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The document discusses project work as a teaching method and common mistakes teachers make that limit its effectiveness. It asks the reader to identify mistakes related to skills development, learning outcomes, and provide ideas to eliminate mistakes. The document encourages expanding the information through additional slides and collaborative building of the document.
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Teacher’s Name:Katy Long Grade: 6th
Subject(Class): Math Date:
Theme
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The Order of Operations
Rationale
(The rationale of a lesson is the purpose of teaching the lesson in the way that you are teaching it. It is also helpful to relate what the students will learn in the lesson to meaningful life examples.)
Completing tasks in the correct order is an important life skill. There are many tasks that must be completed a certain way in order to get an accurate outcome such as: using a recipe to make a meal, putting together a new bookshelf, preparing a lawn, etc. If one does not use the correct order of operations when solving multi-step math problems, the accurate outcome may not be reached.
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(The content are standard is taken straight from your state's academic standards for whichever content area the lesson is created for.)
Example:
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(The English Language Proficiency Standard is taken directly from the English Language Proficiency Standards that your state has adopted.)
Example:
IV-LS-1:B-6 The student will listen actively to the ideas of others in order to acquire new knowledge by following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary.
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Example: Solve expressions using the order of operations.
Objectives:
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(The language objective is what the student will do to show they understand the content objective. To write the language objective, you should review the English Language Proficiency Standards so that you can be sure to write a language objective that allows students to access language (reading, writing, listening, speaking) and is specific as to the language they will be using.)
Example: Write simplified number sentences while solving multi-step problems and explain to a partner how you got your answer in complete sentences using key math vocabulary (add, subtract, divide, multiply, exponent, parenthesis).
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This workshop has been created by the METISProject (http://metis-project.org/), and it is one of three workshop structures that heave been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project (Brasher & McAndrew, 2015) .
References
-----------------------------
Brasher, A., & McAndrew, P. (2015). METIS deliverable D3.4: Final workshops packages: workshops for different educational levels and education contexts
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The document discusses using PowerPoint versus a whiteboard for classroom presentations. It outlines some of the benefits and drawbacks of each. PowerPoint allows information to be consistently presented across multiple class sections. It also allows the instructor to add spontaneity through techniques like hiding and revealing information on slides using shapes or triggered events. However, PowerPoint may take away some spontaneity and requires advance preparation of materials. The document demonstrates how tools in PowerPoint can be used to mimic interactions like those on a whiteboard.
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The document discusses the SAMR model, which is a framework for integrating technology into teaching and learning. It provides four levels - substitution, augmentation, modification, and redefinition - to help educators purposefully select technologies. The agenda covers exploring these levels through group activities, analyzing examples using a continuum, and reflecting on current practices. The goal is for teachers to identify opportunities to transform instruction by moving technology uses from enhancement to activities that could not be done without technology.
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This document outlines topics to be covered in a fall eLearning institute, including understanding course design principles like color theory, navigation, and legibility. It also provides exemplary online course examples and the top ten things faculty should know about building an online course in Blackboard. Specific tips are provided on applying concepts like visual enhancements, hierarchical content organization, and scaffolding content to build on students' understanding. The document emphasizes best practices for online course design.
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Presentation at the Brightspace London Connection, May 18. 2017, at the Canada House in Trafalgar Square.
Edu 650 Massive Success / snaptutorial.com
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
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This document provides guidance for answering an exam question about progression in using conventions from real media products. It discusses key expectations, including discussing progression from AS to A2 coursework and giving examples of formalistic and stylistic conventions used. Students are advised to think about how other texts inspired their work at both levels and apply Barthes' theory. They should establish examples of repetition from existing media in their productions and address how it was successfully achieved. The document provides feedback on answering this type of question and homework is to revise examples and complete a practice question.
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This document outlines a 5-step structured approach to designing a learning module: 1) Conduct a needs assessment to identify learning needs, 2) Set goals for what learners will know or do, 3) Define objectives specifying what learners will be able to do, 4) Choose instructional strategies to achieve objectives, and 5) Develop evaluations to assess achievement of objectives. The 5 steps - needs assessment, goals, objectives, instructional strategies, and evaluation - form an iterative process for effective instructional design.
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Similar to Projektarbeid
Introduction to 3 representations
The document introduces three design representations for mapping out a course:
1) A Course Map view represents a course in terms of content and activities, communication and collaboration, guidance and support, and reflection and demonstration.
2) A Pedagogy Profile characterizes learning tasks into six types and looks at the spread of assessment across a course.
3) A Learning Outcomes view maps learning activities and assessment tasks to intended learning outcomes, based on the premise that students construct meaning from learning activities which are aligned to outcomes by teachers.
