This document provides information about an online Psychology of Play course, including the course description, materials, objectives, outcomes, connection to degree programs, research component, topics covered, learning activities, grade weights, strategies for success, and rubrics. The 3-sentence course aims to explore how psychology values play and its role in brain development, creativity, and goal achievement. Students will learn about play theories and apply concepts through discussions, assignments, and interactive sessions to understand play's personal and professional benefits. Assessment includes assignments, discussions, checks, and a research project to articulate play's value and impact in various settings.
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
Understanding by Design (UbD) is a framework for curriculum development created by Jay McTighe and Grant Wiggins that uses backward design. It consists of 3 steps: 1) identifying desired results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences. The goal is to develop deep student understanding rather than superficial content coverage. Key aspects include defining big ideas, assessing for understanding, and creating units that hook students and allow for application, evaluation, and differentiated learning experiences.
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
The document discusses the backward design model for planning instruction. It describes the three main stages as: 1) Identifying desired learning outcomes, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. Each stage is then explained in more detail. The document also discusses how to design integrated performance assessments using the three communication modes of interpretive, interpersonal, and presentational.
Unpacking Understanding by Design By Grant Wiggins, et alKaren Hartle
The document discusses the key concepts of Understanding by Design (UbD), a framework for designing curriculum and assessments. It explains the 3 stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. The focus is on identifying "big ideas" - core concepts and generalizations that students should understand. Big ideas should drive the identification of understandings, essential questions, knowledge and skills, and assessments in a UbD unit. The process is meant to be non-linear, with flexibility in how educators engage with the UbD template.
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
Understanding by Design (UbD) is a framework for curriculum development created by Jay McTighe and Grant Wiggins that uses backward design. It consists of 3 steps: 1) identifying desired results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences. The goal is to develop deep student understanding rather than superficial content coverage. Key aspects include defining big ideas, assessing for understanding, and creating units that hook students and allow for application, evaluation, and differentiated learning experiences.
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
The document discusses the backward design model for planning instruction. It describes the three main stages as: 1) Identifying desired learning outcomes, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. Each stage is then explained in more detail. The document also discusses how to design integrated performance assessments using the three communication modes of interpretive, interpersonal, and presentational.
Unpacking Understanding by Design By Grant Wiggins, et alKaren Hartle
The document discusses the key concepts of Understanding by Design (UbD), a framework for designing curriculum and assessments. It explains the 3 stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. The focus is on identifying "big ideas" - core concepts and generalizations that students should understand. Big ideas should drive the identification of understandings, essential questions, knowledge and skills, and assessments in a UbD unit. The process is meant to be non-linear, with flexibility in how educators engage with the UbD template.
The document discusses the backward mapping framework for curriculum design. It begins with identifying the desired results and establishing clear learning goals, then determines how student learning will be assessed through performance tasks and other evidence. Finally, it plans learning experiences and instruction that align with the goals and assessments. The framework aims to improve curriculum design and student understanding by taking a backward approach from the desired learning outcomes.
Understanding By Design - Technology Integrationben.louey
The document provides information on effective instruction including planning, instructional delivery, and assessment. It discusses establishing curricular priorities and identifying desired results including standards, understandings, essential questions, and learning objectives. The document also includes templates for instructional plans with sections for desired results, assessment evidence, and learning activities. Templates are to be used to develop unit plans and daily lesson plans focusing on objectives, assessments, and engaging student activities.
The document discusses enriching computer curriculum through Understanding by Design (UBD), which is a framework for designing curriculum and instruction that begins with defining learning goals and enduring understandings, and then designs assessments and lessons to ensure students achieve the goals. It explains the 3 stages of UBD for designing units of instruction, which are desired results, acceptable evidence, and learning experiences and activities. UBD aims to facilitate student understanding of big ideas and transfer of learning through backward design of curriculum.
The document summarizes two lesson planning models: the LEARN model and the Backwards Design model.
The LEARN model is a 5-step process for lesson planning that includes linking prior knowledge, engaging students through direct instruction, activating student learning through active learning strategies, reflecting on learning, and establishing next steps.
The Backwards Design model is a 3-step process that involves first establishing learning goals and essential questions, then determining assessments to measure student understanding, and finally planning learning activities. The model emphasizes starting with the desired results in mind and designing the lesson to achieve those results.
1. The document discusses planning for effective implementation of the 2010 SEC by teachers as agents of change. It examines the key knowledge, skills, and attitudes (KSAs) that teachers need to demonstrate teaching effectiveness.
2. Participants are tasked with identifying KSAs and KUDs that teachers need in order to demonstrate teaching effectiveness based on domains like planning, instructional delivery, and assessment. Sample learning plans will be examined.
3. The goal is to familiarize participants with the 3Is teaching approach, improve classroom preparations and delivery, and deepen understanding of understanding by design.
Understanding by Design (UbD) is a backwards design curriculum model created by Grant Wiggins and Jay McTighe. It is a 3 stage process that begins with identifying desired learning outcomes and establishing big ideas and essential questions. It then focuses on developing assessments to check for understanding before planning learning experiences and instruction. The goal is to align assessments and learning activities to curriculum standards while promoting higher-order thinking skills. UbD aims to clarify expectations for students and allow for differentiation of instruction based on learner needs.
