Presentation given at the ESERA conference 2009 Istanbul and at a meeting in Dortmund concerning the implementation of Chemie im Kontext by German chemistry teachers
This module introduces the TAP indicator of Activities and Materials (A&M) which addresses the variety and appropriateness of activities and materials chosen by teachers. Effective A&M support lesson objectives, engage different learning styles, and relate to student needs/interests. The TAP rubric descriptors for A&M are categorized into content-related, student-centered, and materials descriptors. Teachers should design A&M that fulfill these descriptors to different levels of proficiency.
The document describes a learning pathway model used to individualize instruction for students. Key aspects include:
1) Students work through mini-lessons and then break off into individualized learning pathways at their own pace.
2) Learning pathways include modules aligned to TEKS that students complete to reach mastery before assessments.
3) Teachers provide coaching and support to students as they work through modules. Whole or small group instruction is used if multiple students struggle with a concept.
4) Students track their progress on learning pathway sheets and take assessments after mastering modules. Scores are recorded for data tracking.
This document outlines the agenda and objectives for a project meeting focused on creating, collaborating and computing in mathematics. The agenda includes analyzing student data from exams, sharing strategies and experiences, and reviewing strategies seen in the project. Key themes of the project include student success, digital literacy, and using data to monitor practice. Objectives for the current year focus on developing a community of practice, measuring results, and promoting reflective practice. A key activity is using video-based reflection. The meeting will include small group work analyzing data to identify student learning problems and their causes.
This document outlines the agenda and goals for a year 3 meeting of the Creating, Collaborating and Computing in Math project between the Riverside School Board and McGill University aimed at enhancing mathematics teaching and learning through technology. The meeting will include demonstrations of video lessons, sharing of research outcomes, and discussions on key themes of the project including digital literacy, professional learning networks, and using data to improve practice. Attendees will also reflect on the main topics covered over the past 3 years of the project.
Organizing Learning Experiences in Distance EducationSanjaya Mishra
Distance education involves teaching and learning without a physical teacher present. Learning experiences in distance education are organized through self-learning materials, assignments, interactive sessions like TV and radio, and counseling sessions. The organization of learning experiences is planned in advance by curriculum designers, course writers, and counselors, with the teacher having little control during implementation. These organized learning experiences aim to provide active, engaging learning opportunities to develop skills like problem-solving and allow learners to demonstrate their achievement and get clarification from experts.
This document outlines the agenda and activities for a workshop on creating, collaborating and computing in math. The workshop brings together a school board and university to enhance math teaching and learning using technology. Participants will work on math challenges collaboratively, explore open-ended math tasks and sites for group work, discuss effective group work and feedback, and co-plan for implementing these strategies in their classrooms. The day involves both individual and group work, discussion of learning targets, and sharing of resources to facilitate math learning through collaboration and technology.
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
This document outlines an agenda for a workshop on enhancing mathematics teaching and learning through technology and discourse. The workshop includes activities on Edmodo, a discussion of formative assessment, principles of high-quality teaching, and implementing talk moves to encourage mathematical discourse in the classroom. Participants will plan lessons incorporating these strategies and schedule school visits to observe them in practice.
This module introduces the TAP indicator of Activities and Materials (A&M) which addresses the variety and appropriateness of activities and materials chosen by teachers. Effective A&M support lesson objectives, engage different learning styles, and relate to student needs/interests. The TAP rubric descriptors for A&M are categorized into content-related, student-centered, and materials descriptors. Teachers should design A&M that fulfill these descriptors to different levels of proficiency.
The document describes a learning pathway model used to individualize instruction for students. Key aspects include:
1) Students work through mini-lessons and then break off into individualized learning pathways at their own pace.
2) Learning pathways include modules aligned to TEKS that students complete to reach mastery before assessments.
3) Teachers provide coaching and support to students as they work through modules. Whole or small group instruction is used if multiple students struggle with a concept.
4) Students track their progress on learning pathway sheets and take assessments after mastering modules. Scores are recorded for data tracking.
