This lesson plan summarizes an 8th grade lesson on the pros and cons of mobile devices in the classroom. The lesson will begin with a warm-up where students write down technologies that can be used in the classroom. Students will then watch a PowerPoint presentation outlining the pros and cons of bringing mobile devices to school. The lesson will conclude with students taking a quiz through Google Forms to assess their understanding of the material. The goal is for students to learn about the pros and cons of using mobile devices in the classroom.
The document discusses various tools and approaches for evaluating the quality of online learning materials. It describes two main evaluation tools: MERLOT and LORI. MERLOT is an online repository that classifies educational resources into subject categories and evaluates them based on three standards - quality of content, potential effectiveness as a teaching-learning tool, and ease of use. LORI is an evaluation instrument used to assess the quality of e-learning resources based on nine dimensions, including content quality, learning goal alignment, feedback and adaptation, and reusability. The document also mentions other evaluation guidelines and tools as well as the process by which individual reviews are merged into an overall panel review for publishing online.
This document discusses a study conducted at the University of York to better understand student use and perceptions of lecture capture technology. The study used student diaries and interviews to gather data on how and why students use lecture recordings. Initial findings suggest that students strategize how they will use recordings during live lectures and that recordings are used as part of an overall study approach in addition to other resources, rather than just for note taking. The study aims to provide insights beyond typical measures of academic performance by exploring the student learning experience and how lecture capture impacts study behaviors.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
The document summarizes the key points from a two-day workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. It discusses improving students' communication, leadership, and analytical skills through various teaching methods like group projects, presentations, discussions, case studies and transforming classroom structures to encourage interaction. The document emphasizes performing curricular reviews, using multi-modal teaching approaches, facilitating teamwork, presentations and case studies to develop effective communication among students.
This chapter discusses various methods of teaching and learning that can be used in university courses. It begins by explaining that using a variety of teaching methods can help engage students and develop important skills. Lectures are discussed as a core method, but tutorials, seminars, labs, and other active learning techniques are also covered. The chapter emphasizes choosing methods based on clear learning objectives and considering the needs of diverse students. It concludes by providing resources for incorporating technology and getting support for teaching innovations.
The document provides guidance on developing a study guide for open and distance learning students. It defines a study guide as a tool that promotes independent learning and discusses various types of study guides, including academic and administrative guides. The document also outlines principles for writing study guides, such as using an active voice and accessible language. Potential contents are described, such as course overviews, unit outlines, learning objectives, and assessment information. The document emphasizes that study guides should support self-directed learning.
This lesson plan summarizes an 8th grade lesson on the pros and cons of mobile devices in the classroom. The lesson will begin with a warm-up where students write down technologies that can be used in the classroom. Students will then watch a PowerPoint presentation outlining the pros and cons of bringing mobile devices to school. The lesson will conclude with students taking a quiz through Google Forms to assess their understanding of the material. The goal is for students to learn about the pros and cons of using mobile devices in the classroom.
The document discusses various tools and approaches for evaluating the quality of online learning materials. It describes two main evaluation tools: MERLOT and LORI. MERLOT is an online repository that classifies educational resources into subject categories and evaluates them based on three standards - quality of content, potential effectiveness as a teaching-learning tool, and ease of use. LORI is an evaluation instrument used to assess the quality of e-learning resources based on nine dimensions, including content quality, learning goal alignment, feedback and adaptation, and reusability. The document also mentions other evaluation guidelines and tools as well as the process by which individual reviews are merged into an overall panel review for publishing online.
This document discusses a study conducted at the University of York to better understand student use and perceptions of lecture capture technology. The study used student diaries and interviews to gather data on how and why students use lecture recordings. Initial findings suggest that students strategize how they will use recordings during live lectures and that recordings are used as part of an overall study approach in addition to other resources, rather than just for note taking. The study aims to provide insights beyond typical measures of academic performance by exploring the student learning experience and how lecture capture impacts study behaviors.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
The document summarizes the key points from a two-day workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. It discusses improving students' communication, leadership, and analytical skills through various teaching methods like group projects, presentations, discussions, case studies and transforming classroom structures to encourage interaction. The document emphasizes performing curricular reviews, using multi-modal teaching approaches, facilitating teamwork, presentations and case studies to develop effective communication among students.