The document summarizes the key aspects of Understanding by Design (UbD), an educational framework developed by Grant Wiggins and Jay McTighe. The three main stages of UbD's "backward design" approach are to 1) identify desired results such as standards and essential questions, 2) determine acceptable evidence of student understanding through assessments, and 3) plan learning experiences and instruction. The goal of UbD is teaching for understanding rather than superficial content coverage.
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
1. A big idea is "information literacy enhances lifelong learning."
2. An essential question is "How can we evaluate information from different sources to expand our understanding?"
3. A concept is "research is a process of gathering, analyzing, and communicating information to answer questions."
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
This document provides an overview of an introduction to entrepreneurship course. The course will explore entrepreneurship from three perspectives: creating, establishing, and maintaining new business ventures; viewing entrepreneurship as a key employment skill; and exploring the relationship between sustainability and entrepreneurship. Students will learn about the entrepreneurial process and key concepts, develop their propensity for entrepreneurship, practice innovation and creativity, understand how to identify and analyze business opportunities, and present a venture concept plan and elevator pitch. The course will use cases, discussions, interviews, research, and other activities. Students will complete blog entries, quizzes/activities, and an elevator pitch presentation.
Undestanding by design: A curriculum model - Principles of Teaching 1Art Christian V. Dimla
Understanding by Design
Topic from: Principles of Teaching 1
Presenter: Art Christian Vargas Dimla
Pangasinan State University
Bayambang Campus
Bayambang Pangasinan
The document discusses the principles of backwards design for developing lesson plans. It explains that backwards design involves 3 stages: 1) identifying the desired results and standards, 2) determining acceptable evidence of student understanding, and 3) planning teaching and learning experiences to meet the objectives. The process begins with defining the enduring understandings and goals that students should retain after the lesson. These understandings are more conceptual and transferable than specific facts. The document provides examples of distinguishing between important knowledge, skills, and understandings for students to gain from a lesson.
This document provides an overview of Understanding by Design (UbD), a framework for planning curriculum and instruction. It discusses three key aspects of UbD: 1) Identifying desired long-term learning outcomes based on standards, 2) Determining appropriate assessments to measure student understanding, and 3) Planning lessons and activities to help students achieve the desired outcomes. The document emphasizes that UbD involves "backward design" where teachers design the curriculum starting with the long-term goals, rather than just selecting content and activities. It is intended to help students develop deep understanding and ensure their learning transfers to new situations.
Audio visual aids, also known as instructional media, are teaching tools that use both hearing and sight to enhance the learning experience. They make abstract concepts more concrete and aid in retaining knowledge. AV aids can be classified as projected aids like films, slides and overhead projectors, or non-projected aids like models, graphs and flashcards. They serve various purposes such as initiating and sustaining attention, providing realistic experiences, and reinforcing learning. While AV aids have benefits, teachers must still plan, present and apply them effectively in order to maximize their educational impact without becoming a distraction.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
Creative Assessment Techniques Faculty Development Model - Competency-Based E...Becky Lopanec
The document describes the assessment model and techniques used in the Business Software Specialist Certificate program at Bellevue College.
The 32-credit program includes 8 courses, 1 orientation, and leads to 5 Microsoft Office certifications. Courses use pre-tests to assess prior knowledge, practice exams, post-tests requiring 80% or higher, and comprehensive final assessments. Additional assessments include certification exams and business case projects applying course skills.
The assessment model is evolving based on student and faculty feedback. Current assessments include skills-based projects, blended multiple choice/project tests, and skills lab simulations to better evaluate course mastery through performance-based assessments.
Er is keuze uit meer dan 150 verschillende mascotten. De mascotten zijn ook verkrijgbaar in andere kleuren en de mogelijkheid tot personalisatie van de mascottes bestaat ook.
Aarzel niet om contact met ons op te nemen voor meer informatie.
http://www.bonbonballon.be
The document discusses the backward mapping framework for curriculum design. It begins with identifying the desired results and establishing clear learning goals, then determines how student learning will be assessed through performance tasks and other evidence. Finally, it plans learning experiences and instruction that align with the goals and assessments. The framework aims to improve curriculum design and student understanding by taking a backward approach from the desired learning outcomes.
Understanding By Design - Technology Integrationben.louey
The document provides information on effective instruction including planning, instructional delivery, and assessment. It discusses establishing curricular priorities and identifying desired results including standards, understandings, essential questions, and learning objectives. The document also includes templates for instructional plans with sections for desired results, assessment evidence, and learning activities. Templates are to be used to develop unit plans and daily lesson plans focusing on objectives, assessments, and engaging student activities.
The document discusses enriching computer curriculum through Understanding by Design (UBD), which is a framework for designing curriculum and instruction that begins with defining learning goals and enduring understandings, and then designs assessments and lessons to ensure students achieve the goals. It explains the 3 stages of UBD for designing units of instruction, which are desired results, acceptable evidence, and learning experiences and activities. UBD aims to facilitate student understanding of big ideas and transfer of learning through backward design of curriculum.