This document outlines the agenda and objectives for a project meeting focused on creating, collaborating and computing in mathematics. The agenda includes analyzing student data from exams, sharing strategies and experiences, and reviewing strategies seen in the project. Key themes of the project include student success, digital literacy, and using data to monitor practice. Objectives for the current year focus on developing a community of practice, measuring results, and promoting reflective practice. A key activity is using video-based reflection. The meeting will include small group work analyzing data to identify student learning problems and their causes.
This document outlines the agenda and goals for a year 3 meeting of the Creating, Collaborating and Computing in Math project between the Riverside School Board and McGill University aimed at enhancing mathematics teaching and learning through technology. The meeting will include demonstrations of video lessons, sharing of research outcomes, and discussions on key themes of the project including digital literacy, professional learning networks, and using data to improve practice. Attendees will also reflect on the main topics covered over the past 3 years of the project.
Organizing Learning Experiences in Distance EducationSanjaya Mishra
Distance education involves teaching and learning without a physical teacher present. Learning experiences in distance education are organized through self-learning materials, assignments, interactive sessions like TV and radio, and counseling sessions. The organization of learning experiences is planned in advance by curriculum designers, course writers, and counselors, with the teacher having little control during implementation. These organized learning experiences aim to provide active, engaging learning opportunities to develop skills like problem-solving and allow learners to demonstrate their achievement and get clarification from experts.
This document outlines the agenda and activities for a workshop on creating, collaborating and computing in math. The workshop brings together a school board and university to enhance math teaching and learning using technology. Participants will work on math challenges collaboratively, explore open-ended math tasks and sites for group work, discuss effective group work and feedback, and co-plan for implementing these strategies in their classrooms. The day involves both individual and group work, discussion of learning targets, and sharing of resources to facilitate math learning through collaboration and technology.
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
This document outlines an agenda for a workshop on enhancing mathematics teaching and learning through technology and discourse. The workshop includes activities on Edmodo, a discussion of formative assessment, principles of high-quality teaching, and implementing talk moves to encourage mathematical discourse in the classroom. Participants will plan lessons incorporating these strategies and schedule school visits to observe them in practice.
This document discusses the indicator "Academic Feedback" from the NIET rubric. It defines Academic Feedback as how teachers respond to student comments and questions in a way that supports learning, rather than just informing them if their response is correct. It also addresses how teachers use student feedback to adjust their instruction. Descriptors for proficient Academic Feedback include oral and written feedback being frequent and high-quality, as well as feedback being given during guided practice and homework review with teachers circulating to support student engagement and monitor work. Feedback from students is also sometimes used to adjust instruction.
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM brings together an eight learning events model and learning verbs to capture interactions and roles. It has been used to formalize informal processes, provide awareness of learner roles, and reflect on teaching practices. Evaluations show it effectively describes learning processes and increases awareness of teaching and learning from both practitioner and learner perspectives.
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Mark Travis
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
Curriculum (re)development in electrical and computer engineering v3brano1933
This document discusses curriculum redevelopment in electrical and computer engineering programs. It proposes identifying and transforming at least one course per level of study, totaling 4-5 courses, using tested teaching best practices. The reasons given are that research shows such practices can improve student learning and engineering is well-suited for active and project-based learning. A multi-stage process is outlined beginning with analyzing learning outcomes and implementing techniques like flipped classrooms and active learning to assess results and integrate changes across the curriculum. Participation is encouraged for addressing shared challenges and learning from each other's experiences.
This document discusses creating learning targets for mathematics lessons. It provides guidance on writing rigorous learning targets that address student needs and curriculum standards. Teachers are encouraged to identify the big ideas or concepts in topics, beyond just the topics themselves. A process for designing learning targets is outlined, including defining essential content and reasoning processes, describing strong student understanding, and stating the target. Examples are provided of modeling the process for specific math concepts and problem-solving strategies. Technologies for lesson planning, capturing student thinking, and facilitating problem solving are also introduced.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
This document outlines the case study process for students in a superintendent preparation program from 2010-2012. It includes 4 steps to be completed over the 2 year period, with formative feedback provided after submitting each step. Step 1 in February 2011 involves presenting an environmental analysis and strategy. Step 2 in March 2011 analyzes organizational elements. Step 3 in September 2011 analyzes data. Step 4 and the final project are due in November 2011. In February 2012, exemplar case studies may be presented for discussion. The goal is to deepen understanding of organizational leadership for student learning improvement.