This chapter discusses various methods of teaching and learning that can be used in university courses. It begins by explaining that using a variety of teaching methods can help engage students and develop important skills. Lectures are discussed as a core method, but tutorials, seminars, labs, and other active learning techniques are also covered. The chapter emphasizes choosing methods based on clear learning objectives and considering the needs of diverse students. It concludes by providing resources for incorporating technology and getting support for teaching innovations.
The document provides guidance on developing a study guide for open and distance learning students. It defines a study guide as a tool that promotes independent learning and discusses various types of study guides, including academic and administrative guides. The document also outlines principles for writing study guides, such as using an active voice and accessible language. Potential contents are described, such as course overviews, unit outlines, learning objectives, and assessment information. The document emphasizes that study guides should support self-directed learning.
Stetson & Associates, Inc. Paraeducator Institute: Providing Instructional Su...TriciaWillms
This document summarizes a session for paraeducators on building skills to provide in-class support. It discusses assessing paraeducator experience levels, reflecting on how they currently support students, understanding accommodations and modifications, developing student self-responsibility, and considering various ways to provide in-class support. The document provides examples of accommodations and modifications, an instructional design tool, strategies for note-taking, organizing materials, assessing understanding, and adapting assignments. It emphasizes helping paraeducators learn to best support students in the classroom.
This document provides guidance on writing an effective lesson plan. It begins by defining a lesson plan and its importance in mapping out content, time management, and assessment. Key elements of an effective lesson plan are then outlined, including anticipatory sets, learning objectives, standards, the body of the lesson, checking for understanding, closure, and independent practice. An example lesson plan is also provided following this structure with objectives, content delivery methods, and durations for each section. In the end, participants are asked to work in groups to develop their own lesson plan based on a provided competency.
The document provides guidance on building effective online courses by starting with course goals and the instructor's teaching style, using a learner-centered approach, and ensuring clear organization and interaction. It emphasizes understanding students, applying principles of good teaching, and using instructional design steps that include analysis, design, development and evaluation of the course. The document also discusses engaging students through varied content delivery, collaboration activities, and addressing different learning needs.
The document discusses best practices for online pedagogy and instruction. It emphasizes fostering student collaboration, participation, and reflection through interactive approaches. Some strategies proposed include encouraging student-faculty contact through virtual office hours and discussions, encouraging cooperation among students by organizing them into groups, and giving prompt feedback on assignments and discussions. The goal is to respect diverse learning styles while also communicating high expectations for students.
Exploring Inquiry-based Science Lab Instruction: STEM education programs have incorporated inquiry-based instruction (IBI) to improve student engagement, learning and retention in STEM programs. What defines IBI? How does it look in a college lab class? What are the benefits and challenges of IBI, and how are the challenges overcome? Attendees in this presentation participated in a model enzyme lab activity offered in four different levels of IBI, learned to identify and differentiate between the four levels of IBI, explored scaffolds in IBI and their uses to support student learning, and discussed the benefits and challenges involved in implementing IBI.
Principles of effective instruction salas, raras, pormentomikka calamba
The document outlines the seven principles of effective instruction which are based on research of good teaching practices. The principles are: 1) Encourage contact between students and faculty, 2) Develop reciprocity and cooperation, 3) Encourage active learning, 4) Give prompt feedback, 5) Emphasize time on task, 6) Communicate high expectations, and 7) Respect diverse talents and ways of learning. Each principle is described in more detail and examples are provided for applying the principles in both regular classrooms and distance/online courses. The overall goal of the seven principles is to improve teaching and learning and prepare students for the real world.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening, and speaking skills in English to prepare them for university-level work. It will focus on 5-paragraph essay writing, referencing, analyzing texts and diagrams, listening to conversations, and oral presentations. The module is worth 5 credits and will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through coursework, presentations and exams. Attendance of 80% is required to pass and late assignments will be penalized.