The document summarizes two lesson planning models: the LEARN model and the Backwards Design model.
The LEARN model is a 5-step process for lesson planning that includes linking prior knowledge, engaging students through direct instruction, activating student learning through active learning strategies, reflecting on learning, and establishing next steps.
The Backwards Design model is a 3-step process that involves first establishing learning goals and essential questions, then determining assessments to measure student understanding, and finally planning learning activities. The model emphasizes starting with the desired results in mind and designing the lesson to achieve those results.
1. The document discusses planning for effective implementation of the 2010 SEC by teachers as agents of change. It examines the key knowledge, skills, and attitudes (KSAs) that teachers need to demonstrate teaching effectiveness.
2. Participants are tasked with identifying KSAs and KUDs that teachers need in order to demonstrate teaching effectiveness based on domains like planning, instructional delivery, and assessment. Sample learning plans will be examined.
3. The goal is to familiarize participants with the 3Is teaching approach, improve classroom preparations and delivery, and deepen understanding of understanding by design.
Understanding by Design (UbD) is a backwards design curriculum model created by Grant Wiggins and Jay McTighe. It is a 3 stage process that begins with identifying desired learning outcomes and establishing big ideas and essential questions. It then focuses on developing assessments to check for understanding before planning learning experiences and instruction. The goal is to align assessments and learning activities to curriculum standards while promoting higher-order thinking skills. UbD aims to clarify expectations for students and allow for differentiation of instruction based on learner needs.
The document summarizes the key aspects of Understanding by Design (UbD), an educational framework developed by Grant Wiggins and Jay McTighe. The three main stages of UbD's "backward design" approach are to 1) identify desired results such as standards and essential questions, 2) determine acceptable evidence of student understanding through assessments, and 3) plan learning experiences and instruction. The goal of UbD is teaching for understanding rather than superficial content coverage.
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
1. A big idea is "information literacy enhances lifelong learning."
2. An essential question is "How can we evaluate information from different sources to expand our understanding?"
3. A concept is "research is a process of gathering, analyzing, and communicating information to answer questions."
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
This document provides an overview of an introduction to entrepreneurship course. The course will explore entrepreneurship from three perspectives: creating, establishing, and maintaining new business ventures; viewing entrepreneurship as a key employment skill; and exploring the relationship between sustainability and entrepreneurship. Students will learn about the entrepreneurial process and key concepts, develop their propensity for entrepreneurship, practice innovation and creativity, understand how to identify and analyze business opportunities, and present a venture concept plan and elevator pitch. The course will use cases, discussions, interviews, research, and other activities. Students will complete blog entries, quizzes/activities, and an elevator pitch presentation.
Undestanding by design: A curriculum model - Principles of Teaching 1Art Christian V. Dimla
Understanding by Design
Topic from: Principles of Teaching 1
Presenter: Art Christian Vargas Dimla
Pangasinan State University
Bayambang Campus
Bayambang Pangasinan
The document discusses the principles of backwards design for developing lesson plans. It explains that backwards design involves 3 stages: 1) identifying the desired results and standards, 2) determining acceptable evidence of student understanding, and 3) planning teaching and learning experiences to meet the objectives. The process begins with defining the enduring understandings and goals that students should retain after the lesson. These understandings are more conceptual and transferable than specific facts. The document provides examples of distinguishing between important knowledge, skills, and understandings for students to gain from a lesson.
This document provides an overview of Understanding by Design (UbD), a framework for planning curriculum and instruction. It discusses three key aspects of UbD: 1) Identifying desired long-term learning outcomes based on standards, 2) Determining appropriate assessments to measure student understanding, and 3) Planning lessons and activities to help students achieve the desired outcomes. The document emphasizes that UbD involves "backward design" where teachers design the curriculum starting with the long-term goals, rather than just selecting content and activities. It is intended to help students develop deep understanding and ensure their learning transfers to new situations.
Audio visual aids, also known as instructional media, are teaching tools that use both hearing and sight to enhance the learning experience. They make abstract concepts more concrete and aid in retaining knowledge. AV aids can be classified as projected aids like films, slides and overhead projectors, or non-projected aids like models, graphs and flashcards. They serve various purposes such as initiating and sustaining attention, providing realistic experiences, and reinforcing learning. While AV aids have benefits, teachers must still plan, present and apply them effectively in order to maximize their educational impact without becoming a distraction.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
Creative Assessment Techniques Faculty Development Model - Competency-Based E...Becky Lopanec
The document describes the assessment model and techniques used in the Business Software Specialist Certificate program at Bellevue College.
The 32-credit program includes 8 courses, 1 orientation, and leads to 5 Microsoft Office certifications. Courses use pre-tests to assess prior knowledge, practice exams, post-tests requiring 80% or higher, and comprehensive final assessments. Additional assessments include certification exams and business case projects applying course skills.
The assessment model is evolving based on student and faculty feedback. Current assessments include skills-based projects, blended multiple choice/project tests, and skills lab simulations to better evaluate course mastery through performance-based assessments.
Er is keuze uit meer dan 150 verschillende mascotten. De mascotten zijn ook verkrijgbaar in andere kleuren en de mogelijkheid tot personalisatie van de mascottes bestaat ook.