Anchoring part of presentation cc4 sess2 11 2011Kris Happe, M.Ed
An anchoring activity is an ongoing assignment or task that students can work on independently when they finish other assignments early or are waiting for teacher assistance. The purpose is to provide meaningful work that ties to the content being studied. Anchoring activities can be used across subjects and include options like creating bulletin boards, doing math puzzles, writing stories, or reading silently. They work best when student expectations are clear, tasks are practiced beforehand, and students are accountable for their work. Benefits include maximizing instructional time and differentiating for student needs.
This document provides an evaluation rubric for collaborative activities with categories for use of technology, collaboration, final products, and pedagogical objectives. Each category is scored from 1-4, with higher numbers indicating more advanced or appropriate uses in the collaborative activity.
This 3-year project between Riverside School Board and McGill University aims to enhance the teaching and learning of mathematics using technology. The goals are for teachers to engage in ongoing professional learning to benefit student learning, and to use student data to monitor progress. Key activities over the 3 years include face-to-face meetings, online discussions, classroom visits, and developing practices around using digital tools and video-based lessons. The project aims to foster collaboration and develop teachers' digital literacy skills to improve students' mathematical understanding.
This document outlines key topics from a session on management and teamwork for teachers and paraeducators, including defining roles and responsibilities, understanding team formation, and tools for communication and planning. It discusses establishing effective teacher-paraeducator teams through clear role definitions, stages of team development, types and improvement of communication, importance of written lesson plans, and sample planning forms and documentation. The overall goal is to review best practices for collaboration between teachers and paraeducators to assist students.
This document outlines the agenda for a meeting between the Riverside School Board and McGill University about their project to enhance math teaching and learning through technology. The key themes of the project are student success in math, digital literacy, focusing on transitions from elementary to secondary school, professional learning networks, and using data to monitor practice. The objectives for the current year are to cultivate a community of practice around math and technology, develop and evaluate solutions, promote reflective teaching practices, and consolidate the partnership between the organizations. The agenda includes discussions of challenges, teaching strategies, video reflections, group work, and online collaboration.
The document provides guidance on developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, ID teams typically have multiple individuals assigned to different functions. The delivery method and media selection are often compromised based on existing materials, production constraints, and the level of instructor facilitation. Effective instructional packages include materials, assessments, and course management components. Formative evaluation through rough drafts and rapid prototyping helps improve materials. Learner participation components enable independent study.
The document discusses a study that identifies the roles and competencies of academic counselors in distance education. It reviews relevant literature, describes the methodology used in the study, presents results on the top roles and competencies of counselors, and discusses the findings. The study found that the top roles of counselors were as a tutor, assessor, coach, and counselor. It also identified the top competencies needed and lack of training for many counselors currently.
The document describes the Ultranet, an online platform that supports teaching and learning. It allows teachers to plan, deliver, and assess learning activities, and students to participate in activities and receive feedback. It also provides learner profiles and allows students and parents to access progress information.
The document then discusses how the Ultranet supports the teaching and learning cycle. It provides an example of a learning sequence on responding to issues. The sequence includes discussion, journaling, task, reference, and submission learning items to engage students in inquiry and skills practice around a topic.
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
The document discusses online teaching and learning. It describes online learning as education that uses computer technology and digital tools as the medium of instruction. It identifies characteristics of online learners as being autonomous, motivated, self-disciplined, and having strong reading, writing, and computer skills. The document outlines different types of online learning as fully online, blended, synchronous, and asynchronous and discusses strategies for effective online teaching including clear expectations, feedback, assessments, and preparing an engaging online environment.