Handout Packet for Textbook Evaluation WorkshopJoshua Durey
The document provides information about a workshop on textbook selection and evaluation presented by Joshua Durey. It includes biographical information about Joshua, outlines some common considerations and criteria for textbook selection, and provides samples of task analysis sheets and checklists that were discussed in the workshop. The goal of the workshop was to provide a framework and tools for participants to systematically evaluate and select textbooks for their teaching contexts.
Preparing To Teach In The Lifelong Learning Sector PTLLSThe Pathway Group
This document provides an overview of a course to prepare individuals to teach in the lifelong learning sector. The course is a 6-credit Certificate that can be completed within 2 years through group and individual learning. It covers mandatory units on understanding one's role and responsibilities as a teacher, teaching approaches for a specialist area, session planning skills, delivering inclusive sessions to motivate learners, and using different assessment methods along with record keeping.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It is assessed through various assignments and aims to help students achieve English language proficiency for university-level work.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. Students will develop presentations skills. Assessment will include essays, an oral presentation, an e-portfolio and a final exam. The module will be delivered through lectures, tutorials and self-study over 18 weeks.
In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...Hazel Owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Putting it all Together: Designing a Great BlackBoard CourseStaci Trekles
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
The Research Skills And Projects Blended Learning Course From Design To Imple...Hazel Owen
Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
Lecture,discussion, inductive and deductiveShynie Abraham
This document discusses different teaching methods including lectures, discussions, and deductive and inductive teaching. It provides details on each method such as how lectures can be used to introduce topics but are better suited for lower-level learning, while discussions allow for student participation and analysis. It also contrasts deductive (rule-driven) teaching where teachers explain concepts first before examples, versus inductive (example-driven) teaching where students derive rules from examples themselves. The document provides advantages and disadvantages of each approach.
The document discusses effective feedback strategies to promote student learning. It defines feedback broadly as any information students receive about their knowledge and skills. It emphasizes the importance of facilitating dialogue between students, peers, and teachers. It also recommends that students play an active role in assessing their own work and revising it based on feedback before final submission. The goal is to engage students more fully in the feedback process and help them understand how to improve their performance.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
Blended by Design: Classroom Assessment Techniques & RubricsEDUCAUSE
The document discusses classroom assessment techniques (CATs) that can be used to gather feedback from students on their learning. It provides examples of CATs like minute papers, memory matrices, and student-generated test questions. The document advises faculty to choose a CAT, apply it, analyze the results, and use the feedback to modify instruction. It also discusses developing rubrics with students to clarify expectations and promote self-assessment. While blended learning requires more initial preparation time, research shows students in blended courses often achieve higher grades compared to other formats.
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
Stetson & Associates, Inc. Paraeducator Institute: Providing Instructional Su...TriciaWillms
This document summarizes a session for paraeducators on building skills to provide in-class support. It discusses assessing paraeducator experience levels, reflecting on how they currently support students, understanding accommodations and modifications, developing student self-responsibility, and considering various ways to provide in-class support. The document provides examples of accommodations and modifications, an instructional design tool, strategies for note-taking, organizing materials, assessing understanding, and adapting assignments. It emphasizes helping paraeducators learn to best support students in the classroom.
This document provides guidance on writing an effective lesson plan. It begins by defining a lesson plan and its importance in mapping out content, time management, and assessment. Key elements of an effective lesson plan are then outlined, including anticipatory sets, learning objectives, standards, the body of the lesson, checking for understanding, closure, and independent practice. An example lesson plan is also provided following this structure with objectives, content delivery methods, and durations for each section. In the end, participants are asked to work in groups to develop their own lesson plan based on a provided competency.
The document provides guidance on building effective online courses by starting with course goals and the instructor's teaching style, using a learner-centered approach, and ensuring clear organization and interaction. It emphasizes understanding students, applying principles of good teaching, and using instructional design steps that include analysis, design, development and evaluation of the course. The document also discusses engaging students through varied content delivery, collaboration activities, and addressing different learning needs.