Aarzel niet om contact met ons op te nemen voor meer informatie.
http://www.bonbonballon.be
The document discusses valence shell electron pair repulsion (VSEPR) theory for determining molecular shapes. It explains that electron pairs orient themselves as far apart as possible to minimize repulsion. Lone pairs repel more strongly than bonding pairs. To determine shape, one draws a Lewis diagram, counts electron pairs around the central atom, and considers the five most common shapes based on bond angles.
Pro Touch Hard Surface Restoration offers cleaning and restoration services for tile, grout, stone, concrete, brick, vinyl siding, carpet, and upholstery using advanced techniques. Their process involves pre-treatment with a deep cleaning solution, high-pressure water penetration, heat over 200 degrees, and high-power vacuum extraction to remove dirt, grime, oil, bacteria, and restore surfaces to a like-new appearance using EPA-approved solutions. Customers are amazed at the transformed appearance of their restored floors. The company also offers monthly maintenance programs to prevent mechanical breakdown, reduce safety risks, control odors, and improve aesthetic appeal for businesses.
Basic formula for Shapes - Area and Volume and SurfaeSurendra Rao
The document provides formulas and examples for calculating the surface areas and volumes of various geometric shapes including rectangular prisms, cubes, cylinders, spheres, cones, pyramids, and irregular shapes. Formulas are given for surface area and volume of each shape using measurements of lengths, widths, heights, radii, and other defining variables. Step-by-step worked examples demonstrate applying the formulas to specific geometric objects.
The West Coast of Washington and the NE and SW corners of Wyoming are regions of the contiguous United States where NEXRAD coverage is incomplete. One approach to addressing these gaps is to install additional NEXRAD-class radars. Another potential approach is to install small radar networks of the type being investigated in the CASA project. This paper compares these two approaches. We provide a meteorological and user-need assessment of present radar coverage in these regions (based on a recent feasibility study led by J. Brotzge [1]) as well as an objective assessment of the radar-coverage that would be achieved using the large radar and small radar approaches.
This document provides a syllabus for an Advanced Placement Chemistry course. It outlines the course goals, which include preparing students to receive a score of 3 or higher on the AP exam. The course will cover topics equivalent to a full year of college general chemistry. It is a rigorous course that requires significant time commitment outside of class. The syllabus details course policies on attendance, grading, materials needed, and the schedule of topics to be covered throughout the year.
Breakthrough marketing by Abdullah shah.Abdullah Shah
Southwest Airlines has experienced breakthrough success through its unique marketing approach focused on customer service and low fares. It began in 1971 with a goal of getting customers to their destinations on time at the lowest prices while ensuring a good customer experience. Southwest marketed itself as the "LUV airlines" and featured a bright red heart logo initially. Today it serves 72 cities across 32 states and continues investing in customer service through amenities like free bags and onboard Wi-Fi.
The document discusses ionic and metallic bonding. Ions are formed when atoms gain or lose electrons to achieve a noble gas configuration. Ionic bonds form when cations (positively charged ions) and anions (negatively charged ions) are attracted via electrostatic forces. Metallic bonds occur in metals and involve delocalized electrons that provide conductivity and allow metals to be malleable. Ionic compounds are named by writing the cation name followed by the anion name.
This document provides instructions for a simulation activity to investigate Boyle's law. Students are instructed to use a simulation to add gas to a container and measure the volume and pressure as the volume is changed. They collect data on volume and pressure and graph the relationship. The data shows that as volume decreases, pressure increases, demonstrating the inverse relationship described by Boyle's law.
This talk will give an overview of the current phased array radar systems and its requirements for weather observations, performance in sensitivity, antenna design requirement for dual-polarized weather radars.
This document discusses practical considerations for near-field antenna measurements. It covers topics like alignment of the antenna under test and probe, scan size and spacing, probe correction, scattering and reflections in indoor environments, and error budgets. It provides examples of near-field and far-field antenna pattern measurements. Near-field ranges offer advantages over far-field ranges like a controlled indoor environment and the ability to detect surface anomalies, but require transforming near-field data to the far-field domain using techniques like Fourier transforms.
The document discusses strategies for effective instruction of adult learners. It begins by outlining learning objectives related to understanding differences between pedagogy and andragogy, characteristics of adult learners, and factors that motivate adult learners. It then provides details on andragogy, characteristics of adult learners, strategies like jigsaw, think-pair-share, questioning, and engaged lecture, and factors that influence attention and learning like choice, relevance, and engagement.
Participatory Training Methods By Dr Subin MohanKVASU
The document discusses various participatory training methods including lectures, case studies, role plays, simulations, instruments, and learning games. It provides details on how to conduct each method, what they involve, and their advantages. These include using lectures to introduce new concepts, case studies for group analysis and reflection, role plays to generate awareness and practice skills, and simulations for learning in realistic situations.
The document discusses various assessment strategies and their importance in the teaching and learning process. It emphasizes that assessment should be differentiated, involve students in the learning process, and use information to support further learning. A variety of formative and authentic assessment techniques are described, including using learning goals, feedback, student self-assessment, pre-assessments, and adapting assessments to individual student needs. The document stresses using assessment to modify instruction and support student growth.