SIOP LESSON PLAN Teacher’s NameKaty Long .docx
SIOP LESSON PLAN
Teacher’s Name:Katy Long Grade: 6th
Subject(Class): Math Date:
Theme
Expressions and Equations
Lesson Topic
The Order of Operations
Rationale
(The rationale of a lesson is the purpose of teaching the lesson in the way that you are teaching it. It is also helpful to relate what the students will learn in the lesson to meaningful life examples.)
Completing tasks in the correct order is an important life skill. There are many tasks that must be completed a certain way in order to get an accurate outcome such as: using a recipe to make a meal, putting together a new bookshelf, preparing a lawn, etc. If one does not use the correct order of operations when solving multi-step math problems, the accurate outcome may not be reached.
Content Area Standard
(The content are standard is taken straight from your state's academic standards for whichever content area the lesson is created for.)
Example:
Common Core Math: 6.EE.1.a - Write and evaluate numerical expressions involving whole-number exponents.
English Language Proficiency Standard
(The English Language Proficiency Standard is taken directly from the English Language Proficiency Standards that your state has adopted.)
Example:
IV-LS-1:B-6 The student will listen actively to the ideas of others in order to acquire new knowledge by following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary.
Objectives:
Content
(The content objective is what the students will learn. Often times, it is similar to the actual standard, but written in kid-friendly language.)
Example: Solve expressions using the order of operations.
Objectives:
Language
(The language objective is what the student will do to show they understand the content objective. To write the language objective, you should review the English Language Proficiency Standards so that you can be sure to write a language objective that allows students to access language (reading, writing, listening, speaking) and is specific as to the language they will be using.)
Example: Write simplified number sentences while solving multi-step problems and explain to a partner how you got your answer in complete sentences using key math vocabulary (add, subtract, divide, multiply, exponent, parenthesis).
Learning Strategies
(Learning strategies are the research-based SEI strategies that you will use throughout your lesson to teach and engage students in the lesson)
Example: direct instruction, think-alouds, team discussion role cards, problem-solving roles, numbered heads
Key Vocabulary
(Key vocabulary is the key academic vocabulary that students need to know in order to comprehend the lesson)
Example: order of operations, add, subtract, multiply, divide, parentheses, exponent, base number, evaluate, PEMDAS, number sentence, expression
Materials
(Materials are anything you will need to deliver the lesson; so.
Technology integration slide show
This professional development document outlines a session focused on developing a digital pedagogy using the SAMR model of technology integration. It begins with engaging teachers in a discussion about how their generation influences the type of teacher they are. It then introduces the concept of a digital pedagogy and the SAMR model. Teachers are asked to audit their current practices using SAMR and modify a current task to integrate technology at a higher level. They are to trial the modified task and observe the impact on teaching and learning to report back at the next session.
How to design Collaborative learning activities
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the METISProject (http://metis-project.org/), and it is one of three workshop structures that heave been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project (Brasher & McAndrew, 2015) .
References
-----------------------------
Brasher, A., & McAndrew, P. (2015). METIS deliverable D3.4: Final workshops packages: workshops for different educational levels and education contexts
How to design Collaborative learning activities
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
The workshop is being offered as part of the Metis Project (http://www.metis-project.org/), and it is one of three pilot workshops being run across different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE.
Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.
Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .
Graphic Design - Lesson 1
This document outlines the grading breakdown and topics that will be covered in an introductory graphic design course. The grading will be based on several projects, homework assignments, behavior, and participation in a semester-long group project. Students will learn the basics of form, composition, color, typography, layout, and will study graphic design through examples like advertisements, logos, and corporate branding. They will also learn computer software like Photoshop. For their first project, students will work in groups to create a PowerPoint presentation analyzing examples of excellent graphic design based on design quality and message conveyed.
Graphic Design - Lesson 1
This document outlines the grading breakdown and topics that will be covered in an introductory graphic design course. The grading will be based on several projects, homework assignments, behavior, and participation in a semester-long group project. Students will learn the basics of form, composition, color, typography, layout, and will study graphic design through examples like advertisements, logos, and corporate branding. They will also learn computer software like Photoshop. For a group project, students will work together to present examples of excellent graphic design and explain what makes the designs effective.
From theory to tools: A workshop on designing blended and online learning
The document summarizes a workshop on designing blended and online learning. It discusses various instructional design frameworks and approaches that can be used, including adult learning theory, constructivism, active learning, logic models, backward design, and experiential learning. It also outlines the workshop agenda, which includes presentations, activities, and discussions around learning theories, instructional design approaches, integrating technology, and instructional design tools. Participants are asked to work in groups to design a two-hour session using the instructional design approaches and share their experiences using technology for learning and teaching.