The document discusses best practices for online pedagogy and instruction. It emphasizes fostering student collaboration, participation, and reflection through interactive approaches. Some strategies proposed include encouraging student-faculty contact through virtual office hours and discussions, encouraging cooperation among students by organizing them into groups, and giving prompt feedback on assignments and discussions. The goal is to respect diverse learning styles while also communicating high expectations for students.
Exploring Inquiry-based Science Lab Instruction: STEM education programs have incorporated inquiry-based instruction (IBI) to improve student engagement, learning and retention in STEM programs. What defines IBI? How does it look in a college lab class? What are the benefits and challenges of IBI, and how are the challenges overcome? Attendees in this presentation participated in a model enzyme lab activity offered in four different levels of IBI, learned to identify and differentiate between the four levels of IBI, explored scaffolds in IBI and their uses to support student learning, and discussed the benefits and challenges involved in implementing IBI.
Principles of effective instruction salas, raras, pormentomikka calamba
The document outlines the seven principles of effective instruction which are based on research of good teaching practices. The principles are: 1) Encourage contact between students and faculty, 2) Develop reciprocity and cooperation, 3) Encourage active learning, 4) Give prompt feedback, 5) Emphasize time on task, 6) Communicate high expectations, and 7) Respect diverse talents and ways of learning. Each principle is described in more detail and examples are provided for applying the principles in both regular classrooms and distance/online courses. The overall goal of the seven principles is to improve teaching and learning and prepare students for the real world.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening, and speaking skills in English to prepare them for university-level work. It will focus on 5-paragraph essay writing, referencing, analyzing texts and diagrams, listening to conversations, and oral presentations. The module is worth 5 credits and will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through coursework, presentations and exams. Attendance of 80% is required to pass and late assignments will be penalized.
Handout Packet for Textbook Evaluation WorkshopJoshua Durey
The document provides information about a workshop on textbook selection and evaluation presented by Joshua Durey. It includes biographical information about Joshua, outlines some common considerations and criteria for textbook selection, and provides samples of task analysis sheets and checklists that were discussed in the workshop. The goal of the workshop was to provide a framework and tools for participants to systematically evaluate and select textbooks for their teaching contexts.
Preparing To Teach In The Lifelong Learning Sector PTLLSThe Pathway Group
This document provides an overview of a course to prepare individuals to teach in the lifelong learning sector. The course is a 6-credit Certificate that can be completed within 2 years through group and individual learning. It covers mandatory units on understanding one's role and responsibilities as a teacher, teaching approaches for a specialist area, session planning skills, delivering inclusive sessions to motivate learners, and using different assessment methods along with record keeping.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It is assessed through various assignments and aims to help students achieve English language proficiency for university-level work.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. Students will develop presentations skills. Assessment will include essays, an oral presentation, an e-portfolio and a final exam. The module will be delivered through lectures, tutorials and self-study over 18 weeks.
In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...Hazel Owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Putting it all Together: Designing a Great BlackBoard CourseStaci Trekles
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
The Research Skills And Projects Blended Learning Course From Design To Imple...Hazel Owen
Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
Lecture,discussion, inductive and deductiveShynie Abraham
This document discusses different teaching methods including lectures, discussions, and deductive and inductive teaching. It provides details on each method such as how lectures can be used to introduce topics but are better suited for lower-level learning, while discussions allow for student participation and analysis. It also contrasts deductive (rule-driven) teaching where teachers explain concepts first before examples, versus inductive (example-driven) teaching where students derive rules from examples themselves. The document provides advantages and disadvantages of each approach.