- This document is a final report for a semester project completed by 5 students for an Industrial Design bachelor's program.
- The project aimed to create an immersive game that blends physical and digital elements to teach skills like collaboration and stakeholder thinking to players aged 14-18.
- After many iterations, the students developed Empyria, a strategic fantasy board game for 3-6 players where they take on roles of stakeholders in a fictional world and must solve crises through debate and strategy.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
Part OneEarly Childhood Work ProductViable adapting especial.docxssuser562afc1
Part One
Early Childhood Work Product
Viable adapting especially for early youth is one of the greatest critical angle while comes to adolescents improvement. From the appraisal completed, there are central factor which comes to be of an extraordinary arrangement concern when includes instructing more youthful youngsters. I comprehend that it's far hard for dealing with 3-4year-old kids. Data I can say the experience turned out to be genuine beginning from the association of the adolescents and also the method of training. It is unquestionably one of touchy level of progress and subsequently additional consideration are required. I can likewise say its miles one of the craziest degree and increasingly fiery. Level of prepared to investigate for the explanation that they're a greater amount of copying what is being accomplished. From the assessment, I will say that the resulting are pointers of incredible educational plan. First is the youngsters have been dynamic and furthermore locked in. This changed into glaring from the zones; education, maths, science, and humanities. What's more, this had been glaring area comprehensive of subjective, social, substantial and exact association. Furthermore is that the fantasies which had been set have been practiced. Thirdly the educational plan is proof principally based lastly esteemed substance especially in the examining examination are focused and furthermore purposeful contemplating.
Picking up information on models are portrayed as the composed and succinct depiction of what the researcher are required to comprehend and furthermore ready to do at a particular level in their preparation. In appreciate to learning appreciate in this circumstance study. They might be connected for instance, it finishes up with the wants which have been ahead of time perceived by means of the puberty teacher. Finding a workable pace in hence explains on the accompanying topics; concern zones which on this situation are essential maths, fine art, education, innovation, expressions and innovation which may be moreover suitable learning guidelines to kids. Furthermore is the finding a workable pace whereupon each challenge district is composed concurring with grade organize. 0.33 It likewise adapt to the training objectives wherein many set learning prerequisites alongside larger and long haul tutoring wants are fit for portray the understanding knowledge, abilities and man or lady. At long last substance wherein the set finding a good pace are one of a kind and shared trait from the framework to gadget as depicted inside the adolescent educator wants.
The language used by grown-ups influences psychological blast and acing in kids in heaps of diffused techniques. Naming is an amazing method to cultivate applied improvement. Advancement and early learning can be bolstered continually as a kid creates, and early understanding and capabilities advise and impact fate finding a workable pace. This is critical for the improv.
Part OneEarly Childhood Work ProductViable adapting especial.docxkarlhennesey
Part One
Early Childhood Work Product
Viable adapting especially for early youth is one of the greatest critical angle while comes to adolescents improvement. From the appraisal completed, there are central factor which comes to be of an extraordinary arrangement concern when includes instructing more youthful youngsters. I comprehend that it's far hard for dealing with 3-4year-old kids. Data I can say the experience turned out to be genuine beginning from the association of the adolescents and also the method of training. It is unquestionably one of touchy level of progress and subsequently additional consideration are required. I can likewise say its miles one of the craziest degree and increasingly fiery. Level of prepared to investigate for the explanation that they're a greater amount of copying what is being accomplished. From the assessment, I will say that the resulting are pointers of incredible educational plan. First is the youngsters have been dynamic and furthermore locked in. This changed into glaring from the zones; education, maths, science, and humanities. What's more, this had been glaring area comprehensive of subjective, social, substantial and exact association. Furthermore is that the fantasies which had been set have been practiced. Thirdly the educational plan is proof principally based lastly esteemed substance especially in the examining examination are focused and furthermore purposeful contemplating.
Picking up information on models are portrayed as the composed and succinct depiction of what the researcher are required to comprehend and furthermore ready to do at a particular level in their preparation. In appreciate to learning appreciate in this circumstance study. They might be connected for instance, it finishes up with the wants which have been ahead of time perceived by means of the puberty teacher. Finding a workable pace in hence explains on the accompanying topics; concern zones which on this situation are essential maths, fine art, education, innovation, expressions and innovation which may be moreover suitable learning guidelines to kids. Furthermore is the finding a workable pace whereupon each challenge district is composed concurring with grade organize. 0.33 It likewise adapt to the training objectives wherein many set learning prerequisites alongside larger and long haul tutoring wants are fit for portray the understanding knowledge, abilities and man or lady. At long last substance wherein the set finding a good pace are one of a kind and shared trait from the framework to gadget as depicted inside the adolescent educator wants.
The language used by grown-ups influences psychological blast and acing in kids in heaps of diffused techniques. Naming is an amazing method to cultivate applied improvement. Advancement and early learning can be bolstered continually as a kid creates, and early understanding and capabilities advise and impact fate finding a workable pace. This is critical for the improv ...
