due in Unit VIII). Specific information and instructions regarding these assignments are provided below in this syllabus. Following is a list of each assignment and the unit in which it is due. Grading rubrics are included with all assignments. Specific information about accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit ...
Planning the training session
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
MGMT 1120 Course Project InstructionsInstructions You will be comp.docx
MGMT 1120 Course Project InstructionsInstructions
You will be completing Parts 1 through 4 in small groups and submitting a written report. The report will include an introduction, a conclusion, and headings for each of the (4) parts. One report will be submitted for each group.
To complete this project, you will be reading and analyzing the following case, Harlequin Enterprises: Assessing e-books. For more instructions regarding retrieving the case study, please go to the end of this document.
Your group will act as consultants to the organization presented in the case. To help this organization, you will 1) identify the major problem/decision facing the organization, 2) complete internal and external analyses that you have learned in the course to make sure you understand and can apply important information from the case that relates to solving this problem, 3) identify three feasible alternatives to solving the problem/decision, 4) make a recommendation for how the organization should solve the problem (or make their decision), including an action plan that includes specific steps.
At the conclusion of the project, each student will submit his or her own individual reflection for Part 5, on the same day that the group project is due.
Here is a more detailed breakdown of each of the parts:
Part 1: Identify the problem that management needs to solve. What priority decision needs to be made? Make sure you describe the nature of the problem and why it is important; i.e., what impact will this decision have on the organization and other stakeholders?
Part 2: Perform some analyses to help you determine what factors are important for management to consider in making this decision:
a. SWOT analysis
b. NPEST analysis
c. Porter’s 5-Force Analysis
d. Stakeholder analysis
For each of these analyses, present the analyses (use a table or lists if this helps to make the information more clear). Then, write a brief paragraph after each analysis summarizing the highlights of that analysis that you think are most relevant to this decision. You will need more information about this particular industry or about environmental factors, so you will have to do some research. You will need at least 5 (five) sources (Wikipedia and the Dictionary do not count as sources.)
Part 3: Based on your analyses, identify 3 (three) possible decisions you might make. In other words, what are three reasonable alternatives that management might choose to pursue to help solve this problem? (Don’t forget to consult Chapter 7 as you consider strategic options.)
For each of these three options, identify what you perceive to be the pros and cons of pursuing that particular alternative. Use the information you discovered in your analyses and course concepts to guide you, and try to list as many as you can think of. Resist the urge to make a decision too soon!!! Try to remain objective as you consider each alternative.
Part 4: Make a decision and create an action plan for 1 ( ...
Viewpoints Assessment and Feedback workshop 25th March 2011
The document summarizes a workshop about assessment and feedback using the Viewpoints process. The workshop aimed to: 1) introduce participants to Viewpoints resources and examples of their use; 2) have participants work in groups to apply the assessment and feedback tools to challenges at the module and course level; 3) share outputs and plans for improving assessment and feedback strategies. Participants engaged in tasks to analyze assessment methods, select principles, map strategies, and develop implementation plans to address assessment issues. The goals were to help educators strengthen assessment and feedback practices.
Intel Essentials Course
This document provides an overview of the modules in the Intel Essentials course. It discusses curriculum framing questions, essential questions and unit questions, methods of assessment, examples of student work, incorporating 21st century skills and internet research into lessons, creating modifications for students, and facilitating project-based learning and technology use in the classroom. The final modules focus on implementing and sharing out the created unit plan.
Course SyllabusBUS475Integrated Business TopicsCourse.docx
Course Syllabus
BUS/475
Integrated Business Topics
Course Start Date: 02/09/2010
Course End Date: 03/15/2010
Please print a copy of this syllabus for handy reference.Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document.
Copyright
Copyright ©2009 by University of Phoenix. All rights reserved.
University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix© editorial standards and practices.
Facilitator Information
Dr. Laura Pogue[email protected] (University of Phoenix)
[email protected] (Personal)
248-866-0443 (Arizona Time)
Facilitator Availability
I am in the classroom frequently and questions will be answered within 24 hours. I also have office hours Wednesday and Thursday evenings from 7-8 PM Arizona Time.
Please do not hesitate to contact me, if you have questions or need assistance. The best way to contact me is through the classroom. Please post a note in your Individual Forum or, if the answer to the question may benefit the entire class, in the current week’s question forum.
For emergencies, when you are not able to gain access to your class, please send a message to my alternate email address, which is listed within my Contact Information post or contact tech support.
Where to Go to Class Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone.
Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios.
Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials.
Learning-Team-A, B, C, D, E and F: These six Learning Team forums will be used as workrooms for the learning teams. You will be assigned to one of these learning teams.
Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. This is where you will post your individual assignments, and where I will post your feedback. You can also ask questions here. However, if you have general questions about instructions of assignments, please post those in.