The document discusses effective feedback strategies to promote student learning. It defines feedback broadly as any information students receive about their knowledge and skills. It emphasizes the importance of facilitating dialogue between students, peers, and teachers. It also recommends that students play an active role in assessing their own work and revising it based on feedback before final submission. The goal is to engage students more fully in the feedback process and help them understand how to improve their performance.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
Blended by Design: Classroom Assessment Techniques & RubricsEDUCAUSE
The document discusses classroom assessment techniques (CATs) that can be used to gather feedback from students on their learning. It provides examples of CATs like minute papers, memory matrices, and student-generated test questions. The document advises faculty to choose a CAT, apply it, analyze the results, and use the feedback to modify instruction. It also discusses developing rubrics with students to clarify expectations and promote self-assessment. While blended learning requires more initial preparation time, research shows students in blended courses often achieve higher grades compared to other formats.
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
Assessment can be difficult, especially when designing new and different types of assignments such as presentations and problem-based projects. This session is designed to help you get a handle on assessment at all levels in order to help you update your courses with more confidence.
This document summarizes strategies for teaching online health care courses. It discusses using a variety of tools like discussion boards, assignment drop boxes, and audio recordings. It recommends keeping courses simple with a consistent weekly format. Engaging students with activities each week related to course content is important to keep them engaged. Evaluations should include quizzes, learning activities with each module, reflections, and research papers to reinforce learning. The key is to have at least one activity per week and require students to log in a minimum of three times weekly.
This document compares and contrasts three methods of student assessment: assignments, examinations, and portfolios. It defines each method and discusses their level of difficulty, types, uses, strengths, and limitations. Assignments involve tasks that require student engagement and a final product. Examinations are systematic sets of questions to assess learning. Portfolios are collections of student work to demonstrate learning. Assignments and portfolios allow for higher-order thinking skills, while examinations can efficiently measure a large amount of content. However, assignments and portfolios require more resources and time to grade than examinations.
Kennedy ex ist baleap apr 2013 with notesEllieKennedy
This document summarizes Dr. Ellie Kennedy's presentation at the BALEAP conference about a project called Excellence in International Student Teaching (ExIST) at Nottingham Trent International College. The project aimed to help subject tutors improve their teaching strategies to better accommodate international students' learning needs. Workshops brought together EAP and subject tutors to share skills. They applied a framework called FLUTE to lesson planning that includes steps like focusing, understanding content, and engaging students. Subject tutors reported increased awareness of international student needs and ability to adapt teaching as a result. The project was successful in developing resources and cross-curricular collaboration to benefit international students.
1) The document describes a case study where small group teaching was replaced with formative essays in a Land Law module to promote independent learning.
2) Students completed 4 formative essays with individual and collective feedback, and optional drop-in sessions were held to discuss feedback.
3) Student surveys found that most students appreciated the lecture podcasts, online tests, and formative essays with feedback sessions. However, some students felt the workload was high or missed the seminars.
4) Overall, the conclusions were that the potential benefits outweighed the pitfalls, as student attainment was not negatively affected and satisfaction was high for a typically difficult module.
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
The Antyodaya Saral Haryana Portal is a pioneering initiative by the Government of Haryana aimed at providing citizens with seamless access to a wide range of government services
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
2. Objectives
Participants will
1. understand the need to universally
design instruction
2. learn the guiding principles of
universal design for instruction (UDI)
3. learn practical UDI procedures
3. Overview of Presentation
Introduction to UDI
UDI Approaches
Syllabi
Curriculum and Instruction
Assessment
Empirically Validated Instructional
Techniques Consistent with UDI
Guided Notes
The Pause Procedure
Graphic Organizers
Conclusion
4. The Need for UDI
Increasingly diverse college student
body
40% age 25 or older
31% racial/ethnic minorities
34% attending college part-time
20% increase in international students from
1998 to 2004
Students with disabilities
2.3% in 1978 to 9.8% in 1998
5. The Need for UDI
Increased emphasis on student retention
Shift in pedagogy from delivering instruction
to promoting learning
College students report:
Unclear expectations
Textbooks inaccessible
Lectures that require extensive notetaking
Assessments that don’t reflect their learning
Difficulty attaining accommodations
6. Origins of UDI
Buildings designed for
the “average” person
Require retrofitting to
accommodate others
Retrofits expensive,
call attention to user,
solve one problem
at a time
7. Origins of UDI
Universal design considers
“broadest possible range of
users from the beginning”
(Ron Mace, architect)