The document describes an agenda for a workshop on differentiation and Understanding by Design (UbD). The workshop will cover Stage 3 of UbD, which focuses on determining what learners need to meet desired performance goals and how to best use classroom time. Participants will discuss key concepts like why a "one size fits all" approach does not work, learner profiles, and differentiation. The document also outlines essential questions and enduring understandings for the workshop, including explaining differentiation and its relationship to curriculum. Participants will learn strategies for hooking students, equipping them with skills and knowledge, providing opportunities for reflection and revision, and tailoring activities to individual needs.
The document outlines the structure and content of an Approaches to Learning (ATL) course. It discusses four main strands: thinking skills, intercultural understanding, communication skills, and personal skills. Within each strand are subtopics like ethical thinking, problem solving, language and culture, presentation skills, and emotional intelligence. The goal is to help students develop life skills that can be applied in various contexts through activities, discussions, and applying skills in real-world scenarios. The course emphasizes developing international-mindedness and intercultural awareness.
The document discusses adult learning, including defining adult learning, characteristics of adult learners, principles for teaching adults, differences between children and adults as learners, barriers to learning, and learning styles. Specifically, it defines adult learning as formal, non-formal, and informal learning activities undertaken by adults after initial education. It identifies characteristics such as adults needing to know why they are learning, learning through doing, and wanting to use life experiences. Principles for teaching adults include motivating learners, informing learners in their preferred style, monitoring learners, and engaging learners through experience.
The document provides information from a professional development evening for first year teachers on what it takes to be an effective teacher. It discusses topics such as professionalism, commitment to students, specialized knowledge, Piaget's theory of intellectual development, decision making skills, and reflective practices. The summary emphasizes the importance of understanding child development, using knowledge to make informed decisions, and continually reflecting to improve teaching.
The conference agenda outlines the schedule and sessions for a one-day conference on dyslexia. The day includes a keynote address on understanding dyslexia from a personal perspective followed by breakout sessions in the morning and afternoon on topics like strengthening programs for dyslexia, executive function strategies, assistive technology, multisensory reading approaches, developing text understanding, incorporating creativity, and making math more accessible. Presenters include psychologists, educators, and professionals working in the field of dyslexia and learning disabilities.
The document provides an overview of a tutoring and ethics curriculum for Flower City Soccer League. It introduces the program which aims to empower tutors and youth to recognize their strengths and work on creative projects together. A sample tutoring session is outlined, covering topics like respect, sharing, and responsibility over 12 weeks. Project ideas are suggested like making a flag, writing letters, or creating a newspaper article. Various games involving cards, beads, and dice are also described to reinforce math and other skills in a fun way. The document encourages tutors to be flexible and modify activities to meet the needs and interests of their students.
The document provides resources for differentiating instruction using technology. It lists various online tools that can be used to support literacy development across different content areas, as well as tools to support differentiation of content, process, product, and assessment. Specific examples of tools include websites for developing phonemic awareness, vocabulary, comprehension, lessons and resources in different subjects, student publishing tools, and more.
The document discusses various teaching strategies that can be used to assist student learning, including lecturing, group discussions, debates, case studies, simulation games, role-playing, projects and surveys, field trips and visits, press cuttings, and using information technology. These strategies range from more traditional approaches like lecturing to more interactive methods like debates, role-playing and simulations. The strategies are meant to help students learn subject knowledge, develop critical thinking skills, and apply concepts to real-world problems.
Edu 5701 7 Dunn & Dunn Learning Styles Model[1]Barbara M. King
The document describes the Dunn and Dunn Learning Style Model, which identifies various factors that influence how individuals learn, including environmental, emotional, sociological, physiological, and psychological factors. It then discusses two main learning styles - global and analytic. Global learners prefer holistic, creative approaches to learning, while analytic learners prefer logical, step-by-step methods. The document provides teaching strategies for each style and ideas for introducing lessons in ways that appeal to both global and analytic learners. It also describes programmed learning sequences as an individualized instruction method that can accommodate different learning styles.
Principles of teaching. teaching strategy focus on group. role playingPauline May Bugayong
I am a Diploma in Teaching student and this is my PPT to my discussion in our Principles of Teaching subject under the Teaching Strategies Chapter for Focus on group (Role playing)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
PYP-O Syllabus
1. COURSE SYLLABUS
PSYCHOLOGY OF PLAY—ONLINE
COURSE INFORMATION
Catalog Course Code: DEP 1013
Three-Letter Course Abbreviation: PYP-O
COURSE DESCRIPTION
In the Psychology of Play Course, students explore how
the field of psychology values the concept of play as a
mechanism that allows a person to apply game strategies
to accomplish life goals. Students will be introduced to how
the action of play shapes the brain, develops critical-thinking
skills, and strengthens the ability to collaborate with others in
social and professional settings. By exploring the key works
of historical and current researchers and theorists, students
will learn about the value of play and how to apply techniques
of play in developing cognitive strategies to complete creative, professional, and social tasks. Students will utilize a
psychological perspective of play to examine how this relates
to their life, education, and chosen creative field.