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogycolin gray
Presented at LearnxDesign 2021
Paper available at: https://www.dropbox.com/s/w67bzn6awdkfkds/2021_Wolfordetal_LxD_CritiqueAssemblages.pdf?dl=0
Abstract: Studio education focuses on active learning and assessment that is embedded in students’ explora- tion of ill-structured problems. Critique is a central component of this experience, providing a means of sensemaking, assessment, and socialization. These critique sessions encompass multiple types of interactions among students and instructors at multiple levels of formality. In most design programs, these practices have been situated in a physical studio environment—until they were disrupted by the COVID-19 pandemic. As a group of educators and design students, we used this disruption as an opportunity to reimagine means of critique engagement. In this paper, we document the creation, piloting, and evaluation of new critique assemblages—each of which bring together a group of tech- nology tools, means and norms of engagement, and channels of participation. We report both on the extension of existing critique types such as desk crits, group crits, and formal presentation crits, describing both the instructional goals of the new critique assemblages and the students’ experience of these assemblages. Building on these outcomes, we reflect upon opportunities to engage with new hybrid critique approaches once residential instruction can resume and identify patterns of socialization and wellbeing that have emerged through these assemblages that foster critical reflection on studio practices.
The document discusses practicum portfolios for student teachers. It defines a portfolio as an organized collection of materials that show a learner's strengths, knowledge, and goals. The objectives of developing a practicum portfolio are to establish a holistic view of learning, provide evidence of accomplishments, increase self-awareness, and identify opportunities for growth. The key components of a practicum portfolio are school assignments, lesson plans, artifacts from teaching, and feedback. Portfolios should be organized into four sections: school assignments, planning, teaching, and feedback. Evaluation of portfolios should be done using the National Professional Standards for Teachers in Pakistan and assigning a GPA based on assessment levels for each standard.
Understanding language classrooms - Patricia MogliaPatricia Moglia
This document discusses teacher-initiated classroom research. It outlines the advantages of teachers conducting their own research, which includes building on their knowledge and focusing on their interests and concerns. Action research is defined as a form of self-reflective inquiry undertaken by participants to improve their practices and understanding. The developmental phases of action research include developing and implementing a plan of action, observing the effects, and reflecting on those effects. The primary motivation for action research is to improve classroom practices.
Kristine Celma has experience in environmental management with skills in areas like providing international customers with reports and updates, international order allocations, qualitative and quantitative analysis of water, soil, and air, soil sampling and analysis, drinking water and waste-water management, and graphic approval checks. She has over 10 years of experience in roles like team leader, international clerk, warehouse operative, quality controller, and engineering assistant. Her education includes an AP graduate degree in agriculture business and landscape management from Denmark and training as an environment technician.
This document discusses the indicator "Academic Feedback" from the NIET rubric. It defines Academic Feedback as how teachers respond to student comments and questions in a way that supports learning, rather than just informing them if their response is correct. It also addresses how teachers use student feedback to adjust their instruction. Descriptors for proficient Academic Feedback include oral and written feedback being frequent and high-quality, as well as feedback being given during guided practice and homework review with teachers circulating to support student engagement and monitor work. Feedback from students is also sometimes used to adjust instruction.
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM brings together an eight learning events model and learning verbs to capture interactions and roles. It has been used to formalize informal processes, provide awareness of learner roles, and reflect on teaching practices. Evaluations show it effectively describes learning processes and increases awareness of teaching and learning from both practitioner and learner perspectives.
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Mark Travis
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
Curriculum (re)development in electrical and computer engineering v3brano1933
This document discusses curriculum redevelopment in electrical and computer engineering programs. It proposes identifying and transforming at least one course per level of study, totaling 4-5 courses, using tested teaching best practices. The reasons given are that research shows such practices can improve student learning and engineering is well-suited for active and project-based learning. A multi-stage process is outlined beginning with analyzing learning outcomes and implementing techniques like flipped classrooms and active learning to assess results and integrate changes across the curriculum. Participation is encouraged for addressing shared challenges and learning from each other's experiences.
This document discusses creating learning targets for mathematics lessons. It provides guidance on writing rigorous learning targets that address student needs and curriculum standards. Teachers are encouraged to identify the big ideas or concepts in topics, beyond just the topics themselves. A process for designing learning targets is outlined, including defining essential content and reasoning processes, describing strong student understanding, and stating the target. Examples are provided of modeling the process for specific math concepts and problem-solving strategies. Technologies for lesson planning, capturing student thinking, and facilitating problem solving are also introduced.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
This document outlines the case study process for students in a superintendent preparation program from 2010-2012. It includes 4 steps to be completed over the 2 year period, with formative feedback provided after submitting each step. Step 1 in February 2011 involves presenting an environmental analysis and strategy. Step 2 in March 2011 analyzes organizational elements. Step 3 in September 2011 analyzes data. Step 4 and the final project are due in November 2011. In February 2012, exemplar case studies may be presented for discussion. The goal is to deepen understanding of organizational leadership for student learning improvement.