E.g., Ramps, curb cuts,
electric doors, TV captions,
easy grip tools
Increases access for many
unintended users
8. What is UDI?
“The design of instructional materials
and activities that makes the
learning goals achievable by
individuals with wide differences
in their abilities” (Council for
Exceptional Children)
Essentially, proactive instruction to
meet the needs of diverse learners
9. Principles of UDI (or L or E)
(Scott, McGuire, & Shaw, 2001)
Equitable use
Flexibility in
use
Simple and
intuitive
Perceptible
information
Tolerance for
error
Low physical
effort
Size and space
for approach and
use
A community of
learners
Instructional
climate
10. Another View of
UDI’s Guiding Principles
Multiple/alternative means of:
Representation
Engagement
Expression
12. Common Problems with
Syllabi
Sometimes not handed out
Important information often left out
Not always followed
dates, readings, assignments, grading
criteria changed
Syllabi often confuse students
13. Clarity
Basic information
objectives, prerequisites, contact info., textbooks
Course schedule
Disc. topics, exam dates, assignments, readings
Grade calculation
Course policies
Tardies/absences, late assignments, test/
assignment make-ups, academic misconduct
Additional materials required
Avoid being “text-heavy”
More can be less
14. Adherence
Syllabus only effective when it guides
course
Stick to syllabus
If changes are necessary, clearly inform
students
Necessitates significant planning
15. Accessibility
Disseminate electronically/ post online
can be read aloud by a screen reader, magnified,
saved as an MP3 audio file, transferred to a Braille
file, translated into another language
Include a disability statement
http://www.hawaii.edu/kokua/faculty.htm#syllabus
Invite students with disabilities and other learning
needs to meet with you privately
18. Need to Universalize C&I
Predominant mode of instruction is
lecture
Comprehending and taking notes
simultaneously difficult for some
Students have trouble discerning
important information
Content can get lost in instruction
that is not clear
19. Focused Curriculum
Identify critical
concepts and
organize course
around them
Less can be more
Provide multiple
exposures to key
concepts
20. Multiple Means of Representation
Use varied instructional methods
E.g., lecture with a visual outline, group
activities, hands-on activities, web-based
discussions boards, video clips
Provide class materials in different
formats
Electronic versions can be translated
into various formats
Record lectures and make available as
podcasts
21. Multiple Means of
Engagement
Provide practice opportunities (online,
in class) at different levels
Provide examples that highlight
diversity and different ways of thinking
Allow students choice in class
activities
22. Tips for Maximizing
Student Learning
Provide/ stimulate background
knowledge
Highlight critical concepts
Repeat critical concepts, using multiple
means
Avoid unnecessary jargon, complex
terms
Provide lots of examples
23. Class Climate
Welcome everyone
Model and demand respect
Be approachable and accessible
learn students’ names
seek out and value students’ points of view
Motivate students
be positive and challenging
select relevant materials/assignments
26. Need to Universalize
Assessments
Many assessments measure
reading and writing ability more
than content being tested
Students often unclear on what is
being tested
Many students with disabilities don’t
request testing accommodations
27. Multiple Means of Representation
Represent problems in multiple
ways
Unless testing is specific to a particular
modality
E.g., Math problem expressed as word
problem and graphically
E.g., Read written problems/ prompts
out loud
28. Multiple Means of Expression
Allow students different means to
express mastery of the content
E.g., written paper, applied project, live
presentation, narrated computer
presentation, portfolio, multiple choice test
E.g., handwritten or on laptop
Or vary assessments
29. Multiple Means of
Engagement
When appropriate, provide choices in
focus of assessment
E.g., differentiate assessment based on
specialty area
E.g., provide different essay or project
topics from which students select
E.g., students select topic for reading/
writing assignment in foreign language
class
30. Clarity
Test what you teach
Communicate what will be covered/ what is
expected
Provide examples of model work
Give students scoring rubric as study guide
Provide plenty of “white space” on tests
Use vocabulary/ phrasing that is easy to
understand
Minimize time constraints when
appropriate
31. Formative vs. Summative
Use multiple, formative assessments
Examine students’ progress along the way
E.g., biweekly quizzes rather than one final
exam
Provide frequent and meaningful
feedback
Reteach/ review as indicated by
assessments
33. Need for Guided Notes
Dominant instructional mode is lecture
Demands extensive note-taking
Students typically take poor notes
Quality and completeness of notes strongly
predict student outcomes
34. Guided Notes:
What is it and How to …
GN = handouts that guide students
through a lecture
Identify the most important course
content
Less can be more
Delete key facts, concepts, and
relationships from lecture outline
Remaining information structures and
contextualizes notes
35. Guided Notes:
What is it and How to …
Insert cues (*, ⇒) to indicate where and
how many facts/concepts to write.