COURSE MATERIALS
yy Computer
yy Internet access
yy Other resources will be provided
COURSE OBJECTIVES
Students will accomplish these course objectives by completing the milestones specified:
yy Identify what constitutes play and describe how play differs from other behaviors
yy Define play, creativity, and innovation to understand
how the concepts differ
yy Evaluate the various types of play to recognize their
value
yy Interpret the role of play in brain development
yy Explore play from psychological and evolutionary
perspectives
yy Assess scientific findings by conducting personal exploration on research topics
yy Examine the ways that positive psychology theories impact development
yy Identify positive psychology concepts
yy Understand the connection between positive psychology concepts and play and development
yy Determine the role of play in creative and critical thinking
yy Explain the role of play in society
yy Apply class concepts to help solve a challenge
yy Recognize boundaries when play distracts from productivity
yy Explore the dark side of play
yy Compare and contrast the helpful and harmful elements of play
yy Examine interpersonal relationships as they relate to play
yy Discuss the nature of competition
yy Interpret the way these concepts are related to group
work and collaboration
yy Reflect on play and how it can impact lifelong learning
yy Construct a comprehensive plan to apply play material
COURSE OUTCOMES
By the end of this course, students will be able to:
yy Articulate the value of play
yy Explain how play shapes the brain
yy Describe the ways that play impacts personal and professional goal achievement
yy Apply creative and critical thinking through play
yy Construct a plan for the valued potential use of play in
various settings
DEGREE CONNECTION
Psychology of Play allows students to explore elements of
play within each degree program. Students will begin to
evaluate what drew them to their respective degrees through
the lens of play. The benefits and necessity of play in both
personal and professional development will be explored as
well as the potential challenges that must be addressed. Students will learn to use play to motivate themselves to achieve
success in their respective degree programs by building upon
2. Psychology of Play—Online Degree Connection
critical-thinking and interpersonal relationship skills and using research to support their development as professionals.
The concepts and research addressed in this course offer
additional psychological perspectives and insights to supplement the technical and conceptual skills built into the core
curriculum.
INDUSTRY CONNECTION
Psychology of Play is a course designed to challenge students to examine the connection between play and their
respective industries. In order to present their best self to
their industry, students must understand how play helps
to shape the brain, increases productivity at work, and enhances interpersonal relationships. Students are encouraged
to visualize their future paths within their industries and use
this to guide their development, both personally and professionally. Psychology of Play aims to validate the importance
of play in a way that then allows students entering the entertainment industries to be able to reinforce the value of play
in their respective professions. Successful completion of this
course will ensure that students are prepared to create a
lifelong play plan with greater self-awareness and increased
social competence.
RESEARCH COMPONENT
Students will conduct research through self-assessment, Full
Sail Library resources, and observation. Participating in selfassessments will allow students to reflect on themselves
and evaluate personal play tendencies, deepening their
level of self-awareness. Conducting research using Library
resources will help students narrow their focus to scholarly,
credible sources. Lastly, engaging in observational analysis will allow students to apply concepts from a real-world
perspective.
ADDITIONAL RESOURCES
yy www.thehappinessinstitute.org
yy www.instituteofplay.org
yy http://www.aspenideas.org/session/neuroscience
-play-what-play-does-you-and-your-brain-and-what
-happens-you-if-you-dont-play
TOPICS COVERED
yy Introduction to Play
yy Play Personalities
yy Brain and Development
yy Positive Psychology
yy Motivation
yy Critical Thinking
yy Value of Play in Society
yy Interpersonal Relationships
yy Lifelong Play
LEARNING ACTIVITIES
Reading Assignments
Weekly reading will be assigned to provide students with
a solid foundation of psychological principles and theory. In
order to be successful in this course, students will need to
apply the theories learned from the readings to their projects.
3. Psychology of Play—Online Learning Activities
Discussions
Each week, students will be given video prompts and/or thoughtfully
constructed questions to push them to consider how weekly course
concepts are relevant to their industry. Students will write an initial
post and a meaningful response post to one or more of their peers.
They will be required to write their initial post by Wednesday of each
week to allow ample time for their peers to review and respond
to the post. The reply must directly address another classmate’s
post and should offer clear and specific feedback about the post(s).
Merely stating agreement or disagreement is not sufficient.
Projects/Assignments
Students will complete four creative assignments throughout the
month that will directly apply the material learned in the specified
weeks. Weekly assignments may involve applying personal examples
to content, finding examples from society to apply content to, and/or
applying provided examples to content. Specific instructions will be
provided on FSO.
Learning Checks
Students will complete four weekly learning checks that are designed to give students insight into the basic knowledge acquired to
date. Items covered may relate to knowledge and comprehension
(facts, interpretation of information, and problem solving) or analysis
(understanding relationships between pieces of information).
Live Interactive Sessions
Live interactive sessions will provide students with an opportunity
to participate in a video-enabled live presentation with their peers
and the instructor. Students will experience live teaching of course
concepts as they interact with classmates in structured activities and
apply the material to their respective industries.