Anchoring part of presentation cc4 sess2 11 2011Kris Happe, M.Ed
An anchoring activity is an ongoing assignment or task that students can work on independently when they finish other assignments early or are waiting for teacher assistance. The purpose is to provide meaningful work that ties to the content being studied. Anchoring activities can be used across subjects and include options like creating bulletin boards, doing math puzzles, writing stories, or reading silently. They work best when student expectations are clear, tasks are practiced beforehand, and students are accountable for their work. Benefits include maximizing instructional time and differentiating for student needs.
This document provides an evaluation rubric for collaborative activities with categories for use of technology, collaboration, final products, and pedagogical objectives. Each category is scored from 1-4, with higher numbers indicating more advanced or appropriate uses in the collaborative activity.
This 3-year project between Riverside School Board and McGill University aims to enhance the teaching and learning of mathematics using technology. The goals are for teachers to engage in ongoing professional learning to benefit student learning, and to use student data to monitor progress. Key activities over the 3 years include face-to-face meetings, online discussions, classroom visits, and developing practices around using digital tools and video-based lessons. The project aims to foster collaboration and develop teachers' digital literacy skills to improve students' mathematical understanding.
This document outlines key topics from a session on management and teamwork for teachers and paraeducators, including defining roles and responsibilities, understanding team formation, and tools for communication and planning. It discusses establishing effective teacher-paraeducator teams through clear role definitions, stages of team development, types and improvement of communication, importance of written lesson plans, and sample planning forms and documentation. The overall goal is to review best practices for collaboration between teachers and paraeducators to assist students.
This document outlines the agenda for a meeting between the Riverside School Board and McGill University about their project to enhance math teaching and learning through technology. The key themes of the project are student success in math, digital literacy, focusing on transitions from elementary to secondary school, professional learning networks, and using data to monitor practice. The objectives for the current year are to cultivate a community of practice around math and technology, develop and evaluate solutions, promote reflective teaching practices, and consolidate the partnership between the organizations. The agenda includes discussions of challenges, teaching strategies, video reflections, group work, and online collaboration.
The document provides guidance on developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, ID teams typically have multiple individuals assigned to different functions. The delivery method and media selection are often compromised based on existing materials, production constraints, and the level of instructor facilitation. Effective instructional packages include materials, assessments, and course management components. Formative evaluation through rough drafts and rapid prototyping helps improve materials. Learner participation components enable independent study.
The document discusses a study that identifies the roles and competencies of academic counselors in distance education. It reviews relevant literature, describes the methodology used in the study, presents results on the top roles and competencies of counselors, and discusses the findings. The study found that the top roles of counselors were as a tutor, assessor, coach, and counselor. It also identified the top competencies needed and lack of training for many counselors currently.
The document describes the Ultranet, an online platform that supports teaching and learning. It allows teachers to plan, deliver, and assess learning activities, and students to participate in activities and receive feedback. It also provides learner profiles and allows students and parents to access progress information.
The document then discusses how the Ultranet supports the teaching and learning cycle. It provides an example of a learning sequence on responding to issues. The sequence includes discussion, journaling, task, reference, and submission learning items to engage students in inquiry and skills practice around a topic.
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
The document discusses online teaching and learning. It describes online learning as education that uses computer technology and digital tools as the medium of instruction. It identifies characteristics of online learners as being autonomous, motivated, self-disciplined, and having strong reading, writing, and computer skills. The document outlines different types of online learning as fully online, blended, synchronous, and asynchronous and discusses strategies for effective online teaching including clear expectations, feedback, assessments, and preparing an engaging online environment.