DED107 Session03
This document discusses lesson planning and meaningful learning. It outlines dimensions of meaningful learning like engaging prior knowledge and learning by doing. Teachers connect these concepts through lesson planning by beginning with learning outcomes and strategies to achieve objectives while integrating information and communication technology (ICT). Specific guidelines are provided for writing instructional objectives using the ABCD method of specifying the Audience, Behavior, Conditions, and Degree. A sample lesson plan is included to demonstrate how objectives and instructional activities can be structured. The document also outlines an upcoming session that will focus on technology-enabled lessons and game-based learning.
Module 2PBL Mini Series
This presentation features how to apply the elements of PBL with a focus on specifying project objectives within the ABCD model.
Building Better
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.
How To Prepare A Basic Training Module
This presentation is for those who are very new to Powerpoints and want to learn the art of making effective PPT's. Also the idea behind making a module, per say, is important and this PPT describes the parameters on which a Basic Training Module can be built. These parameters will help the new comers to get an Idea of how to prepare Training Modules
Percents
This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
The Pitch
Assessment Task 3 Guide for ACFE learners studying TAADEL501B Facilitate e-learning with CAE. Unit delivery by yum productions.
Fall 2011 OTC Online Course Development and Delivery Reviewer Hints
The document provides hints and suggestions for reviewers reviewing online courses at OTC. It suggests striving for an objective tone, identifying strengths and examples from the course site, differentiating between what needs to be changed versus suggestions, and asking questions. It also provides tips for the review process such as focusing on specific criteria in the first review session and allowing more time for a second review focused on content and objectives. Suggestions are made for utilizing course reports and saving files in a standardized format.
Thecapstoneexperience
Debbie Adams undertook capstone courses to improve her lesson planning and assessment skills, and explore ways to incorporate technology and ideas from other areas. Capstone 1 helped her create more cohesive lesson plans aligned to standards, and showed safe ways to integrate tools like Google Docs and PBWiki. It also involved students using Microsoft Word and Excel to practice math skills. Capstone 2 focused on organization, assessment, presentation alternatives like digital rubrics, and differentiated instruction. She learned valuable resources for technology integration, how to create technology-enhanced lesson plans, and made contacts at other schools integrating technology.
ISD / ADDIE Design Document Template
This document outlines the instructional design process for a new training course following the ADDIE model of Analyze, Design, Develop, Implement, and Evaluate. It includes sections for needs analysis, content items, design, development, implementation, and evaluation. Key information gathered includes the target audience, proposed budget, learning objectives, content outline, assessment questions, and plans for measuring the impact of the training.
Opening up education
This document discusses learning design, which involves planning educational activities and sequences to achieve learning objectives. It can be applied to both online and in-person instruction. Learning design consists of specifying objectives, participants, activities, and task procedures. When used digitally, it also involves configuring tools and resources. Learning design aims to improve education through innovative and flexible pedagogical approaches that engage both teachers and students. It allows for sharing experiences and discussions around instructional techniques.
Heather stockton portfolio slideshare 20160919
I love designing learning experiences. I have worked with children through adults, in academic and corporate environments. Please contact me with any questions.
M5 - Graphic Design - Introduction
This document outlines the grading criteria and topics that will be covered in a graphic design course, including pre-midterm, midterm, and final projects, homework, behavior, and a semester-long project. It defines graphic design and lists some uses such as advertisements, magazines, and websites. Students will work in groups on a team project presenting an example of a well-designed logo, magazine, newspaper, brochure or website and explain what makes it effective. The course will cover basic design principles, color, typography, layout, and computer software like Photoshop.
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Projektarbeid
- 2. Knowledge application Learning outcome being achieved
- 3. What sort of learning experience are we talking about ?
- 4. PROJECT WORK What sort of mistakes a teacher may make and thereby not utilise the potential of project work as for developing particular skills and achieving the desired learning outcome?
- 5. Enumerate common mistakes made when using project work as a teaching method and divide them according to what outcome they may refer to.
- 6. collaboration You may rearange the arrows and add more ones if needed
- 7. communication You may rearange the arrows and add more ones if needed
- 8. independent learning You may rearange the arrows and add more ones if needed
- 9. What can we do to eliminate the mistakes?
- 10. Present the ideas in the form that is most comfortable for you (tables, diagrams, text, pictures, etc………………….) Use as many slides as you need to do the taks Expand the presentation to provide the question with the answer
- 11. Work out the criteria for comparing the following teaching methods Project work Problem based learning Group work Project designed team work You may expand the table, of course Fill in the table with similarities and differences between the methods
- 12. Well done
- 13. 1.Introducing space to verbal text (diagramming) 2. Introducing dialog (questions) 3. Introducing collaboration (encouragement to build the document together)