Other symbols for adding own
examples/questions for review (!) or
emphasizing “big ideas” ()
Leave plenty of space
Don’t require too much writing
Include additional resources such as
URLs and references
36. Guided Notes: Rationale
Consistent with UDI principles
Improves accuracy of notes
Frees students from excessive
writing
Actively involves students in
constructing notes and following lecture
37. GNs: Research Highlights
Lazarus (1993): College students w/
LD increased quiz scores after using
GNs
Russell et al. (1983): Positive effects of
GNs when using case studies, not
lecture
Austin et al. (2002): College students
preferred using GNs
39. Need for Pause Procedure
In typical lecture, students given little
opportunity to
Reflect on content
Discuss or process content
Even best students have limited
attention spans
40. The Pause Procedure:
What is it?
Short (e.g., 2-minute), periodic breaks to
review notes and discuss content
Pause at natural breaks, app. every 15 ms.
Set timer for end of break
Pauses can
be independent review of notes and/or short
writing assignment
be group (e.g., dyad) discussion of notes
include time for unresolved questions
41. Pause Procedure: Rationale
Consistent with UDI
principles
Increases accuracy of notes
Provide students time to
reflect, integrate, and ask
questions
Provides students and
instructor with breaks
42. Pause Procedure in Action …
Take 2 minutes and think about how
you might use the pause procedure
43. PP: Research Highlights
PP=higher free recall and test
scores (Ruhl et al., 1990) and more
complete notes (Ruhl & Suritsky,
1995) for college students w/ LD.
Higher exam scores when using
pauses (personal written or
discussion) of students’
preference (Braun & Simpson,
2004).
44. Pause Procedure in Action
Write down ideas for how you might
modify or add to the pause procedure
when you use it (2 minutes)
46. Need for Graphic Organizers
Discrepancy between texts and
students’ reading level
Students complain not enough time
to read and digest texts
Lectures often not effective
Students often study by memorizing
facts, rather than understanding
relationships
47. Graphic Organizers:
What are They?
A visual and graphic display
depicting relationships in course
content
Advanced organizers, Venn diagrams,
concept/spider/story maps, flowcharts,
hierarchies
Not one-dimensional outlines
52. Graphic Organizers: How to
…
Can provide completed GOs to
students
Learn by viewing
Students can construct own GOs
Learn by doing
Students can finalize partially
completed GOs
53. Graphic Organizers: Rationale
Consistent with UDI principles
Explicitly and visually present
relationships between concepts
Facilitate “nonmemorization” study
strategies.
54. GOs: Research Highlights
No research located on GOs for college
students w/ disabilities.
Positive effects on higher order
knowledge but not on facts (Robinson &
Kiewra, 1995); on delayed but not
immediate tests (Robinson et al., 1998).
Quiz scores higher using partially
complete GOs (Robinson et al., 2006)
Lead to many students constructing own GOs
55. Concluding Thoughts:
UDI and Accommodations
Students with disabilities are
legally entitled to, and will often still
need, reasonable
accommodations.
Promising notion, but more research
warranted
Maintain academic integrity of
programs and courses
Fair treatment and evaluation across
students
56. Discussion Questions
For whom will UDI be effective?