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogycolin gray
Presented at LearnxDesign 2021
Paper available at: https://www.dropbox.com/s/w67bzn6awdkfkds/2021_Wolfordetal_LxD_CritiqueAssemblages.pdf?dl=0
Abstract: Studio education focuses on active learning and assessment that is embedded in students’ explora- tion of ill-structured problems. Critique is a central component of this experience, providing a means of sensemaking, assessment, and socialization. These critique sessions encompass multiple types of interactions among students and instructors at multiple levels of formality. In most design programs, these practices have been situated in a physical studio environment—until they were disrupted by the COVID-19 pandemic. As a group of educators and design students, we used this disruption as an opportunity to reimagine means of critique engagement. In this paper, we document the creation, piloting, and evaluation of new critique assemblages—each of which bring together a group of tech- nology tools, means and norms of engagement, and channels of participation. We report both on the extension of existing critique types such as desk crits, group crits, and formal presentation crits, describing both the instructional goals of the new critique assemblages and the students’ experience of these assemblages. Building on these outcomes, we reflect upon opportunities to engage with new hybrid critique approaches once residential instruction can resume and identify patterns of socialization and wellbeing that have emerged through these assemblages that foster critical reflection on studio practices.
The document discusses practicum portfolios for student teachers. It defines a portfolio as an organized collection of materials that show a learner's strengths, knowledge, and goals. The objectives of developing a practicum portfolio are to establish a holistic view of learning, provide evidence of accomplishments, increase self-awareness, and identify opportunities for growth. The key components of a practicum portfolio are school assignments, lesson plans, artifacts from teaching, and feedback. Portfolios should be organized into four sections: school assignments, planning, teaching, and feedback. Evaluation of portfolios should be done using the National Professional Standards for Teachers in Pakistan and assigning a GPA based on assessment levels for each standard.
Understanding language classrooms - Patricia MogliaPatricia Moglia
This document discusses teacher-initiated classroom research. It outlines the advantages of teachers conducting their own research, which includes building on their knowledge and focusing on their interests and concerns. Action research is defined as a form of self-reflective inquiry undertaken by participants to improve their practices and understanding. The developmental phases of action research include developing and implementing a plan of action, observing the effects, and reflecting on those effects. The primary motivation for action research is to improve classroom practices.
Kristine Celma has experience in environmental management with skills in areas like providing international customers with reports and updates, international order allocations, qualitative and quantitative analysis of water, soil, and air, soil sampling and analysis, drinking water and waste-water management, and graphic approval checks. She has over 10 years of experience in roles like team leader, international clerk, warehouse operative, quality controller, and engineering assistant. Her education includes an AP graduate degree in agriculture business and landscape management from Denmark and training as an environment technician.
This document discusses trends in second language teaching approaches from traditional to contemporary methods. It addresses stimuli for change, including the ineffectiveness of traditional approaches and the relevance of language learning. It also covers syllabus design challenges, such as separating content and process, and specifying linguistic elements. Finally, it examines teaching approaches, including transmission versus interpretation models of learning and high-structure versus low-structure instructional environments.
Schooling in America has evolved greatly since the early colonial period. Early education began with Puritan families educating their children at home. Later, the Puritans established Latin grammar schools to teach boys Latin, Greek, and the Bible. Over time, laws were passed to establish common schools and make education mandatory throughout the growing nation. The 20th century brought important changes like the establishment of junior high schools, desegregation of schools, and acts protecting students with disabilities and prohibiting sex-based discrimination. Current issues involve school choice, standardized testing, and the separation of church and education.
This document provides an overview of sensation and perception. It discusses the main senses - visual, auditory, touch, taste, smell, kinesthetic and vestibular. For each sense, it describes the relevant sensory receptors and neural pathways, as well as processes like sensation, perception, thresholds, attention, and constancy. Theories of color vision, hearing, depth perception, motion perception are also summarized.
The document outlines steps for planning and implementing a task-based language (TBL) lesson. It discusses: 1) Pre-task preparation like activating background knowledge and vocabulary; 2) A task cycle involving doing the task, preparing a report, and giving the report; 3) A language focus stage to reinforce language used in tasks. Sample tasks involve students exchanging opinions on food preferences and planning meal menus in groups.