Computer Applications Guide
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
The Impact of Faculty Development on Blended Learning
The document summarizes the impact of a faculty development training program on blended learning at UMass Dartmouth. It discusses the Sloan Consortium grant that funded the program, the 2-week online blended learning training course developed for faculty, feedback from faculty participants, and plans for ongoing improvement and support of blended learning.
REEP In-service Sept 2009: Unit Planning, Part 1
A presentation by professional development coordinators at the Arlington Education and Employment Program (REEP), of the Adult Education Office within Arlington Public Schools. It includes needs assessment and unit planning techniques and tools, for instruction guided by the language and life skills objectives of the REEP Adult ESL curriculum (www.reepworld.org).
Student Centered
This document provides an overview of planning for a university course. It discusses the importance of developing learning objectives and outcomes, and distinguishing between different levels of learning based on Bloom's taxonomy. It also compares content-centered and student-centered models of course planning, noting that the latter focuses on what students should be able to do upon completing the course rather than just covering content. The document provides examples of writing measurable learning outcomes and evaluating textbooks. It stresses the importance of planning instruction by dividing a course into manageable pieces and integrating various assessment elements.
Assessment & feedback for learning module induction
This document outlines an assessment module that uses a problem-based learning (PBL) approach. It includes the following:
- The module focuses on assessment and feedback theories and practices in higher education.
- Students will participate in 3 PBL scenarios over the semester in small groups facilitated by a tutor.
- Assessment includes two group reports analyzing PBL scenarios and an individual report and reflection.
- The PBL process involves 5 steps: exploring the problem, discovering knowns/unknowns, research, application, and presentation.
- Scenarios provide an introduction and issues for groups to research and propose solutions for in their reports.
note_taking_facilitator_guide(goerzen2011)
The document provides guidance for facilitating a workshop on note taking strategies for university students. It includes an outline of the workshop with timing for each section, which introduces students to different note taking methods like the Cornell method, outline method, T-notes, and mind maps. The workshop aims to help students take better notes through practicing active listening, identifying their personal note taking styles, and learning recommended strategies.
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Pa final project jean's audio test for slideshare
- 1. Supporting Phonemic Awareness in the Classroom Final Project Template
- 2. Final Project Directions As a final project, you will develop plans for teaching phonemic awareness in your classroom, including plans for assessment procedures, analysis, and activities. This final project template will also include one example of a phonemic awareness assessment and analysis on a student. Your plans should incorporate at least one of the technology tools explored in this course and include details for other types of phonemic awareness strengthening activities. Complete this template as the course progresses. This template is due to your facilitator at the end of Session Six. At that time, your facilitator will review your final project and provide feedback for you in the Notes section.
- 3. Part I: General Information (Session One) GRADE: LESSON BLOCK LENGTH: Is Phonemic Awareness currently being addressed in your classroom? If so, how? If you are not currently teaching in a classroom, please fill out this template as if you are teaching in the classroom of your choice.
- 4. Part II: Phonemic Awareness (Session One) Reflect on one of the readings from this session. Some guiding questions could be: Why is phonemic awareness an important step in learning to read? Do you currently assess student’s phonemic awareness? If not, what are the early indicators that allow you to identify if a student is at risk of reading difficulty?
- 5. Part III: Linguistic Components (Session Two) From the Yopp article, which activities look promising and intriguing? Which ones might be easiest to incorporate into your current curriculum? Which activities, before assessing your students, do you think would benefit your classroom most?
- 6. Part IV: Audio Recording Practice (Session Two) Share your URL to your practice audio recording here: Reflect on this practice. How do you imagine audio recordings will help you teach and your students learn about phonemic awareness?
- 7. Part V: Student Assessment (Session Three) Which assessment will you be using on your student? Insert the URL of your audio-recorded assessment with a student here.
- 8. Part VI: Analysis (Session Three) After completing an assessment on a student or small child, you will reflect on their scores using the appropriate worksheet. What stands out to you most? Reflect on the areas of student strength. Reflect on the areas of student weakness.
- 9. Part VII: Strategies (Session Four) Include strategies you will use in your classroom here. Products and Performances Questions relevant to your lesson Instructional Strategies Specific Skills to be developed
- 10. Part VII: Strategies, cont. (Session Four) Include strategies you will use in your classroom here. Activities and procedures Extensions and modifications Materials and resources needed Websites used References (copyright needed?)
- 11. Part VIII: Common Core Standards (Session Four) Please list all relevant Common Core Standards here, as well as any relevant Massachusetts Proposed Additional Standards.
- 12. Part IX: Technology (Session Five) Include technology strategies you will use in your classroom here, noting also your access to computers and other required hardware. You may also consider using your newfound podcasting skills in a creative way to help students with phonemic awareness.
- 13. Part X: Reflection (Session Six) Include technology strategies you will use in your classroom here, noting also your access to computers and other required hardware. You may also consider using your newfound podcasting skills in a creative way to help students with phonemic awareness.