How can we as individuals implement
and maintain UDI related instruction?
How can we foster a broader adoption
of UDI?
57. Links to UDI Resources
www.cast.org/, center for applied special technology
site devoted to UDI
www.washington.edu/doit/, U. of Washington’s Do-It
program’s site, extensive resources for UDI
www.facultyware.uconn.edu/, U. of Connecticut’s site
devoted to UDI for faculty
http://www.washington.
edu/doit/Brochures/PDF/equal_access_uddl.pdf,
brochure regarding UDI for distance learning
www.oln.org/ILT/ada/Fame/help_1.html, Ohio State’s
site devoted to UDI for faculty and administrators
www.ferris.edu/htmls/colleges/university/disability/faculty
58. More Links to UDI Resources
http://accessproject.colostate.edu/udl/documents/index.cfm
, Colorado State’s Project Access page
http://telr.osu.edu/dpg/fastfact/fastfactcolor/Universal.pdf ,
fast facts regarding UDI and good teaching
teachingeverystudent.blogspot
.com/2007/01/free-technology-toolkit-for-udl-in-all_12.html,
free technology-related resources
gwired.gwu.edu/dss/Newsletters/Fall05UDL/, guide for
incorporating UDI
http://kysig.louisville.edu/whatis.htm, UDI description with
specific examples
59. References
Austin, J. L., Lee, M. G., Thibeault, M. D., Carr, J. E., & Bailey, J. S. (2002).
Effects of guided notes on university students' responding and recall of
information. Journal of Behavioral Education, 11, 243-254.
Braun, R. L., & Simpson, W. R. (2004). The pause method in undergraduate
auditing: An analysis of student assessments and relative effectiveness.
Advances in Accounting Education Teaching and Curriculum Innovations, 6,
69-85.
Lazarus, B. D. (1993). Guided notes: Effects with secondary and post
secondary students with mild disabilities. Education & Treatment of Children,
16, 272-289.
Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y., &
Vanderveen, A. (2006). Increasing text comprehension and graphic note
taking using a partial graphic organizer. Journal of Educational Research,
100, 103-111.
Robinson, D. H., Katayama, A. D., Dubois, N. F, & Devaney, T. (1998).
Interactive effects of graphic organizers and delayed review on concept
acquisition. Journal of Experimental Education, 67, 17-31.
60. References
Robinson, D. H., & Kiewra, K.A. (1995). Visual argument: Graphic
organizers are superior to outlines in improving learning from text. Journal of
Educational Psychology, 87, 455-467.
Ruhl, K. L., Hughes, C. A., & Gajar, A. H. (1990). Efficacy of the pause
procedure for enhancing learning disabled and nondisabled college students’
long- and short-term recall of facts presented through lecture. Learning
Disability Quarterly, 13, 55-64.
Ruhl, K. L., & Suritsky, S. (1995). The pause procedure and/or an outline:
Effect on immediate free recall and lecture notes taken by college students
with learning disabilities. Learning Disability Quarterly, 18, 2-11.
Russell, I. J., Caris, T. N., Harris, G. D., & Hendricson, W. D. (1983). Effects
of three types of lecture notes on medical student achievement. Journal of
Medical Education, 58, 627-636.
Scott, S. S., McGuire, J. M., & Shaw, S. F. (2001). Principles of universal
design for instruction. Storrs, CT: University of Connecticut, Center on Post-
secondary Education and Disability.
Editor's Notes
Examples:
Equitable use: All students use guided notes, not just those with disabilities/low achievers.
Flexibility in use: use varied instructional procedures (lecture, hands-on activity, discussion group)
Simple & intuitive: use grading rubric, follow syllabus
Perceptible information: repeat key phrases, distribute class materials electronically
Tolerance for error: anticipate variability in pace and skills; online tutorials, frequent feedback
Low physical effort: allow work on computer instead of manual writing
Size & space for approach and use: circular seating arrangement so everyone can see one another when speaking
Community of learners: learn students’ names, organize e-mail lists and discussion boards
Instructional climate: open/welcoming, respect, high expectations