The document discusses curriculum models throughout history and focuses on learner-centered curriculum design according to David Nunan. It outlines Nunan's process for curriculum planning which includes needs analysis, content planning, methodology selection, material design, and evaluation. The planning involves collecting learner data, specifying objectives and content based on learner needs and goals, selecting communicative methodologies and engaging materials, and ongoing evaluation to ensure the curriculum meets learner needs.
The document discusses the human nervous system and its role in response and coordination. It describes:
1) The human nervous system collects information from internal and external stimuli, transmits it to processing centers in the brain and spinal cord, coordinates responses, and maintains homeostasis.
2) The brain is divided into the cerebrum, cerebellum, and brain stem. The cerebrum controls voluntary movement and complex cognitive functions while the cerebellum controls movement coordination and balance.
3) Neurons are the basic functional units of the nervous system, connecting the brain to receptors and effectors via electrically signaling axons surrounded by a myelin sheath for fast transmission.
The document discusses various topics related to sensation and perception including:
- How different senses like vision, hearing, taste, smell, and touch work through sensory receptors and neural pathways
- Factors that influence perception like constancies, gestalt principles, depth cues, and illusions
- Specifics on visual perception including parts of the eye, color vision, blind spots; and specifics on auditory perception including parts of the ear and theories of pitch
- Types of sensory impairments and ways to help people with impairments like cochlear implants
Approaches and methods in language teachingOderayQuijada
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
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.
The role of lesson study in the quality assurance of material production in l...claudiamewald
This presentation, given at the 2017 International WALS Conference at the University of Nagoya, describes the quality assurance process through Lesson Study in the ERASMUS+ project PALM which creates an interactive platform for language learning in eight languages.
This document summarizes a session on empowering teachers to integrate content across learning areas. The session objectives are to evaluate and demonstrate content knowledge application across curriculum teaching areas. Key topics covered include content knowledge, curriculum areas, and mapping learning area core content. Activities include using metacards to share understanding of key concepts, examining example lesson plans, and providing evidence of teaching practices that apply content across areas. The session aims to help teachers deliver responsive lessons through knowledge, skills and attitude development.
This document discusses flipped pedagogy, specifically as it relates to chemistry education. It defines flipped teaching as assigning traditionally in-class activities like lectures as homework, and traditionally out-of-class activities like exercises as in-class work. This allows class time to be used for active learning, discussion, and problem-solving. The document outlines benefits like personalized learning and improved retention, but also drawbacks such as technological barriers. It finds that flipped learning has been shown to be effective for various chemistry topics when pre-class and in-class activities are designed well and technologies are utilized to facilitate the approach.
This document discusses different approaches to incorporating teamwork in higher education courses to support students' professional development. It begins with an introduction from Peter Hartley and Chris Dearnley about their careers and interests. They then pose questions about how course teams incorporate student teamwork and what the ideal mix of teamwork looks like.
The document outlines several educational approaches that differ in who sets the problem/task and manages the group process, including team-based learning (TBL), problem-based learning (PBL), and project groups. Examples of implementing TBL at various universities are provided. Scaling Up, a HEFCE project, and an example of cybersecurity PBL are also summarized. Overall, the document explores how to
The document discusses key components of an effective lesson plan, including objectives, materials, procedures, and assessment. It provides guidance on what teachers should consider when designing lessons, such as variety, coherence, challenge, flexibility, and balance. The document also outlines different types of lesson plans and formats that can be used. Overall, it aims to help teachers understand best practices for writing lesson plans that support student learning.
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The document describes a study that assessed the effectiveness of using reflective teaching methodology to train pre-service and in-service teachers for online tutoring tasks. The study involved teachers completing an online tutoring course where they designed and implemented online tutoring scenarios. The teachers then used reflective portfolios to evaluate their experiences based on student feedback and research. The analysis found that reflective teaching helped teachers identify areas for improvement like being more proactive, giving clearer feedback, and distributing roles, but that they still needed additional feedback to fully reflect on their practices.
Daily Lesson Plan for Classroom Observation Template.docxbato8bantiling
This document provides a detailed lesson plan for a Grade 12 Creative Nonfiction class. The lesson focuses on revising drafts of short creative works. It includes objectives, topics, learning resources, procedures, and assessments. The teacher will guide students through activities to practice revising outlines and drafts using techniques like adding/removing content and punctuation. Formative assessments evaluate students' understanding and application of revision skills. The teacher reflects on helping students understand writing as an iterative process and addressing issues like a lack of patience and improper sourcing of content in assignments.