GRADE WEIGHTS
Weekly Discussions (4 at 7% each)
28%
Weekly Learning Checks (4 at 5% each)
20%
Week 1—Training Level: Library Research
2%
Week 1—Assignment
10%
Week 2—Assignment
10%
Week 3—Assignment
10%
Week 4—Assignment
10%
Professionalism (GPS)
10%
Total
100%
STRATEGIES FOR SUCCESSFUL
LEARNING
yy Time management is the biggest challenge for students in this
course. Look through all the activities for the week as early as
possible and plan your time accordingly. Some activities require
quite a bit of preparation and involve multiple steps for successful completion.
yy Networking is critical to your success in this course. Your classmates are some of the best resources you have available to you
in this program. They’re experiencing the same classes as you
and juggling a similar list of other life commitments. Get to know
them. Read their profiles. Correspond with them on discussion boards. Send an email if you’re interested in learning more
about a classmate’s professional experiences. By doing some
networking now, you will enrich your experience in the online
program and magnify your job opportunities after completion of
the program.
4. Psychology of Play—Online Strategies for Successful Learning
yy For many of you, your computer may be another subject you
need to take time learning. To address any technical issues you
may have, please contact FSO Support.
yy Read the fine print. Many of your assignments will have instructions for you to follow and a grading rubric for your work.
To get the most out of an assignment, it is important that you
understand and meet all the requirements for your work. The
more personally you can apply the concepts, the better you will
understand them and retain them. Look for personal applications
of the concepts addressed or evidence of how they may affect
others or the world around you. To ensure the best grade, you
can use the guidelines as stated on the grading rubric. Before
submitting any assignment, it is best practice to proofread for
grammatical and spelling errors.
yy Communicate any concerns or questions to your instructor as
soon as possible. Make note of your instructor’s office hours,
iChat hours, and preferred method of contact to ensure that you
reach the instructor successfully. Your instructors are not typically accessible over the weekends, so please keep that in mind
when planning your time.
yy Above all, make sure you play!
DEFINITION OF A CREDIT HOUR
Psychology of Play is a 3.0 credit hour course. Full Sail University
breaks down one semester credit hour into 45 units of academic
activities as follows:
One clock hour of Contact with a Lab/Course Director or
Associate Course Director
2.0 units
One hour of Homework and/or preparation for a course
activity
0.5 units
Psychology of Play’s contact and homework hours amount to 135
total units. The number of units for each academic activity in this
course is broken down as follows:
Academic
Activity
Week
1
Week
2
Week
3
Week
4
Total
Hours
Total
Units
Number of
Contact
Hours
11.25
11.25
11.25
11.25
45
90
Number of
Homework
Hours
23.5
22.5
23.5
20.5
90
45
135
135
Total
5. Psychology of Play—Online Course-Specific Rubrics
COURSE-SPECIFIC RUBRICS
Assignments
Dimension
Mastery
Competency
Assignment Completion
All instructions are followed and
completed
Most instructions are followed and Few instructions are followed and
completed
completed
Follows directions and completes
all parts of the assignment
15 points
Concept Application
Demonstrates understanding of
class concepts
25 points
Connection
Connects class material to realworld experience
25 points
Innovation
Uniqueness or originality of idea,
format, expression, and so forth
20 points
Technical Aspects
Class concepts are clearly and
thoroughly applied in a way that
demonstrates an understanding of
the material
24–25 points
Makes a clear connection to the
real world (such as personal life
and/or industry connection) and
shows a deep understanding
24–25 points
Assignment is polished and of
professional/portfolio quality,
making use of innovative ideas
and/or forms of expression
19–20 points
Three or fewer spelling/
grammatical errors
Spelling/grammar
15 points
Comments
14–15 points
14–15 points
In Development
11–13 points
Class concepts are applied in a
way that demonstrates a basic
understanding of the material
21–23 points
Makes a connection to the real
world (such as personal life and/or
industry connection)
21–23 points
Beginning
Class concepts are referenced in a
way that does not demonstrate an
understanding of the material
0–7 points
No class concepts are referenced,
or class concepts are referenced
incorrectly
15–20 points
Makes a vague or unclear
connection to the real world (such
as personal life and/or industry
connection)
0–14 points
A connection to the real world
(such as personal life and/or
industry connection) is not present
15–20 points
0–14 points
Assignment is not polished and
does not make use of innovative
ideas and/or forms of expression
10–15 points
Four to seven spelling/grammatical Eight to ten spelling/grammatical
errors
errors
11–13 points
No/very few instructions are
followed and completed
8–10 points
Assignment is polished and makes Assignment is either polished or
use of innovative ideas and/or
makes use of innovative ideas
forms of expression
and/or forms of expression
16–18 points
Total
8–10 points
0–9 points
More than ten spelling/
grammatical errors
0–7 points
Adjustments
Grade
6. Psychology of Play—Online Course-Specific Rubrics
Discussion Boards
Points will be earned based on the following point system:
25 POINTS
earned for thoroughly rocking all the questions. Way to follow directions!
30 POINTS
earned for knocking my socks off with the course concept application. Wow—you really know this stuff!
30 POINTS
earned for posting to peers and offering awesome suggestions. Nice feedback! (Minimum of two response posts)
5 POINTS
earned for making zero grammatical errors on this board/level. Great job double-checking and proofreading your work!
10 P O I N T S
e
arned for being on top of your game and meeting the deadline or being a Chatty Cathy and having an additional response post. Good job being organized!
(Total of four posts)