After participating in a differentiated instruction professional development program, teachers were able to partially implement differentiated instruction strategies in their classrooms. The main concerns that arose were related to facilities, time and support constraints, as well as teachers' and students' existing attitudes and beliefs. Effective differentiated instruction requires viewing teaching as a cyclical process that incorporates ongoing assessment to meet students' varying needs. Long-term, school-wide support is needed to fully integrate differentiated instruction as a fundamental approach in secondary education.
This document outlines the steps for developing an oral language project in Spanish class. The project aims to enhance student autonomy, interaction with authentic materials, and motivation. The 6 steps are: 1) Choosing an area of interest, 2) Specifying communicative objectives, 3) Planning final tasks, 4) Identifying necessary thematic and linguistic components, 5) Planning enabling and communicative tasks with recycling of prior content, and 6) Incorporating evaluation throughout the process and upon completion of the final project simulation. Examples are provided for developing a quiz show, weather forecast, or talk show project. Reflections note emphasizing different learning aspects, more advance planning, and increased student involvement.
This document provides the syllabus for an education course focused on teaching science. The course will take place over 10 sessions from January to May, with specific dates and times listed. It will be taught by instructor Tim Welsh at the CTECH building.
The course aims to help emerging teachers design content-specific science lessons that engage all learners. Students will develop lessons aligned to state standards and learn to incorporate assessments to inform instruction. Assignments include observing a science lesson, creating 10 lesson plans, a lab report, and an integrated lesson plan addressing common core standards. Students are expected to actively participate in class discussions and complete all readings and assignments. Grades are based on a 200-point scale, with criteria provided for letter
This document provides a report on a 3-day teacher training workshop focused on mathematical thinking activities (WDA) in the Netherlands. The report discusses the workshop's goals of helping teachers understand and implement new mathematics curriculum reforms requiring critical thinking. Data was collected on two teachers through observations of their lessons during the workshop and later in their classrooms. The report aims to identify how the workshop influenced the teachers' pedagogical skills and any changes in their teaching approaches when working with WDA activities. It also examines the extent to which the workshop helped empower teachers' competence in creating an inquiry-based learning environment to support working with thinking activities.
This document discusses using e-portfolios to assess student competence in Computing Grade 1. It outlines the objectives of using portfolios to promote self-evaluation, planning, writing and other skills. Students completed portfolio activities individually and received feedback from teachers. Analysis found that 75% of students who participated in portfolios passed the first exam, and 100% passed the second exam, suggesting portfolios improved learning outcomes. However, portfolios require more time from both students and teachers than conventional methods.
This document contains assessment exemplars for Life Sciences for Grade 10, including control tests, a research project, and practical tasks. It provides teacher guidelines, assessment rubrics, and worksheets for learners for each assessment. The introductions explain that the exemplars are meant to be used for continuous assessment throughout the year. They assess the three learning outcomes, with the tests and project assessing mastery of content and skills, and the practical tasks assessing skills. Guidelines are provided for implementing the research project and practical activities, including classroom management, technology use, and thinking strategies.
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
This document discusses the capstone module implemented at St. Mary's University College. The capstone module acts as an integrative culminating experience to demonstrate skills and knowledge required for degree completion. It benefits students by including relevant issues, relating to theoretical bases, allowing depth, and having a manageable timescale. Students and supervisors provide feedback showing the capstone improved knowledge and was a positive learning experience.
Developing research capacity in Initial Teacher Education through the introdu...
Presentatie Dortmund Nov 2009
1. Teachers dealing with “ Chemie im Kontext” Learning from German experiences Martin Vos, Ruurd Taconis, Wim Jochems (Eindhoven University of Technology, ESoE) Albert Pilot (University Utrecht, FIsme)
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4. Focus on implementation step (based on Goodlad’s curriculum representations) Thus: Focus is on the Interaction between Teacher and Teaching Material
5. Materials and Practice studied at 3 levels Implementation of 1: activities 2: strategy 3: aims